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The Effects of Processing Instruction in Korean High School Students' Grammar Acquisition Compared to Traditional Grammar Instruction 원문보기

  • 저자

    김효선

  • 학위수여기관

    Hankuk University of Foreign Studies. Graduate School of Education

  • 학위구분

    국내석사

  • 학과

    영어교육전공

  • 지도교수

    Lee, Jun Kyu

  • 발행년도

    2014

  • 총페이지

    90 p

  • 키워드

    Processing Instruction;

  • 언어

    kor

  • 원문 URL

    http://www.riss.kr/link?id=T13538968&outLink=K  

  • 초록

    The Effects of Processing Instruction in Korean High School Students' Grammar Acquisition Compared to Traditional Grammar Instruction The present study aims to examine the effects of Processing Instruction (PI) in Korean high school students' grammar learning. In the previous studies, the positive effects of PI were already proved compared to traditional grammar instruction (TI). Based on these previous studies, Korean teachers could have meaningful implications on students' grammar learning. Therefore, this study examined the effects of PI compared to TI. To investigate the purpose, in this study, 60 first grade Korean high school students participated. The students were divided in three groups. First group was instructed by PI, second group was studied by TI, and the last group did not have any instructions. PI group had various structured input activities after having the explicit explanation on the target grammar structures. TI group had traditional grammar instruction, which was PPP model. The control group had reading instruction, which was not relevant to the grammar instruction. There were the pretests, the immediate posttests, and the delayed posttests. These tests consisted with the interpretation tests and the production tests. The result of the interpretation tests were as followings. First, in the posttests and the posttests, TI group has effects only on immediate posttests. Second, PI group has effects on both the posttests and delayed posttests. Third, when it comes to the long-term retention, PI group has effects. The effects last for about one month. Four, PI group has effects both on the interpretation test and the production tests. However, in TI group, only interpretation test has effects. Lastly, through the questionnaire, it was found out that Korean students prefer PI than TI. This study result showed that structured input practice advocate not only on the learners' interpretation tests but also production tests. Besides, when it comes to the long-term retention, PI has positive effects on the students' grammar acquisition. To conclude, PI is an effective instruction in that Korean students' grammar acquisition. To be specific, their grammar acquisition was improved compared to TI, and through the structured input activities, their productive ability was improved. Lastly, in students' affective domain, PI has more positive effects than TI.


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