본 연구의 목적은 한국어 교육에서의 형태초점교수법의 효과를 검증하기 위하여 지금까지 행해진 실증적 연구를 비판적 시각으로 검토하는 것이다. 이 목적을 달성하기 위해 다수의 논문 데이터베이스를 검색하여 총 66개의 논문을 찾았으며, 이중 실증적 자료를 제시한 12개의 논문을 연구대상으로 채택하였다. 채택된 논문들을 연구 참여자, 목표 문법, 처치, 측정, 효과성을 기준으로 분석하였다. 전반적으로 형태초점교수법에 속하는 다양한 교수 전략들은 한국어를 제2언어로 가르치는데 효과가 있는 것으로 나타났다. 본 연구의 결과는 형태초점 교수법에 영향을 미치는 요인을 파악하는 데 필요한 체계를 제공할 것이며, 또한 선행 연구의 메타 분석에 필요한 정보를 제공할 것이다.
본 연구의 목적은 한국어 교육에서의 형태초점교수법의 효과를 검증하기 위하여 지금까지 행해진 실증적 연구를 비판적 시각으로 검토하는 것이다. 이 목적을 달성하기 위해 다수의 논문 데이터베이스를 검색하여 총 66개의 논문을 찾았으며, 이중 실증적 자료를 제시한 12개의 논문을 연구대상으로 채택하였다. 채택된 논문들을 연구 참여자, 목표 문법, 처치, 측정, 효과성을 기준으로 분석하였다. 전반적으로 형태초점교수법에 속하는 다양한 교수 전략들은 한국어를 제2언어로 가르치는데 효과가 있는 것으로 나타났다. 본 연구의 결과는 형태초점 교수법에 영향을 미치는 요인을 파악하는 데 필요한 체계를 제공할 것이며, 또한 선행 연구의 메타 분석에 필요한 정보를 제공할 것이다.
The purpose of this study is to review empirical research on Form-focused instruction (FFI) in Korean language education from a critical perspective to better understand the effectiveness of FFI. To achieve this goal, several databases were searched to locate relevant experimental and quasi experime...
The purpose of this study is to review empirical research on Form-focused instruction (FFI) in Korean language education from a critical perspective to better understand the effectiveness of FFI. To achieve this goal, several databases were searched to locate relevant experimental and quasi experimental studies published in peer-reviewed journals. Out of 66 studies collected, 12 studies met the inclusion criteria. The studies were then analyzed in terms of subjects, target grammar, treatment, measurement, and the learning outcomes of different techniques. In general, several types of FFI techniques had positive effects on helping learners acquire Korean as a second or foreign language. The results of the study will provide a conceptual framework which identifies the major factors affecting the effectiveness of FFI. The results will also be able to inform future meta-analytical research of existing studies.
The purpose of this study is to review empirical research on Form-focused instruction (FFI) in Korean language education from a critical perspective to better understand the effectiveness of FFI. To achieve this goal, several databases were searched to locate relevant experimental and quasi experimental studies published in peer-reviewed journals. Out of 66 studies collected, 12 studies met the inclusion criteria. The studies were then analyzed in terms of subjects, target grammar, treatment, measurement, and the learning outcomes of different techniques. In general, several types of FFI techniques had positive effects on helping learners acquire Korean as a second or foreign language. The results of the study will provide a conceptual framework which identifies the major factors affecting the effectiveness of FFI. The results will also be able to inform future meta-analytical research of existing studies.
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문제 정의
A number of studies have been conducted to identify the effects of specific types of FFI on the acquisition of Korean as a second or foreign language. The goal of the present study was to critically review not only whether FFI is effective for teaching Korean as an L2, but also how the FFI studies were conducted. To do so, several databases were surveyed to locate relevant experimental and quasi experimental studies published in peer-reviewed journals.
제안 방법
Despite the variety, the basic premise of all these methods is the same: an instructional treatment should attract learners’ focal attention to a target L2 form within a meaningful context so that the form is more likely to be noticed, processed, and acquired [3]. As stated above, this review adopts the unobtrusive-obtrusive continuum in order to converge and analyze the effects of different FFI techniques.
The studies were first summarized and described in terms of participants, target grammar, treatment, and measurement (see the Appendix). Such detailed descriptions were used to detect the patterns over how FFI research is conducted and to analyze strengths and weaknesses of the research practice. Next, the effectiveness of FFI was analyzed in terms of the FFI techniques.
One way to do so is to converge and analyze the results of existing FFI studies from a critical perspective. The purposes of this study is to analyze the effectiveness of FFI for teaching Korean as a second (KSL) or foreign language (KFL) and to uncover patterns across studies. The results of the study will provide a conceptual framework which identifies the major factors affecting the effectiveness of FFI.
The purposes of this study is to analyze the effectiveness of FFI for teaching Korean as a second (KSL) or foreign language (KFL) and to uncover patterns across studies. The results of the study will provide a conceptual framework which identifies the major factors affecting the effectiveness of FFI. The results will also be able to inform future meta-analytical research of existing studies.
The studies were first summarized and described in terms of participants, target grammar, treatment, and measurement (see the Appendix). Such detailed descriptions were used to detect the patterns over how FFI research is conducted and to analyze strengths and weaknesses of the research practice.
Out of 66 studies collected, 12 studies met the inclusion criteria. These studies were first summarized and analyzed in terms of subjects, target grammar, treatment, measurement, and the learning outcomes of different techniques. In general, both unobtrusive and obtrusive FFI techniques were found to have positive effects on helping learners acquire Korean as a second or foreign language.
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