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http://dx.doi.org/10.14400/JDC.2018.16.5.435

A Study on the Korean EFL Learners' Grammatical Knowledge Development under Input-enhanced FFI and Output-enhanced FFI Conditions  

Hwang, Hee-Jeong (Liberal Arts School, Jungwon University)
Publication Information
Journal of Digital Convergence / v.16, no.5, 2018 , pp. 435-443 More about this Journal
Abstract
This study explores the effects of different Focus-on-Form Instruction (FFI) on improving learners' grammatical knowledge development and observes how the learners apply the knowledge to their output. A total of 112 college students were placed into three groups: 35 input-enhanced group students, who received visually enhanced input reading materials, 41 output-enhanced group students, performing dictogloss tasks, and 46 control group students given traditional grammar instruction. All the participant students took pre/post grammatical tests and completed pre/post writing tasks, which aimed to look into how the target grammatical structures were used in writing. The research findings indicated that both input-enhanced and output-enhanced FFI were effective on learners' language form learning and made contribution to their writing. Based on the findings, this study suggests that the elaborate design of combination of both FFI can maximize learners' language form learning.
Keywords
Focus-on-Form Instruction (FFI); Input-enhanced FFI; Output-enhanced FFI; Visually Enhanced Input; Dictogloss;
Citations & Related Records
Times Cited By KSCI : 2  (Citation Analysis)
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