This study delves into the effects of teaching Korean grammar by means of IPA(Input Processing Activities) as part of Focus on Form. As Korean language learners come into contact with diverse sentences through beginning, intermediary and advanced cou... This study delves into the effects of teaching Korean grammar by means of IPA(Input Processing Activities) as part of Focus on Form. As Korean language learners come into contact with diverse sentences through beginning, intermediary and advanced courses, they get to have much interest in and curiosity about Korean grammar. By contrast, guidelines and measures relevant to appropriate teaching methods are not sufficient to deal with learners' interest in Korean grammar. In that sense, assuming improvement in communicative competence requires underpinning of grammatical competence as much, the present study applies IPA to beginner-level Korean language learners, who are to perform SIA (Structured Input Activities) to understand and process inputs teachers provide and to focus on target grammar. Ultimately, the present study is to verify the effects of the aforementioned approach and seek for effective methods for teaching Korean grammar. The current study developed materials and activities for learning Korean tense using IPA and applied those to 49 beginners learning Korean language in D University so as to find out the effects of IPA-based grammar teaching on learning rules on tense in Korean language. Then, it was determined whether the effects of IPA-based learning could last 1∼2 weeks. For the 12-week period, the experimental group (IPA group) learned grammar using IPA, whereas the control group (Traditional Instruction(TI) group) was applied with traditional teaching of grammar. Both groups were given explicit information about the grammatical features prior to the trial. Relevant to hypotheses set up based on the measurement and tests on pre-/post-interpretation and production accuracy on tense-related rules and the first and second delayed tests on interpretation and production accuracy, the following conclusions were gained. First, regarding the influence of IPA-based grammar learning on the aspect of interpretation accuracy of Korean language learners in terms of tense rules, the IPA group showed statistically significant improvement, while the TI group did not. This finding indicates IPA is effective for learners' interpretation accuracy on tense. Second, with respect to the influence on production accuracy, both PI and TI groups showed significant improvement. This indicates that IPA influence learners' sentence interpretation and production accuracy. Third, in terms of the persistent effects on the interpretation and production accuracy assessed in post delayed tests, the IPA group proved significant effects in the delayed tests on interpretation and production accuracy compared to the pre-test. Also, no significant changes in mean scores, compared to the post-test, indicate that the influence on IPA group was persistent even after the trial. On the other hand, the TI group's interpretation accuracy, compared to the pre-test, did not show any significant changes in mean scores, while its production accuracy showed significant difference even in the post-test. But the delayed test did not find any big difference in mean scores. To sum up, IPA helps improve interpretation and production accuracy compared to traditional method in learning grammar, leading to persistent improvement of grammatical competence. The findings in this study support many previous study results on PI(Processing Instruction) effects that demonstrated IPA surpasses TI. The advantage of this study lies in the fact that it deals with Korean language that has never been employed in previous studies on IPA and, more specifically, the tense items prone to post-learning errors. However, this study is limited to tense, which is rather far from generalization. Hence, future studies need inquiring into more diverse grammatical forms. Further, the facts that study subjects have already studied the target grammar and that the delayed tests were carried out in 1∼2 weeks, which were relatively short, make it hard to generalize that the effects found here are persistent. The findings in the present study suggest that Korean grammar should be learned from more diversified aspects. As found here, input practice should precede output practice in language learning. Finally, IPA-based teaching/learning requires developing diversified and creative activities. Differently put, within the theories on IPA, a range of methods need developing and applying for learners to actively partake in class. ，韩语毕业论文，韩语论文 |
