뭉칫말 기반의 통합형 영어 학습 프로그램이 학습자의 전략 사용과 과업 수행에 미치는 영향: 사례 연구

Effects of a chunk-based integrated learning program on learners’ learning strategy use and task performance: A case study

The purpose of this study is to identify the effects of a chunk-based integrated English task program on the learners’ learning strategy use and task performance. The participants were two female students who had experience studying abroad for one or two semesters. A 20-hour learning-research activity was conducted through chunk-based English learning in terms of learning strategy use and performance ability for 10 weeks, using basically a qualitative approach. They were also given an open-ended activity report on the effectiveness of the program in addition to being observed and being interviewed. The results were as follows: First, with the developed integrated model, the students gradually changed their use of English learning strategies from word-by-word learning to chunk-based learning, and from an independent task learning to an integrated, multi-functional task learning. Second, in the first stage, the participants had a hard time dividing the chunks into unit by slashing the appropriate chunks. Over time they became accustomed to using the integrated task program of the chunking strategy interactively, and grasped the chunking method through many trials and errors. Finally, the study showed that the chunk-based integrated learning strategy resulted in a transferred, positive impact on the enhancement of their English proficiency and learning strategy use in interactive and modularized activities such as applicable, transferable, and chunking ability, along with the basic four skills. For integrated, student-centric learning and teaching, the results suggest that researchers and teachers develop integrative multi-faceted methods and materials involving the four-skill incorporated task through research on chunks and chunking, windowing, shadowing and echoing.