본문 바로가기
KERD
논문KCI 등재

학습자간 상호작용에 대한 인식과 의미협상 발생빈도 및 발화량 조사

Learners’ perspective on interactions and their actual frequency of negotiation of meaning and amount of talk

주미진
팬코리아영어교육학회 (Pan-Korea English Teachers Association)|2020.06|영어교육연구 (English Language Teaching)|제32권 제2호|pp. 149-171|DOI 10.17936/pkelt.2020.32.2.008

2

조회

0

다운로드

0

인용

0

참고문헌

키워드

인식(perspective)상호작용(interactions)의미협상(negotiation of meaning)페어/그룹 구술활동(pair and group oral activities)발화량(amount of talk)
주제분류영어와문학

초록

The purpose of the study was to explore learners’ perspective on interactions and their actual frequency of negotiation of meaning and amount of talk occurring in pair and group oral activities. The data was collected from 15 paired (n=30) and 15 grouped (n=60) Korean students performing oral activities. As result of data analysis, the findings were as follows: (a) In general, the students felt there were more interactions in pair work than group one. Regardless of students’ English abilities, their overall perceptions of negotiation of meaning in a pair oral activity were not significantly different from those in group oral activities; (b) There was no real distinction in frequency of negotiation of meaning and amount of talk between students’ conversation in two oral activities; (c) On the other hand, in grouping by English ability, the group consisting of all higher proficiency students was the most effective in terms of frequency of negotiation of meaning and amount of talk. It made the most frequent negotiation of meaning and amount of talk compared with those of other group makeups. When higher proficiency students were grouped, they had significantly more number of frequency and amount of talk than when they were paired; (d) Lower English ability students tended to have more negotiation of meaning in pair than in group activities. (217 words)

Abstract

The purpose of the study was to explore learners’ perspective on interactions and their actual frequency of negotiation of meaning and amount of talk occurring in pair and group oral activities. The data was collected from 15 paired (n=30) and 15 grouped (n=60) Korean students performing oral activities. As result of data analysis, the findings were as follows: (a) In general, the students felt there were more interactions in pair work than group one. Regardless of students’ English abilities, their overall perceptions of negotiation of meaning in a pair oral activity were not significantly different from those in group oral activities; (b) There was no real distinction in frequency of negotiation of meaning and amount of talk between students’ conversation in two oral activities; (c) On the other hand, in grouping by English ability, the group consisting of all higher proficiency students was the most effective in terms of frequency of negotiation of meaning and amount of talk. It made the most frequent negotiation of meaning and amount of talk compared with those of other group makeups. When higher proficiency students were grouped, they had significantly more number of frequency and amount of talk than when they were paired; (d) Lower English ability students tended to have more negotiation of meaning in pair than in group activities. (217 words)

참고문헌 (49)

  1. 장미정, "수준별 짝 구성에 따른 의미협상 양상 연구", 석사, 국어국문학, pp.2010
  2. 주미진, "수험자 특징이 페어, 그룹 말하기 시험 수행에 미치는 영향", 영어교육연구, 29(2), pp.119~143 (2017), 팬코리아영어교육학회[DOI]
  3. 주미진, "인터뷰·페어·그룹 구술 시험에 대한 인식 및 수행 비교조사", 영어교육연구, 27(1), pp.137~156 (2015), 팬코리아영어교육학회[DOI]
  4. 이재관, "의미협의를 통한 외국어 습득 : NS", L2 학습자 상호작용과 L2 학습자, Foreign Language Education, pp.1999, 5(2)[DOI]
  5. 이재관, "외국어 습득을 위한 학습자의 상호작용에 관한 연구 : 의미협의를 중심으로", 박사, 초등영어교육, pp.2000
  6. AndrewByon, "한국어 학습자의 말하기 수행에 관한 연구: 숙련도가 다른 화자들과의 상호작용에서", 한국어교육, 14(1), pp.343~366 (2003), 국제한국어교육학회
  7. Al-Mahrooqi, R, "Negotiating meaning in the EFL context", Pertanika Journal of Social Science and Humanities, 19(1), pp.183~196 (2011)
  8. Aston, G, "Trouble shooting in interaction with learners: The more the merrier", Applied Linguistics, 7(2), pp.128~143 (1986)
  9. Berry, V, "A study of the interaction between individual personality differences and oral performance test facets", Doctor, pp.2004
  10. Bonk, W. J, "A many-facet Rasch analysis of the second language group oral discussion task", Language Testing, 20(1), pp.89~110 (2003)
  11. Bonk, W. J, "L2 group oral testing: The influence of shyness", outgoingness, match of interlocutors’ proficiency level, and gender on individual scores, 2004, ~
  12. Brooks, L, "Interacting in pairs in a test of oral proficiency : Co-constructing a better performance", Language Testing, 26(3), pp.341~366 (2009)
  13. Brown, A, "Test development process : Test-takers’ reactions to a tape-mediated test of proficiency in spoken Japanese", Language Testing, 10(3), pp.277~303 (1993)
  14. Brumfit, C. J, "From defining to designing : Communicative specifications versus communicative methodology in foreign language teaching", Studies in Second Language Acquisition, 3(1), pp.1~9 (1980)
  15. Buckingham, A, "Oral language testing: do the age, status and gender of the interlocutor make a difference", Master, pp.1997
  16. Davis, L, "The influence of interlocutor proficiency in a paired oral assessment", Language Testing, 26(3), pp.367~396 (2009)
  17. Ellis, R, "The study of second language acquisition" (1994), Oxford University Press
  18. Galaczi, E. D, "Peer-peer interaction in a speaking test : The case of the first certificate in English examination", Language Assessment Quarterly, 5(2), pp.89~119 (2008)
  19. Galloway, A, "Communicative language teaching: An introduction and sample activities" (1993), ERIC Digest
  20. Gan, Z, "Interaction in group oral assessment : A case study of higher-and lower-scoring students", Language Testing, 27(4), pp.585~602 (2010)
  21. Gass, S. M, "Input in second language acquisition" (1985), Newbury House Publishers
  22. Hery, H, "Negotiation of meaning and language acquisition by Indonesia WFL learners", TEFLIN Journal, 12(1) (2001)
  23. Iwashita, N, "The validity of the paired interview format in oral performance assessment", Melbourne Papers in Language Testing, 5(2), pp.51~65 (1996)
  24. 주미진, "The Influence of Interlocutor Personality on Discourse in Pair and Group Oral Tests", 영어교육연구, 30(3), pp.33~54 (2018), 팬코리아영어교육학회[DOI]
  25. Joo, M. J, "Interaction types of students in English speaking tests: Focused on the impact of personality", International Journal of Innovative Technology and Exploring Engineering, 8(3C), pp.296~303 (2019)
  26. Kagan, S, "We can talk: Cooperative learning in the elementary ESL classroom" (1995), ERIC Digest
  27. Kenyon, D. M, "Comparing examinee attitudes toward computer-assisted and other oral proficiency assessments", Language Learning and Technology, 5(2), pp.60~83 (2001)
  28. Krashen, S. D, "The input hypothesis: Issues and implications" (1985), Longman
  29. Krashen, S. D, "Georgetown round-table on language and linguistics", pp.168~180 (1980), Georgetown University Press
  30. Lazaraton, A, "Studies in language testing 14: A qualitative approach to the validation of oral language tests" (2002), Cambridge University Press
  31. Long, M. H, "Input, interaction and second language acquisition", Doctor, pp.1980
  32. Long, M, "Input and second language acquisition", pp.377~393 (1985), Newbury House
  33. Long, M. H, "Handbook of second language acquisition", pp.413~468 (1996), Academic Press
  34. McGuire, S. P, "An application of cooperative learning to teaching English as a foreign language in Japan", Doctor, pp.1992
  35. Nakatsuhara, F, "An investigation into conversation styles in paired speaking tests", Master, pp.2004
  36. Nakatsuhara, F, "Conversational styles in group oral tests: How is the conversation co-constructed", Doctor, pp.2009
  37. Ockey, G. J, "The effects of group members’ personalities on a test taker's L2 group oral discussion test scores", Language Testing, 26(2), pp.161~186 (2009)
  38. Pica, T, "Second language acquisition, social interaction, and the classroom", Applied Linguistics, 8(1), pp.3~21 (1987)
  39. Pica, T, "Research on negotiation : What does it reveal about second language learning conditions, processes", and outcomes? Language Learning, 44(3), pp.493~527 (1994)
  40. Pica, T, "Language learning through interaction: What role does gender play", Studies in Second Language Acquisition, 13(2), pp.343~376 (1991)
  41. Pica, T, "The impact of interaction on comprehension", TESOL Quarterly, 21(4), pp.737~758 (1987)
  42. Porter, D, "Gender, status and style in the interview", The Dolphin, 21, pp.117~128 (1991)
  43. Scott, M. L, "The effect of multiple retesting on affect and test performance", Master, pp.1980
  44. Shohamy, E, "Introducing a new comprehensive test of oral proficiency", English Language Teaching Journal, 40(3), pp.212~220 (1986)
  45. Swain, M, "Input and second language acquisition" (1985), Newbury
  46. Van Moere, A, "Validity evidence in a university group oral test", Language Testing, 23(4), pp.411~440 (2006)
  47. Van Moere, A, "Group oral test: How does task affect candidate performance and test score", Doctor, pp.2007
  48. Varonis, E, "Nonnative", nonnative conversations : A model for negotiation of meaning, 1985, pp.6(1), 71~90
  49. Yuan, X, "A collaborative learning perspective on EFL large class meaning negotiation", Sino-US English Teaching, 3(2), pp.13~16 (2006)

이 간행물의 다른 논문 (7건)

Effects of working memory on L2 writing performance최종갑pp. 1-22Presentation in English for integrative communicative competence in an EFL university reading clas허선민pp. 23-38Fear of Evaluation on L2 Writing Enjoyment: Mediation Effect of Negative Perceptions and Literacy InteractionYvette Denise Murdoch, 임혜정pp. 39-64해외 초등학교에서의 효과적인 한국 문화수업: 교육실습을 통해강후동pp. 65-86비정년트랙 영어 교수들의 학교환경에서 살아내는 이야기: 감정과 정체성의 콜라보박순복pp. 87-108
원문 보기