출력 활동이 영어 관계대명사 학습에 미치는 영향

Abstract

The present study attempts to examine the effects of output on the learning of English relative clauses. Seventy Korean learners of English at a university in Korea participated in the study. They were assigned to either a Noticing or an Output condition and were asked to learn the target grammar over a 4-week period. The Output group completed stories by connecting given sentences with relative clauses, whereas the Noticing group underlined the precedents and relative pronouns in the stories. The results revealed that the Output group outperformed the Noticing group on the two post-tests (immediate and delayed). The findings indicate that the output tasks help the students focus more on the target forms and reconstruct their interlanguage by noticing the gap between the target forms and their interlanguage forms. Accordingly, this leads them to better learning outcomes. The findings also suggest learning target forms in a meaningful context rather than discrete grammar items can promote language learning.