earticle

영어

This study aimed to address the following questions: (1) whether participating in both output and input activities promotes learning Korean grammar and vocabulary more effectively than receiving input only; (2) whether the effects of comprehensible output on learning Korean grammar and vocabulary vary in accordance with oral and written output modes; and (3) whether the linguistic aspects that second language learners focus on are different when they are speaking versus when they are writing. Twenty Korean as a second language adult learners participated in the experiment. Only the experimental group (n = 10) performed dictogloss tasks that required producing spoken and written outputs while the control (n = 10) did not. A follow-up recall questionnaire was given to the experimental group in order to investigate their conscious focus according to the output mode. The results revealed that producing output activity contributed to learning grammar and vocabulary, but there was no statistically significant difference between the effects of oral and written output. Also, the result of the recall questionnaire showed that learners focused more on syntactic processing than on semantic processing when they produced output regardless of its mode. The findings of this study suggest that producing comprehensible output facilitates acquiring target language form by inducing learners to focus on syntactic analysis beyond semantic analysis and that the effect of comprehensible output should be identical both in producing oral and written language.