This study investigates the effects of syntactic priming on the learning of the ditransitive construction by 49 Korean elementary school English learners. In this study the effects of syntactic priming were scrutinized more in detail by implementing it in three different input frequency conditions: Skewed-first distribution, balanced distribution, and the control. Results indicated that syntactic priming overall had facilitative effects on the oral production performance of the participants. When it comes to the participants’ comprehension of the target construction, however, it was only in the skewed-first distribution that priming had a substantial learning effect. It is concluded that priming combined with the skewed-first type of input distribution would have generalizable and durable learning effects.

1. 서론
 2. 이론적 배경
  2.1. 통사 점화와 암시적 언어 학습
  2.2. 입력 분포의 유형과 언어 학습
 3. 연구 방법
  3.1. 연구 참여자
  3.2. 목표 구문과 목표 어휘
  3.3. 입력 분포 유형에 따른 통사 점화 처치
  3.4. 검사 도구
  3.5. 연구 절차
  3.6. 자료의 분석
 4. 연구 결과
  4.1. 집단 간 사전 동질성 검증 결과
  4.2. 통화 점화와 입력 분포 유형이 사후 검사 결과에 미친 영향
  4.3. 통화 점화와 입력 분포 유형이 지연 사후 검사 결과에 미친 영향
 5. 논의 및 결론
 참고문헌

• 신선화(부산남천초등학교) | Shin Seon-wha
• 이상기(한국교원대학교) | Lee Sang-Ki 교신저자