통제작문을 활용한 문법 교육이 아랍어 학습자의 문법 능력에 미치는 영향

The Effects of Grammar Instruction Using Controlled Writing Tasks on Arabic Learners’ Grammatical Proficiency

This study examines the effects of grammar instruction using controlled writing tasks on the grammatical proficiency of Arabic learners. It also analyzes the impact of this method on learners of different proficiency levels and explores appropriate ways to utilize controlled writing tasks effectively. For this purpose, an experimental study was conducted with learners enrolled in Arabic-related courses at the Department of Arabic Studies, University in Seoul. The comparison group received traditional grammar-translation instruction, while the experimental group participated in grammar lessons incorporating controlled writing tasks over eight sessions, with pre- and post-tests administered. Furthermore, the study examines how grammar instruction using controlled writing influences learners at different levels of proficiency, leading to the following conclusions: First, grammar instruction using controlled writing tasks was found to be more effective in improving the grammatical proficiency of Arabic learners compared to the traditional grammar-translation method. The traditional method primarily focused on providing form-centered information, which remained as input in the learners' minds but was not easily converted into output. Since this teacher-centered approach emphasized one-way delivery, learners had limited opportunities to personally use the target language. Second, grammar instruction using controlled writing tasks proved to be most suitable for beginner and intermediate learners. However, for advanced learners, controlled writing tasks, often involving basic exercises with simplified real-life content, did not present a challenging task and thus failed to significantly enhance their grammatical proficiency.