본 연구는 입력 강화 활동을 통한 문법 교수가 우리나라 고등학교 영어 학습자의 수동태 문법 학습에 미치는 영향을 검증하고자, 서울 소재 고등학교 2학년 여학생 90명을 세 집단으로 나누어 12주간 진행 되었다. 입력 강화 자료만을 제시한 통제 집단과 그 밖에 입력 강화 활동(명시적 교수법, 교사의 수정 피드백)을 제공한 두 개의 실험 집단을 대상으로 실험한 결과, 첫째, 입력 강화 자료와 더불어 명시적 규칙을 설명받은 경우 유의미한 향상도를 보였고, 둘째, 상위 학습자에게는 명시적 규칙 제시가, 하위 학습자에게는 교사의 수정 피드백이 효과적인 방법으로 나타났으며, 셋째, 난이도가 높은 수동태 문법 규칙의 경우 명시적 규칙 제시의 방법이 가장 효과적인 것으로 나타났다. 작문 과제를 통해 알아본 학습 자의 오류 유형으로는 수동 분사 사용 관련 오류와 전치사구 과도 사용 오류 등이 발견되었다.
This study aims to develop two different kinds of input enhancement activities for English passive structure and investigate its effects on the learning of English passive and its use. A group of Korean high school students, who were pretested on the English passive, were placed in two experimental groups and a control group and were divided into upper and low levels respectively. The control group was given only input enhanced materials whereas two experimental groups took part in additional activities: explicit rule explanation was presented to the experimental group 1 and for the experimental group 2, corrective feedbacks were given. The major findings are as follows: First, the result showed that the experimental group 1 achieved significantly better results than the other groups. The result considering the learners level was quite controversial. For the upper level students, explicit rule explanation group did better but for the low level students, corrective feedback was proved to be more effective. Second, results considering the relative difficulties of passive structures, while there were no significant differences between groups in case of easy structures. in case of difficult structures, the explicit rule explanation group achieved significantly better result than other groups in the posttest. Third, The most frequently produced errors were the misuse of passive participle and the overuse of by-phrase in their free writing tasks. In conclusion, we could find that the use of input enhancement activities in the learning of English passive has positive effects on the students\' learning passive structure and its use. Explicit rule explanation seemed to be the most effective way of teaching passives but we should notice that giving corrective feedback was more effective for low level learners though it was not revealed as statistically significant. Finally, in order to get the most effective achievement in teaching grammar, we must take learner levels as well as the ranges of difficulty of target structure into account.
I. 서 론 II. 이론적 배경 및 선행연구 III. 연구 방법 IV. 연구 결과 및 논의 V. 결론 참고문헌
