초록

Focus on form (FonF) instruction with communicative activities has received wide attention in grammar teaching and learning. The successful implementation of FonF instruction requires enough time for ample input and production in appropriate circumstances. Therefore, blended learning can be applied to FonF instruction. This study aims to examine the effects of FonF instruction through listening activities in blended learning on the development of grammar knowledge and listening comprehension. 118 university students in Korea participated and were divided into three groups, a conventional listening group as a control group (CG), a FonF instructional group (FG), and a FonF instruction in blended learning group (FBG) as experimental groups. Regarding data collection, grammar pre-, mid-, and post-tests and listening pre- and post-tests were used for quantitative research. The main findings were as follows. First, three instructions were effective for the development of learners’ grammar knowledge and listening comprehension. Second, FBG was the most effective among the three groups, and FG did not have a greater effect than CG. It is concluded that FonF instruction through listening activities in blended learning positively impacted the development of learners’ grammar knowledge and listening comprehension. Suggestions are provided for specific FonF instruction models in blended learning.

키워드

focus on form instruction, grammar, listening comprehension, blended learning, multimedia-assisted listening

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