Dictogloss 활동이 문법적 지식능력에 끼치는 영향

Abstract

we cannot overlook the importance of English as a global language. Korean English teachers have focused on the communicative methods to teach their students fluency. So English education policy had a tendency to ignore accuracy. Nowadays, however, focus on form, which draws learners' attention to a specific language form in a communicative context, has begun to stand out and it is helping to improve the accuracy of learners' language use. Dictogloss is one of the techniques that people who advocate focus on form often use. In this group activity, learners reconstruct the text with their peers. It is an effective way to teach a foreign language in the classroom. The purpose of this study is to investigate the effect of Dictogloss on English grammatical knowledge. The particular focus is on articles and verbs. For this study, seventy-four second grade middle school students participated in the experiment. They were divided into two groups, an experimental group and a control group. Each group consisted of thirty-four students. The groups were also classified into upper, middle, lower levels respectively. The experiment was carried out over eight weeks. During this time, the experimental group was given Dictogloss tasks using several texts including articles and verbs and the control group undertook the listening and reading classes from the 7th National Korean Curriculum. The results of the experiment conducted in this study are as follow. First, as for articles, the experimental group performed tasks better than the control group in the post test results. That shows that tasks which emphasize students' cooperation like Dictogloss are helpful for the study of articles. Second, in terms of verbs, there was no significant difference between the two groups in the post test results. This means students can improve their skills with verbs over time, not only through Dictogloss but also using other tasks. Third, as for the upper level students, there was no significant difference between the two groups regarding articles, but the average score of the experimental group was better than that of the control group. In terms of verbs, the experimental group showed a significant difference from the control group. Fourth, as for the mid-level students, the experimental group showed a significant difference from the control group in use of both articles and verbs. This shows rewriting and cooperating tasks through Dictolgoss lowered the affective filter of students and was effective in helping them understand the usages of articles and verbs. Fifth, as for articles and lower level students, significant differences did not appear between the groups in the post test. However, in terms of verbs, the control group showed results which differed greatly. This means that individual activities rather than group activities can be more effective for lower students. According to the above the results, I'd like to suggest the following. First, English teachers should pay attention to preparing and developing texts aimed for improving students' output skills. Second, teachers have to be concerned about the lower level students' learning skills. Third, further study about the acquisition of other grammatical knowledge through Dictogloss should also be performed.