또래 멘토링을 통한 멘토-멘티 상호작용이 영어학습에 미치는 영향
Characteristics of peer mentor-mentee interactions related to positive English learning experiences
0
조회
0
다운로드
3
인용
0
참고문헌
키워드
초록
The present study examined the characteristics of interactions between peer mentors and mentees related to positive English learning experiences. Six Korean middle school students (three mentor-mentee pairs) voluntarily participated in a four-week peer-mentoring program. During the mentoring sessions, participants reviewed what they had learned in their regular English classes. Analyses of audiotaped conversations between mentors and mentees suggest that the qualities of interactions between mentors and mentees could facilitate as well as limittheir learning and motivation. The interaction patterns related to positive English learning experiences consisted of (1) mentors’ request for explanation, evaluation, or application, (2)mentees’ explanatory responses, and (3) mentors’ feedback for expansion and reformulation. In addition, mentors’ emotional support to cope with mentees’ task failure exerted a positive role inmaintaining mentees’ motivation to learn. Based on the study results, the need for anongoing-training program to help mentors and mentees with effective communication and coping strategies to promote positive learning outcomes is suggested. Limitations of the study and suggestions for future research are provided.
Abstract
The present study examined the characteristics of interactions between peer mentors and mentees related to positive English learning experiences. Six Korean middle school students (three mentor-mentee pairs) voluntarily participated in a four-week peer-mentoring program. During the mentoring sessions, participants reviewed what they had learned in their regular English classes. Analyses of audiotaped conversations between mentors and mentees suggest that the qualities of interactions between mentors and mentees could facilitate as well as limittheir learning and motivation. The interaction patterns related to positive English learning experiences consisted of (1) mentors’ request for explanation, evaluation, or application, (2)mentees’ explanatory responses, and (3) mentors’ feedback for expansion and reformulation. In addition, mentors’ emotional support to cope with mentees’ task failure exerted a positive role inmaintaining mentees’ motivation to learn. Based on the study results, the need for anongoing-training program to help mentors and mentees with effective communication and coping strategies to promote positive learning outcomes is suggested. Limitations of the study and suggestions for future research are provided.
참고문헌 (27)
- 권수진, "멘토링을 통한 수학학습부진아의 수학학습태도 변화에 대한 사례연구", 석사, 수학교육전공, pp.2013
- 김경준, "청소년 또래멘토링의 효과에 대한 질적 연구", 한국청소년연구, 24(3), pp.287~321 (2013), 한국청소년정책연구원
- 김선경, "중학교 과학 수업에서 상호동료멘토링 활동의 상호작용 분석", 박사, 과학교육과 물리전공, pp.2013
- 김정렬, "초등영어 학습부진학생 지도를 위한 온·오프라인 혼합형 교수-학습 모형 개발", 초등영어교육, 16(1), pp.7~30 (2010), 한국초등영어교육학회
- 문효진, "중학교 과학 수업에서 동료멘토링 활동이 학업성취도 및 과학적 태도에 미치는 영향", 석사, 공통과학교육, pp.2011
- 박성익, "학습부진아 교육" (1986), 한국교육개발원
- 박현선, "실직 가정 자녀의 적응 유연성 증진을 위한 멘토링 프로그램 효과: 멘토와 멘티에게 미친 상호적 발달적 효과를 중심으로", 한국사회복지학, 41, pp.147~172 (2000)
- 백병부, "수준별 하반 편성과 특별보충수업이 중학교 학습부진학생들의 교과목 효능감에 끼치는 영향", 한국교육학연구, 17(2), pp.47~72 (2011), 안암교육학회
- 안세린, "타 과목 대비 영어교과 부진 학습자의 특성 및 원인", 영어교육연구, 25(4), pp.167~186 (2013), 팬코리아영어교육학회[DOI]
- 유미석, "중학교 영어교과 학습부진 학생의 학습부진 원인 분석", 석사, 영어교육, pp.2008
- 이순덕, "멘토링을 통한 초임중등과학교사의 수업에서의 상호작용 변화 분석", 석사, 화학교육, pp.2009
- 이현우, "멘토링 활용 학습이 수학과 학업성취도 및 학습태도에 미치는 영향", 석사, 수학교육, pp.2008
- 정민수, "과학영재 수업에서 언어적 상호작용을 통하여 본 교사의 발문과 피드백 사례분석", 한국과학교육학회지, 27(9), pp.881~892 (2007), 한국과학교육학회
- 황진영, "수업 내 동료 멘토링이 영어 어휘 습득과 정의적 영역에 미치는 영향에 관한 연구", 석사, 영어교육전공, pp.2012
- Bowman-Perrott, L., "Classwide peer tutoring: An effective strategy for students with emotional and behavioral disorders", Intervention in School and Clinic, 44(5), pp.259~267 (2009)
- Cullen, R., "Supportive teacher talk: the importance of the F-move", ELT Journal, 56(2), pp.117~127 (2002)
- Edward, D., "Common knowledge: The development understanding in the classroom" (1987), Routledge
- Hansen, K., "School-based mentoring study phase 1 report 2003-2004 school year:Effective practices" (2005), Big Brothers Big Sisters of America
- Karcher, M. J., "The effects of developmental mentoring and high school mentors’attendance on their younger mentees’ self-esteem, social skills, and connectedness", Psychology in the Schools, 42(1), pp.65~77 (2005)
- Langhout, R. D., "An exploratory study of youth mentoring in an urban context: Adolescents’ perceptions of relationship styles", Journal of Youth and Adolescence, 33(4), pp.293~306 (2004)
- Larson, R. W., "Emotional development in adolescence: What can be learned from a high school theater program?", Child Development, 78(4), pp.1083~1099 (2007)
- Leidenfrost, B., "Peer mentoring styles and their contribution to academic success among mentees: A person-oriented study in higher education", Mentoring & Tutoring: Partnership in Learning, 19(3), pp.347~365 (2011)
- Roscoe, R. D., "Understanding tutor learning: Knowledge-building and knowledge-telling in peer tutors’ explanations and questions", Review of Educational Research, 77(4), pp.534~574 (2007)
- Sinclair, J., "Towards an analysis of discourse: the English used by teachers and pupils" (1975), Oxford University Press
- Torgesen, J. K., "Verbal vs. nonverbal and complex vs. simple responses in the paired-associate learning of poor readers", The Journal of General Psychology, 101(2), pp.219~226 (1979)
- Vygotsky, L., "Mind in society: The development of higher psychological processes" (1978), Harvard University Press
- Webb, N. M., "Peer interaction and learning in small groups", International Journal of Educational Research, 13(1), pp.21~39 (1989)