중학교 영어 문법 수업에서 Dictogloss의 효과에 관한 연구

A study of the effect of dictogloss in middle school English classes

The purpose of this study is to investigate the effect if the output in the students' productive skill. Among output focused tasks, dictogloss, which requires students to reflect on their own output, was compared with a typographical imput enhancement (TIE) technique in which targeted language forms are enhanced with bold letters. The student s in the study were third graders of a middle school, and they were divided into 3 groups: 2 dictogloss groups (one homogeneous and one heterogeneous group in their English proficiency) and 1 TIE group without output activities. The groups were taught about three different grammatical forms. The results revealed that the dictogloss groups outperformed the TIE Group and the learning effects of dictogloss differed significantly depending on grammatical forms. However, the method of grouping students did not affect the learning effects significantly. It can be drawn that dictogloss encouraged the learners to pay attention to the gap between what they knew and what they did not know by urging them to be engaged in the effective output activities. Based on the results, pedagogical implications and suggestions were made.