한국 고등학교 영어학습자의 형태초점교수법 시기와 개인차

The study aims to investigate how two types of form-focused instruction (integrated and isolated FFI) are related to beliefs about grammar learning and attention of Korean high school EFL students in terms of total, proficiency, school types (regular vs. science), and gender through the use of the questionnaire. The findings showed that there was a strong positive preference for integrated FFI. According to the correlation statistics, both advanced and science high school students showed that the integrated FFI were significantly correlated with attention in English class and preference of grammar learning. On the other hand, for the less advanced students the isolated FFI was strongly associated with the independent learning of grammar and the importance of grammar rule learning. In conclusion, the integrated FFI was related to L2 learners’ proficiency and attention while the isolated FFI was associated with separate and independent learning of grammar. It is suggested that the integrated FFI could help improve L2 learning while requiring some degree of attention.