초록 열기/닫기 버튼
The present study sought to examine the effects of sequential or integrated focus-on-form instruction models of input enhancement tasks to secondary English learners’ reading comprehension and grammar recognition. Furthermore, it examined whether such effects would differ depending on the learners’ level of prior knowledge of a target grammar. To this end, 81 female high school students were assigned to either of the two experimental groups. One group received a sequential focus-on-form instruction model where a reading comprehension task is followed in sequence by an input enhancement task. The other group received an integrated focuson-form instruction model where the reading comprehension task is provided simultaneously with the input enhancement task. The participants’ level of prior knowledge of the target grammar was based on their scores on the pre-grammar test. The result suggested that the sequential processing of meaning and grammar led to higher scores on a free recall task and a grammar recognition test. On other hand, the learners’ level of prior knowledge of the target grammar was found to intervene in the effects of the sequential or integrated processing of meaning and grammar. Theoretical and pedagogical implications will be discussed.
키워드열기/닫기 버튼
input enhancement, sequential, integrated, focus-on-form instruction, secondary English learner
