딕토글로스 활동에서 모국어를 통한 의미협상과 영어쓰기 활동이 영어말하기에 미치는 영향
The roles of meaning negotiation using L1 and English writing in English speaking
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Dictogloss is a task-based instructional technique combining listening and collaborative writing activities. A volume of literature suggests that dictogloss facilitates L2 speaking development by increasing L2 learners’ participations in meaning negotiation using L2. However, few studies has addressed that when dictogloss is used in an EFL classroom setting or with learners at low proficiency level, learners’ meaning negotiation is often performed through their L1. In this regard, the current study aimed to answer the following two questions: a) Do L2 learners’ meaning negotiations using their L1 contribute to their L2 speaking development?; b) Do L2 learners’ collaborative writing activities facilitate their L2 speaking development? Seventeen students in the fourth to sixth grades of elementary school participated in the study. During a four-week period, the participants received a 50-minute session of dictogloss instruction five times a week. The data analyses indicated that the participants’ meaning negotiations using their L1 and collaborative writing activities explained significant portions of variance in their English speaking proficiency. A careful inspection of the participants’ written products and spoken outputs also indicated that they closely reflected each other in terms of grammatical and lexical errors, and organization. Overall, the study results suggested the facilitative roles of meaning negotiation using L1 as well as writing activities in raising linguistic awareness and L2 speaking development.
Abstract
Dictogloss is a task-based instructional technique combining listening and collaborative writing activities. A volume of literature suggests that dictogloss facilitates L2 speaking development by increasing L2 learners’ participations in meaning negotiation using L2. However, few studies has addressed that when dictogloss is used in an EFL classroom setting or with learners at low proficiency level, learners’ meaning negotiation is often performed through their L1. In this regard, the current study aimed to answer the following two questions: a) Do L2 learners’ meaning negotiations using their L1 contribute to their L2 speaking development?; b) Do L2 learners’ collaborative writing activities facilitate their L2 speaking development? Seventeen students in the fourth to sixth grades of elementary school participated in the study. During a four-week period, the participants received a 50-minute session of dictogloss instruction five times a week. The data analyses indicated that the participants’ meaning negotiations using their L1 and collaborative writing activities explained significant portions of variance in their English speaking proficiency. A careful inspection of the participants’ written products and spoken outputs also indicated that they closely reflected each other in terms of grammatical and lexical errors, and organization. Overall, the study results suggested the facilitative roles of meaning negotiation using L1 as well as writing activities in raising linguistic awareness and L2 speaking development.
참고문헌 (29)
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