英語 疑問文 指導의 學習 效果

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This study investigates effects of teaching English question formation. In the 1970s, English Education in this country was rather the grammar translation and rule explanation methods than the acquisition of communication competence. Though Students had been taught English as a second language for over ten years, they had difficulty in communicating even in daily activities with native speakers. To overcome the language barrier, in the 1980's English Education was focused on meaning rather than form to improve communicative abilities. In the 1990s, to improve more accurate and fluent use of English, the necessity of the Explicit Grammar Instruction was on the rise.
Research questions of the thesis are as follows :
1. What differences do the students have in their accuracy of the English question formation according to the types of Form-focused Instruction they've taken?
2. Does the learners' English proficiency level have an influence on the effect of teaching English question formation?
3. What correlations does the accuracy of the English question formation have with an English ability in general?
The subjects of this research were high school students in the second grade made up of nine classes. They had taken a one-month intensive EFL course. They were classified into three groups to meet the purpose of this research. Class A was given rule explanation amid explicit grammar instruction. Class B received visual enhancement treatment during the explicit grammar instruction. Class C received no instruction on question formation and an emphasis was put on the meaning.
The main findings of the study are as follows :
First, Though it seems that there was significant difference between the experimental group and the control group, there was not significant difference according to the types of Form focused instruction.
Second, The effects of the question formation instruction was not the same among learners in their English proficiency level.
Finally, it is clear that the accuracy of English question formation and English ability have comparatively positive correlations.
The results were analysed through T-test and ANOVA(analysis of variance), with Tukey and Scheffe method used in post-hoc analyses.
The results presented in this article provide further support for the hypothesis that Form-focused Instruction within a communicative context contributes to the higher level of linguistic knowledge and performance. The findings of this study suggest that accuracy, fluency, and overall communicative skills are best developed through the meaning-based instruction if the proper guidance is provided through timely form-focus activities and correction in context. The crucial question is what particular aspects of linguistic knowledge and performance are more or less affected by such instruction.
Alternative Title
Effects of Teaching English Question Formation
Alternative Author(s)
Han, Jeong-hee
朝鮮大學校 敎育大學院
교육대학원 영어교육
Awarded Date
2005. 2
Table Of Contents
Ⅰ. 서론 = 1
1. 연구의 필요성 및 목적 = 2
2. 연구문제 = 3
Ⅱ. 명시적 문법지도에 대한 이론적 고찰 = 4
1. 의사소통 중심교육의 문제점 및 한계 = 4
2. 선행연구 = 6
1) 문법 중심 지도의 유용성 = 7
2) 문법 중심 지도의 유형 = 8
3) 지도의 시기와 대상 = 11
4) FFI에서 명시적 지도의 교육적 효과 = 13
3. 영어와 한국어에 있어서의 의문문 형성의 차이점 = 15
Ⅲ. 연구방법 = 20
1. 연구대상 및 기간 = 20
2. 실험 도구 = 22
1) 의문문 형성능력 평가 = 22
2) 명시적인 문법지도를 위한 교실수업자료 = 23
3. 수업 및 실험 절차 = 23
4. 자료 분석 = 25
Ⅳ. 연구 결과 분석 및 논의 = 26
1. 연구 결과 = 26
1) 문법지도의 유형에 따른 영어 의문문형성의 정확성 차이 = 26
2) 영어 숙달 수준이 영어 의문문 지도의 학습 효과에 미치는 영향 = 33
3) 영어 의문문 형성의 정확성과 일반 영어 능력간의 상관관계 = 37
2. 논의 = 40
Ⅴ. 결론 = 43
1. 결론 및 시사점 = 43
2. 연구 진행상의 제한점 및 제언 = 44
참고문헌 = 46
부록 1(시험지) = 50
朝鮮大學校 敎育大學院
韓貞希. (2004). 英語 疑問文 指導의 學習 效果
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Education > Theses(Master)(교육대학원)
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