대학생 영어 학습자의 문법 학습을 위한 협력적 출력 과제 효용성 탐색 연구

Abstract

This study explores the effect of two types of collaborative output tasks (reconstruction cloze task & text-editing task) on grammar learning among Korean college English learners. A total of 56 learners taking required English courses in a technical college participated in this study, divided into three groups: one control and two experimental groups. The activity procedures for the experimental groups were the same as dictogloss, except for the main part, that is, how to complete the story the learners were told. Instead of having to reconstruct a whole text with their own sentences, the students carrying out a reconstruction cloze task worked with their partners with a cloze version of the original text. The group for a text-editing task collaboratively corrected a text to improve its accuracy and expression of content, discussing what they had listened to and taken notes on. The control group read the original text individually. The results showed that the two types of collaborative output tasks successfully encouraged the participants to focus on the target structure. Also, the two groups’grammar test scores significantly enhanced with the text-editing group showing higher increase and statistically significant difference with the control group as for the post-test scores. Furthermore, the participants reported highly positive perceptions and attitudes toward the two types of the collaborative tasks.