The purpose of this study is to compare the effects of input- and output-based planning (reading a sample passage vs. writing a draft) on the oral performance of L2 learners with low-proficiency. In this study, 16 Korean female junior college students of low English proficiency were divided into two different planning groups. The reading group was required to read a sample passage of the given topic, designed to encourage “noticing” and “focus on form” using input enhancement, while the writing group was asked to write a draft of their speech, using only their own L2 knowledge. After such planning activities, both groups recorded their assigned speaking tasks using Kakao Talk. Eight planning activities and oral performances were completed over the period of the semester. In order to compare the effects of input- and output-based planning on the improvement of overall proficiency, pre- and post-tests, in which the students produced the same narratives, were analyzed using Mann-Whitney U and Wilcoxon signed-rank tests. Furthermore, this study explored any difference in speaking performance after each type of planning and what the learners were actually doing during planning time. The results showed that output-based planning had positive effects on speaking performance and its repeated practice led to the improvement of overall proficiency.

I. 서론
II. 이론적 배경
    1. 계획 활동과 언어 수준
    2. 계획 활동으로서 읽기와 쓰기
III. 연구방법
    1. 연구대상
    2. 연구도구
    3. 실험 절차
    4. 자료 분석
IV. 연구결과
    1. 집단 동질성 검증
    2. 계획 활동 유형이 말하기 능력 향상에 미치는 영향
    3. 두 집단 간 말하기 과제 수행 결과 비교
V. 결론
참고문헌

• 이동주(부산대학교 교양교육원) | Dongju Lee