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논문 기본 정보
- 자료유형
- 학술저널
- 저자정보
- 발행연도
- 2017.1
- 수록면
- 1 - 15 (15page)
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The present study examines effects of focus-on-form (FonF) instruction on the development of the use of the past counterfactual conditional among Japanese learners of English as a foreign language (EFL). The researcher developed instructional techniques for inducing cognitive comparisons by means of a written modeling method. The study included three groups of university students (N = 84): (1) an Explicit FonF group (EFF), which received model texts and explicit grammar instruction after second language (L2) writing; (2) an Implicit FonF group (IFF), which received only model texts after L2 writing; and (3) a Focus on Meaning group (FonM), which engaged in L2 writing only. The results showed that EFF outperformed IFF and FonM, and that IFF outperformed FonM in the written sentence-completion test. The data indicated that approximately 56% of the noticed linguistic features of IFF were for grammar, and that approximately 44% of students in the IFF condition noticed the target form while comparing their own texts and the model texts. The author argues that FonF instruction, which helps L2 learners make cognitive comparisons, has a more significant effect on the development of their productive knowledge of the target form than FonM instruction, in which learners are not involved in making cognitive comparisons
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참고문헌 (28)
참고문헌 신청
Celce-Murcia, M. / 1999 / The grammar book: An ESL/EFL teachers’ course / Heinle & Heinle
Cowan, N. / 1999 / Models of working memory: Mechanisms of active maintenance and executive control / Cambridge University Press : 62 ~ 101
Coyle, Y. / 2014 / Exploring the role played by error correction and models on children’s reported noticing and output production in a L2 writing task / Studies in Second La
Doughty, C. / 1998 / Focus on form in classroom second language acquisition / Cambridge University Press
Doughty, C. / 2001 / Cognition and second language instruction / Cambridge University Press : 206 ~ 257
Cowan, N. / 1999 / Models of working memory: Mechanisms of active maintenance and executive control / Cambridge University Press : 62 ~ 101
Coyle, Y. / 2014 / Exploring the role played by error correction and models on children’s reported noticing and output production in a L2 writing task / Studies in Second La
Doughty, C. / 1998 / Focus on form in classroom second language acquisition / Cambridge University Press
Doughty, C. / 2001 / Cognition and second language instruction / Cambridge University Press : 206 ~ 257
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