과업중심 지도와 명시적 지도가 한국 고등학생 영어 파생어 강세 학습에 미치는 영향

The effects of task-based instruction and explicit instruction on the learning of stress patterns in English derived words by Korean high school students.

This study examines the effects of different instruction methods on the learning of stress patterns in English derived words by Korean high school students. It involved 81 second-year students from a specialized high school, divided into three groups: an experimental group with task-based instruction, a comparison group with explicit instruction, and a control group. Over the 10-week experiment, both the task-based and explicit instruction groups incorporated elements of stress patterns involving four stress-shifting suffixes (-ic(s), -ity, -tion, -ial) into their lessons. Pre- and post-pronunciation tests and surveys were conducted for all three groups, with an additional delayed-post survey administered to the task-based and explicit instruction groups. The experiment concluded with a delayed-post test conducted two weeks after the post-test. The study’s findings reveal that the task-based instruction group showed the most significant improvement in intelligibility in the delayed-post test. Meanwhile, the explicit instruction group was shown to be highly effective in improving their accuracy in both the post- and delayed-post tests. Additionally, positive correlations were observed between students’ accuracy and intelligibility. Lastly, in terms of perceptions and attitudes toward pronunciation and instruction, the task-based instruction group tended to recognize the importance of pronunciation in communication, while the explicit instruction group showed an increased interest in learning pronunciation between the pre- and post-surveys.