This research was based on a survey of 26 korean language learners as a second language, applying them an input enhancement in modifier form ending(target particular) to verify the learning effect. Also I classified modifier form ending(target particu... This research was based on a survey of 26 korean language learners as a second language, applying them an input enhancement in modifier form ending(target particular) to verify the learning effect. Also I classified modifier form ending(target particular) into tense, parts of speech, and an aspect, looked into the effect of input enhancement about an each item. Lastly I suggested text, examined how an input enhancement affects for a comprehension of the text. By this research, the results are as follows. The first, input enhancement had an positive effect when learning modifier form ending. When presenting modifier form ending(target particular)in the research, enhancement group(experiment group) was applied input enhancement on text, non-enhancement group(controlled group) was the other way round. Consequently there was significant scores improvement at follow-up test than a prior one in enhancement group. On the contrary there was somewhat scores improvement in non-enhancement group, it wasn't so remarkable. That is, when conducting countersample test which showed the scores change, enhancement group had improved expressively in scores, non-enhancement group had not done. The second, scores improvement in a group given input enhancement was simply effective in tense, parts of speech and an aspect weren't. That is to say, input enhancement had a positive effect when learning present and past tense of verb out of modifier form ending. As previously stated, enhancement group had significant scores improvement at follow-up test than a prior one. I looked into the results when modifier form ending(target particular) was classified into particulars of tense, parts of speech and an aspect. In result, there was significant scores improvement on tense at follow-up test than a prior one in enhancement group. Scores were also improved in the rest of particulars_parts of speech and an aspect_ but these were not so noticeable. So to say, the effect of input enhancement was positive in tense from the countersample test showing scores change in a group, the rest of particulars were conversely. Non-enhancement group got scores improvement at follow-up test in all particulars_tense, parts of speech and aspect, they were not distinguished though. The third, input enhancement between groups was effective in tense. Parts of speech and an aspect were opposed to that. I examined the input enhancement at tense, parts of speech and aspect over six times of main experiments. The present and past tense of verb simply kept a considerable difference both enhancement and non-enhancement groups, not of other experiment. When taking input enhancement as the reason of change and conducting independent-sample test given notice of the difference between groups, the tense got an exclusive difference, other particulars didn't. The fourth, it was positively effective in learning the present and past tense by suggesting adverb of time. In an experiment, the present and th past tense of verb, which went well with adverb of time. As a result, there was meaningful scores improvement when provided time adverb together in enhancement group applied input enhancement. Non-enhancement group got scores improvement when provided adverb of time, it was not so notable. That is to say, we can expect a desirable effect when learning the present and past tense of verb if we put input enhancement on modifier form ending and along with adverb of time. The fifth, input enhancement was effective to be taught unlearned items. I examined the effect of input enhancement over the last two experiments based on korean language learners of third-degree level who learned ‘-(으)ㄴ, -는 and didn't learn ‘-던’ of modifier form ending as comparison experiment out of target particular in this research. The past of verb ‘-(으)ㄴ' and the past retrospection of verb ‘-던’ were provided as target particular in the experiment, I verified that the second experiment had a little bit of significant scores improvement at second experiment than the first experiment in enhancement group. There was scores improvement in non-enhancement group, not significantly though. The sixth, I verified that input enhancement didn't affect to understand text. I provided enhancement and non-enhancement group with text, let them read and solve the related problems. It was revealed that there was not a difference between enhancement and non-enhancement group given visually reinforced input. ，韩语论文题目，韩语论文 |
