영어수동태학습에서 형태초점과 컴퓨터 매개학습의 장·단기 수준별 효과와 정의적 요인

The Effects of Focus on Form and Affective Factors on the Learning of English Passive Voice in Context of On-Line CMC

While the professional literature abounds with the values of focus on form instructions in second language classrooms, few researchers have investigated the differential effects of the off-line focus on form instructions on the different types of target language forms in contexts of on-line computer-mediated communication (CMC). Therefore, the purpose of the study was to examine (1) both short-term and long-term effects of input-centered (input enhancement & processing) and output-centered (dictogloss) instructions on the learning of L2 English passive voice in contexts of CMC (four experimental groups) and (2) Korean secondary school learners' individual differences on the different types of instructions in terms of their intrinsic & extrinsic motivations, motivational behaviors (attention, persistence, & intensity), willingness to communicate {WTC), and attributions of success and failure. The findings showed that the off-line output-centered focus-on-form instruction in context of the online CMC was the most effective in both short-term and long-term periods, in particular for the advanced group, among the four experimental groups. In addition, students' achievment was significantly correlated with intrinsic motivation, motivational behaviors, willingness to communicate, and attributions of success/failure to efforts, in which the patterns of the correlations in turn depended on both students' proficiency levels and the types of focus on form and CMC instructions. The theoretical background and pedagogical implications are discussed.