형태 초점 의사소통 교수법에서 교수모형과 학습자의 학습준비도가 목표문법학습에 미치는 영향

Effects of focus-on-form instruction models and students' readiness on the learning of a target grammar feature

The present study sought to compare the effects of three different models of focus-on-form (FonF) instruction proposed by Doughty and Williams (1998b), and to investigate whether their effects would differ depending on students' readiness to learn a given target feature. To this end, four intact classes of first graders (137 students) at a girls' high school in Busan were randomly assigned to three experimental groups and one control group. The four groups received five 50-minute treatment sessions over two weeks, and took a pretest and a posttest. The participants’ readiness to learn the target feature of the present study (i.e., the past forms of modals) was operationalized by at least two productive uses of the form in the 19 open-ended items in the pretest, following Pienemann and Johnston (1987) and Mackey (1995). The results showed that the experimental group who received the integrated FonF instruction model made greater gains than the control group. Similar results were observed within the ‘unready’ groups. on the other hand, any statistical differences among the ‘ready’ groups were not found. Pedagogical implications and directions for further research will be discussed.