입력강화가 문법 처리 및 습득에 미치는 영향: 시선추적 연구

초록

Much research has been dedicated to determining the role of visual input enhancement in second language (L2) learners’ grammar acquisition. However, how L2 learners process and learn enhanced grammars embedded in written input still remains elusive. Moreover, prior studies report mixed findings, in part because most of the previous studies employed a between-group design, thus failing to control for a myriad of learner factors (e.g., language proficiency, working memory, learning styles, strategies). In the present study, these issues were addressed by utilizing (a) online (eye tracking) as well as offline (tests) measures and (b) a within-group design. Participants in this study were Korean undergraduate students (N = 49). They were instructed to read an experiment text that contained both enhanced and unenhanced target grammatical items (n = 12, respectively), which were matched in view of difficulty. While reading, eye movements of each participant were registered using an eye tracker. They then responded to a reading comprehension test, followed by an unannounced grammar test. Eye-tracking results revealed that the participants spent significantly longer time processing enhanced grammars than unenhanced counterparts. Likewise, the participants learned significantly more enhanced grammars than unenhanced ones. Finally, correlational analyses revealed a significant, negative link between prior knowledge of enhanced grammars and the amount of time allocated to processing enhanced grammars.

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