한국언어과학회

The main purpose of this study is to examine the effects of explicit and implicit Form Focused Instruction(FFI) and Corrective Feedback(CF) on EFL learners to acquire the intonation of English choice questions which have different levels. For explicit FFI and CF, the Consciousness raising method and explicit corrections about learners’ mistakes were applied to the research. For implicit FFI and CF, the Input enhancement method and indirect prompt feedback were used. To analyze the effect of each method, the research employed a pretest and post-test with 60 Korean middle school learners assigned to three groups: Control, explicit, and implicit group over 8 weeks. The results were measured through a written, controlled read-aloud, and free speaking test. An interview with learners was also done after the post-test. The results discussed the crucial role of explicit FFI and CF for learning complex intonation patterns and the potential strength of implicit CF to improve target intonation in free conversation.