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논문 기본 정보
- 자료유형
- 학술저널
- 저자정보
- 발행연도
- 2021.12
- 수록면
- 1,211 - 1,233 (23page)
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The instructed acquisition of the English articles (EAs) has proved to be an ordeal for L2 learners, irrespective of their L1 background. Research suggests that as EAs are non-salient, misusing them may not spark a tangible breakdown in communication. The current study attempted to investigate the short- and long-term effects of explicit instruction on the retention of EAs. Participants were university-level Farsi-speaking EFL learners from three intact groups, namely “processing instruction” (PI) as a deductive intervention, “consciousness-raising instruction” (CRI) as an explicit-inductive intervention, and a “control” group. The PI group received explicit training on the target rules and processing challenges represented by the EAs, coupled with structured input activities. In the second group, through a so-called PACE model as a subcategory of CRI, the focus was on co-constructing the rules. The treatments were followed by three posttests at different intervals. The within-groups analysis of results revealed that CRI had a rather short-term effect on the learners’ productive ability, whereas PI had a late-emerging impact on their receptive performance. Nevertheless, the analysis of between-groups differences indicated that neither of the experimental conditions outdid the control group during any of the posttest phases. The implications for pedagogy and future research are discussed.
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참고문헌 (33)
참고문헌 신청
Adair-Hauck, B. / 1994 / Foreign language explanations within the zone of proximal development / Canadian Modern Language Review 50(3):532~557
Adair-Hauck, B. / 2010 / Teacher’s handbook: Contextualized language instruction / Thomson Heinle :216~244
Akakura, M. / 2012 / Evaluating the effectiveness of explicit instruction on implicit and explicit L2 knowledge / Language Teaching Research 16(1):9~37
Aronson, T. / 1984 / English grammar digest / Prentice-Hall
Atai, M. R. / 2010 / The effect of genre consciousness-raising tasks on Iranian EFL learners’ listening comprehension performance / The Journal of Asia TEFL 7(3):121~140
Adair-Hauck, B. / 2010 / Teacher’s handbook: Contextualized language instruction / Thomson Heinle :216~244
Akakura, M. / 2012 / Evaluating the effectiveness of explicit instruction on implicit and explicit L2 knowledge / Language Teaching Research 16(1):9~37
Aronson, T. / 1984 / English grammar digest / Prentice-Hall
Atai, M. R. / 2010 / The effect of genre consciousness-raising tasks on Iranian EFL learners’ listening comprehension performance / The Journal of Asia TEFL 7(3):121~140
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