입력 중심과 출력 중심 형태초점접근법에 따른 아랍어 문법 학습 비교 연구

A Comparative Study of Input-based and Output-based Focus on Form Approach on Arabic Grammar Learning

The purpose of this study is to compare the effects of focus on form approach: input-based and output-based activity, input-output combined activity on intermediate level learners’ Arabic grammar proficiency. Focus on form approach, which has been long studied as an alternative instruction method that can enable balanced learning of accuracy and fluency of the respective language, is a learner-focused proactive instruction method that overtly draws learners’ attention to linguistic elements as they arise incidentally in lessons in which the overriding focus is on meaning or communication(Long, 1991). The results of the study are as follows. First, it was found that input-based activity, output-based activity, input-output combined activity focus on form approach and the traditional rule-explaining activity all improved the achievement from a short-term point of view for Arabic grammar teaching methods. Also, among the four activities, it was found that focus on form approach, which implements both input and output based activity, had the biggest effect. Such result shows that input and output-based activity are both needed for drawing attention to and to learn target grammar elements, and that learners can better learn the target grammar when both activities are combined. Second, input-based activity, output-based activity and input-output combined activity focus on form approach showed significant results in the long-term efficacy of Arabic grammar learning. Among them, the experiment group that performed both input and output activities had the biggest significant effect from a long-term learning perspective.