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과업 복잡성과 협동학습이 중학생의 모델 글 활용 영어 쓰기 학습 효과와 활동 선호도에 미치는 영향

Effects of Task Complexity and Cooperative Learning on Korean Middle School Students’ English Writing Based on Model Texts and Activity Preference

최연희|이하나
교과교육연구소 (Research Institute of Curriculum & Instruction)|2019.10|교과교육학연구 (Journal of Research in Curriculum Instruction)|제23권 제5호|pp. 487-503|DOI 10.24231/rici.2019.23.5.487

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키워드

협동학습영어 쓰기Cooperative learningNoticingEFL writingTask complexity과업 복잡성모델 글알아채기Model text

초록

과업 복잡성과 협동학습이 중학생 영어 이야기체 글쓰기 수행에 미치는 영향을 알아보고자 3단계로 구성된 글쓰기 과업을 진행한 후 작문의 유창성, 정확성, 통사적 및 어휘적 복잡성과 영어 쓰기 능력의 변화를 분석하였다. 중학교 3학년 68명으로 구성된 연구 대상은 그림순서 추론 여부로 차별화된 과업 복잡성과 초안 작성 후 원어민 모델 글을 제공하여 학습자 스스로 작성한 글의 문제점과 해결 방안을 알아채도록 하는 단계를 개별 또는 집단으로 진행하는가에 따라 협동학습 여부가 달라지는 네 집단으로 분리한 후 학습 효과를 비교 분석하였다. 과업에서 작성한 글을 분석한 결과, 통계적으로 유의미한 집단 간 차이는 과업 복잡성 측면에서 T단위 평균 길이와 유의미한 집단 간 상호작용은 분당 T단위 수에서만 나타났으며 복잡성이 높은 과업을 수행한 집단의 유창성, 정확성, 복잡성이 모두 더 낮았으며 협동학습의 효과는 오류 없는 T단위 평균 길이, 정확성, 어휘 다양도에서 나타났다. 쓰기 능력 변화 분석 결과, 모든 집단의 사후 평가 점수가 유의미하게 사전 점수보다 높았지만 집단 간 유의미한 능력 향상도 차이나 상호작용은 없었다. 작문의 언어적 분석 결과와 달리 복잡한 과업을 수행한 집단과 개별학습 집단의 점수 상승폭이 더 컸는데, 이는 과업 복잡성, 협동학습 및 모델 글 읽고 필기하기의 단기적 및 장기적 효과가 다를 수 있음을 시사한다. 활동 유형별 선호도에 대한 조사는 추론을 요구하는 복잡한 과업에서는 모델 글을 읽고 문제와 대안을 알아채는 것을 집단 구성원들과 함께 하는 것을 선호하는 것으로 나타나서 협동학습이 과업 복잡성으로 야기되는 어려움을 줄일 수 있음을 시사한다.

Abstract

This paper investigates how task complexity and cooperative learning influence Korean EFL middle school students’ narrative writing in terms of fluency, accuracy, and complexity, and their writing ability development when performing a three-stage task with differentiated complexity by reasoning demands of picture sequence. In the task, students were given and read a model text individually or in group to find out problems of their own writing and solutions with note-taking between writing a draft and rewriting it, assuming model texts would play a role of a feedback provider and cooperative work would lessen cognitive demands of complex tasks. The analysis on fluency, accuracy and complexity of 68 students’ essays reveals no significant group differences and interactional effects by task complexity and cooperative learning, except for mean length of T-unit by task complexity and numbers of T-units per minute by interactional effects of task complexity and cooperative learning; yet, those who performed a more complex task showed lower fluency, accuracy, and complexity and the cooperative learning group outperformed the individual learning group in mean length of error-free T-unit, syntactic accuracy and lexical diversity. The statistical analysis of the writing score differences between the pre- and post-test displays no significant group variations and interactional effects, though the group performing a more complex task and individual learning group outperformed their counterparts. The survey of activity preference illustrates cooperative learning was noticeably preferred by those who performed a more complex task, which implies group work would lessen cognitive demands of complex tasks.

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