초록 열기/닫기 버튼
This paper examines the effectiveness of a cognitive linguistic approach to teaching the English article system to Korean college students. The system was developed and tested as a brief pedagogical unit (1.5 weeks) in a first-year college English course. Students completed a fill-in-the-blank pretest before the unit was taught, followed a similar posttest. Students showed some significant improvement in response accuracy on the posttest results, particularly with definite and zero-article noun phrases. The pretest and posttest data also allowed for examination of particular semantic, syntactic and lexical factors involved in learners’ article difficulties, such as noun phrase types, lexical frequency, and semantic concreteness effects, and several such factors were found to influence students’ accuracy rates. Implications for pedagogy are then discussed.
