A Study of Two Korean Siblings in the US: Teacher's Pedagogy and English Learning
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This study examined how two Korean siblings learned English inside and outside the American classrooms and the results of being exposed to English in this environment. The methodology was a qualitative case study. To answer the research questions, data were collected by classroom observations, home visits, interviews, researcher's journal writings, and collections of writing samples. This study found that multiple factors can affect second language learning and its outcomes; however, among these factors, the most influential one was dependent upon the degree and frequency of social interaction with American peers each individual participant experienced inside and outside the classrooms. Frequency of interactions with target language speakers, in part, was closely connected to the teachers' pedagogical decisions. Outside the school, the degree of social engagement was dependent upon social settings created by individual student. In other words, the Zone of Proximal Development (ZPD) could be larger or smaller, depending on the amount of interaction that each student created.
Abstract
This study examined how two Korean siblings learned English inside and outside the American classrooms and the results of being exposed to English in this environment. The methodology was a qualitative case study. To answer the research questions, data were collected by classroom observations, home visits, interviews, researcher's journal writings, and collections of writing samples. This study found that multiple factors can affect second language learning and its outcomes; however, among these factors, the most influential one was dependent upon the degree and frequency of social interaction with American peers each individual participant experienced inside and outside the classrooms. Frequency of interactions with target language speakers, in part, was closely connected to the teachers' pedagogical decisions. Outside the school, the degree of social engagement was dependent upon social settings created by individual student. In other words, the Zone of Proximal Development (ZPD) could be larger or smaller, depending on the amount of interaction that each student created.
참고문헌 (20)
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