학습자 주도적 영어문법 수업의 효과: 고등학생을 대상으로

Abstract

This study compares the effects of two different grammar instructions: a teacher-centered and a student-centered instruction. Teacher-centered instruction involves rule explanations, discrete sentence practice exercises, and the grammatical rule applications. Student-centered instruction involves the discovery of rules and applications by the students themselves using input flooding, input enhancement, consciousness-raising tasks, and rule verbalization. Two target grammar items chosen for the study are the use of the present tense instead of the if-clause for possibility or time clauses and the difference between the present perfect tense and the past tense. Ninety-seven 2ndgrade boys‘ high school students were divided into a teacher-centered and a student-centered group. Using a pre-test, four grammar lessons, a post-test, and a survey, the effects of different teaching methods were analyzed. The major finding is that the effectiveness of the two approaches to grammar instruction differed according to student levels. For the advanced group two grammar instruction methods were equally effective. For the intermediate group, student-centered instruction was more effective than the teacher-centered one. Students were observed to be more involved in the student-centered activities. For the low group, teacher-centered instruction was more effective, showing a significant difference in the students' pre and post-test scores.