입력 빈도 분포의 유형과 작업 기억 능력이 초등 영어 학습자의 문법 학습에 미치는 영향

Abstract

From the input-driven and usage-based approach to language learning, this study investigates the effects of types of input frequency distribution and working memory capacity on grammar learning by Korean elementary English learners. A total of 64 students were exposed to the participle forms of psychological verbs (e.g., exciting and excited) in three different input frequency distribution conditions (skewed, balanced, and control), and their working memory capacity was measured by a conceptual span task. The learning outcomes and the generalizability of the learned knowledge were measured with a scaled judgment task and a picture description task, immediately after the treatment and two weeks later. The results showed that the input frequency distribution factor had statistically significant main effects in the posttest session. Overall, students in the balanced condition were found to have outperformed those in the skewed condition. In addition, it was found that the working memory capacity factor had a positive influence on the learning of the target forms, both in terms of comprehension and production. Its positive effects continued to be observed in the production aspect of the delayed posttest session.