정보차 학습활동을 통한 영어 문법 학습 효과에 관한 연구

Abstract

The purpose of this study is to examine what affect learners' learning styles have on both a teacher-fronted class and a task- based class through information-gap activity, and to investigate an effective way to apply the task- based teaching to learners' individual learning styles. For the overall experimental design, 59 college students in English grammar class were divided into teacher-fronted group and information-gap group. Felder-Solomon's ILS (The Index of Learning Styles) was administered to measure the students' learning styles. First, students' grammar learning outcome was compared between the two groups. Second, students' grammar learning outcome based on their learning styles was compared within each group. Experiments were performed twice with different grammar contents. Finally, students' experiences were examined based on their preference and involvement. The results were as follows. There was no significant difference on students' grammar learning outcome between the two groups in the first experiment which is on categorial rules, but there was significant difference showing higher grammar learning outcome in the information-gap group between the two in the second experiment on prototypical rules. Within each group, students' grammar learning outcome was significantly related to visual/verbal learning styles in the teacher-fronted group. It showed that the teacher-fronted class which depends on teacher's explanation and teaching materials had a positive affect on students' grammar learning outcome in the verbal learning style. In information-gap class, students' grammar learning outcome was significantly related to active/reflective learning styles. To complete the task, the information-gap activity which requires students to interact with other group members was more effective for those active style students who favor to discuss and process information with other students and then understand that later. In the analysis of the students' experiences in information-gap learning class, active style students with better outcome improvement from the two post tests preferred the information-gap activity to the teacher-fronted teaching. Those students favoring the information-gap activity more voluntarily participated in the task. The analysis of students' responses showed that there were differences in students' opinions on advantages/ disadvantages in the information-gap learning. The active style students preferred the free learning atmosphere the most, while the reflective style students did not prefer it. In addition, the worst disadvantage to the active style students was free-riding, however, it was not considered so by those reflective style students. The findings of this study suggested that students' learning styles are significantly related to both grammar learning outcome and their experience. For the better learning outcomes of the task-based teaching, students' learning styles should be examined and interpreted clearly. Also, task development and its appropriate applying are to be considered.