초록 열기/닫기 버튼
The present study examines the effects of language skill integration on L2 learners’ perceptions of language abilities and their affective engagement after their participation in integrated-skills instruction. One hundred seventy-four high school students in Korea participated in the study and were assigned to three groups – Reading-Listening, Reading-Writing, and Reading-Reading. The first two groups performed integrated-skills tasks for ten weeks, a session per week, while the Reading-Reading group carried out reading tasks only. A questionnaire was designed and administered four times, at weeks 2, 6, 10, during the instruction, and week 12, after the instruction. The major findings were as follows. Skill integration, as well as reading only, did not exert affirmative impacts on learners’ perceived language abilities. Regarding motivation intensity, a significant difference was found between the two integrated-skills groups; the Reading-Writing group felt more intensely motivated than Reading-Listening. It may indicate that different modes of skill integration, receptive and productive, make learners more intensely motivated than the same mode of integration, receptive and receptive. Both skill integration and reading only were shown to have reduced students’ language anxiety in classroom environments.
키워드열기/닫기 버튼
기술 통합, 통합 기술 과업, 학습자 인식, 언어 능력, 정의적 참여
