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The Effectiveness of Pretask Activities on Accuracy during Collaborative Dialogue

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초록

This study investigated whether pretask instructions and/or planning opportunity affect second language (L2) learners’ ability to solve their linguistic problems on their own during collaborative dialogue. One hundred and ten Korean learners of English as a Foreign Language (EFL) were assigned to one of the four conditions (i.e., specific instructions with planning time, specific instructions without planning time, general instructions with planning time, and general instructions without planning time). They were asked to orally retell a picture-based story with their partners during their regularly scheduled classes for two sessions. The resulting dialogues were analyzed for resolutions of lexical versus grammatical language-related episodes (LREs) (i.e., correctly resolved, unresolved, or incorrectly resolved LREs). The findings indicated that irrespective of pretask instruction type and/or planning availability, the learners correctly resolved their grammatical problems significantly more often than they did not resolve and/or incorrectly resolved them. Possible explanations are discussed along with pedagogical implications.

Abstract

This study investigated whether pretask instructions and/or planning opportunity affect second language (L2) learners’ ability to solve their linguistic problems on their own during collaborative dialogue. One hundred and ten Korean learners of English as a Foreign Language (EFL) were assigned to one of the four conditions (i.e., specific instructions with planning time, specific instructions without planning time, general instructions with planning time, and general instructions without planning time). They were asked to orally retell a picture-based story with their partners during their regularly scheduled classes for two sessions. The resulting dialogues were analyzed for resolutions of lexical versus grammatical language-related episodes (LREs) (i.e., correctly resolved, unresolved, or incorrectly resolved LREs). The findings indicated that irrespective of pretask instruction type and/or planning availability, the learners correctly resolved their grammatical problems significantly more often than they did not resolve and/or incorrectly resolved them. Possible explanations are discussed along with pedagogical implications.

참고문헌 (42)

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