중학교 영어 학습자의 문법 이해 및 적용 능력 향상을 위한 언어자료기반 자기 주도 문법 교수·학습 방법의 효과성 분석

Abstract

The purpose of this study is to investigate the effect of the self-directed grammar learning model on middle school students’ grammar comprehension and its application. The subject of study is 122 1st-grade students in G middle school, 61 of whom participate in self-directed grammar learning lessons and the rest in lecture-style grammar lessons. As research tools a diagnostic test, formative tests, and summative tests were administered and the collected data was analyzed through SPSS 25.0. Also, teacher logs, class observation reports from 3 teachers, and interviews with the students were employed to explore a variety of perspectives on the two different lesson styles. The result of this study showed that the self-directed grammar learning model has a positive influence on middle school students’ grammar comprehension and its practical use. According to data collected, students who took self-directed grammar learning lessons have experienced great improvement in their grammar comprehension and its practical use skills. However, comparing the test results of the control group and the experiment group, it is shown that there is not a significant grammar competency difference between the two groups where one was in lecture-style grammar lessons and the other in self-directed grammar learning lessons, respectively.