본문 바로가기
KERD
논문KCI 등재

The Effects of a Collaborative Translation Task on L2 Grammar Development

김보람
외국학연구소 (FOREIGN STUDIES INSTITUTE)|2021.09|외국학연구 (The Journal of Foreign Studies)|제57호|pp. 11-38|DOI 10.15755/jfs.2021..57.11

1

조회

0

다운로드

0

인용

0

참고문헌

키워드

Collaborative Translation TaskOutput TaskCollaborative DialogueTarget GrammarSustained Retention공동번역 과업출력 과업협력대화대상문법지속적 보유
주제분류기타인문학

초록

The present study investigated the effect of output-based L1-to-L2 translation tasks performed after grammar instruction on improving L2 grammar knowledge by Korean EFL learners, addressing two questions: (1) whether translation as an output task is effective in L2 grammar development and (2) whether translation tasks done collaboratively engender higher retention of target L2 grammar than those completed individually. The study was conducted in three intact EFL classrooms: One served as control group; two classes performed translation tasks individually or in pairs, respectively. A multiple-choice grammar test was employed as pre-, post-, and delayed post-test to measure target grammar knowledge, and eight students from the collaborative translation group were interviewed. The results showed that translation tasks done individually or in pairs were both effective in L2 grammar development, while collaborative translation tasks led to significantly longer sustained gains. Pedagogically, the findings of the study suggest that output-based translation tasks, if planned and conducted properly, may foster more elaborate processing and increased learner engagement, thus promoting L2 grammar learning and retention.

Abstract

The present study investigated the effect of output-based L1-to-L2 translation tasks performed after grammar instruction on improving L2 grammar knowledge by Korean EFL learners, addressing two questions: (1) whether translation as an output task is effective in L2 grammar development and (2) whether translation tasks done collaboratively engender higher retention of target L2 grammar than those completed individually. The study was conducted in three intact EFL classrooms: One served as control group; two classes performed translation tasks individually or in pairs, respectively. A multiple-choice grammar test was employed as pre-, post-, and delayed post-test to measure target grammar knowledge, and eight students from the collaborative translation group were interviewed. The results showed that translation tasks done individually or in pairs were both effective in L2 grammar development, while collaborative translation tasks led to significantly longer sustained gains. Pedagogically, the findings of the study suggest that output-based translation tasks, if planned and conducted properly, may foster more elaborate processing and increased learner engagement, thus promoting L2 grammar learning and retention.

참고문헌 (68)

  1. Allford, D., "Teaching modern languages at advanced level", pp.230~250 (1999), Routledge
  2. Al Odwan, T., "The effect of the directed reading thinking activity through cooperative learning on English secondary stage students’ reading comprehension in Jordan", International Journal of Humanities and Social Science, 2, pp.138~151 (2012)
  3. Antón, M., "The discourse of a learner-centered classroom : Sociocultural perspectives on teacher-learner interaction in the second language classroom", Modern Language Journal, 83, pp.303~318 (1999)
  4. Bassnett, S., "Translation, history and culture" (1990), Printer Publishers
  5. Basturkmen, H., "Metalanguage in focus on form in the communicative classroom", Language Awareness, 11, pp.1~13 (2002)
  6. Butzkamm, W., "The bilingual reform: A paradigm shift in foreign language teaching" (2009), Gunter Narr Verlag
  7. Cohen, A. D., "Research on direct versus translated writing : Students’ strategies and their results", Modern Language Journal, 8, pp.169~188 (2002)
  8. "Grammar translation and communicative language teaching compared" (2016)[URL]
  9. Cook, G., "A thing of the future : Translation in language learning", International Journal of Applied Linguistics, 17, pp.396~401 (2007)
  10. Cook, G., "Translation in language teaching" (2010), Oxford University Press
  11. Creese, A., "Translanguaging in the bilingual classroom: A pedagogy for learning and teaching?", Modern Language Journal, 94, pp.103~115 (2010)
  12. Cummins, J., "Rethinking monolingual instructional strategies in multilingual classrooms", Canadian Journal of Applied Linguistics, 10, pp.221~240 (2007)
  13. Cunico, S., "Translation as a purposeful activity in the language classroom", Tuttitalia, 29, pp.4~12 (2004)
  14. Duff, A., "Translation" (1989), Oxford University Press
  15. Even-Zohar, I., "The position of translated literature within the literary polysystem", Poetics Today, 1, pp.45~53 (1990)
  16. Fortune, A., "Learners’ use of metalanguage in collaborative form-focused L2 output tasks", Language Awareness, 14, pp.21~38 (2005)
  17. Gass, S., "Theories in second language acquisition. An introduction", pp.175~199 (2007), Lawrence Erlbaum Associates
  18. González Davies, M., "Translation in foreign language learning: Bridging the gap", Paper presented at the APAC–ELT Convention (2001)
  19. González Davies, M., "Towards a plurilingual development paradigm : From spontaneous to informed use of translation in additional language learning", The Interpreter and Translator Trainer, 8, pp.8~31 (2014)
  20. Hélot, C., "Language policy for the multilingual classroom: Pedagogy of the possible" (2011), Multilingual Matters
  21. Hummel, K. M., "Translation and short‐term L2 vocabulary retention: Hindrance or help?", Language Teaching Research, 14, pp.61~74 (2010)
  22. Ismail, L., "The effects of tasks on language-related episodes (LREs) during focus-on-form instruction", Language Education in Asia, 1, pp.87~98 (2010)
  23. Izumi, S., "Output, input enhancement, and the noticing hypothesis", Studies in Second Language Acquisition, 24, pp.541~577 (2002)
  24. Izumi, S., "Comprehension and production processes in second language learning : In search of the psycholinguistic rationale of the output hypothesis", Applied Linguistics, 24, pp.168~196 (2003)
  25. Izumi, S., "Does output promote noticing and second language acquisition?", TESOL Quarterly, 34, pp.239~278 (2000)
  26. Izumi, S., "Testing the output hypothesis : Effects of output on noticing and second language acquisition", Studies in Second Language Acquisition, 21, pp.421~452 (1999)
  27. Källkvist, M., "Languaging in translation tasks used in a university setting: Particular potential for student agency?", The Modern Language Journal, 97, pp.217~238 (2013)
  28. Keck, C. M., "Synthesizing research on language learning and teaching", pp.91~131 (2006), John Benjamins
  29. Klapper, J., "Understanding and developing good practice teaching languages in higher education" (2006), CILT
  30. Knouzi, I., "Self‐scaffolding mediated by languaging : Microgenetic analysis of high and low performers", International Journal of Applied Linguistics, 20, pp.23~49 (2010)
  31. Kobayashi, H., "L1", L2, Journal of Second Language Writing, pp.2013, 22[DOI]
  32. Kowal, M., "Immersion education: International perspectives", pp.284~309 (1997), Cambridge University Press
  33. Kuiken, F., "The effect of interaction in acquiring the grammar of a second language", International Journal of Educational Research, 37, pp.343~358 (2002)
  34. Leeser, M. J., "Learner proficiency and focus on form during collaborative dialogue", Language Teaching Research, 8, pp.55~81 (2004)
  35. Leeser, M. J., "Pushed output, noticing, and development of past tense morphology in content-based instruction", Canadian Modern Language Review, 65, pp.195~220 (2008)
  36. Leow, R. P., "Explicit learning in the L2 classroom: A student-centered approach" (2015), Routledge
  37. Mackey, A., "Conversational interaction in second language acquisition", pp.407~472 (2007), Oxford University Press
  38. Malmkjær, K., "Translation and language teaching: Language teaching and translation", pp.1~11 (1998), St. Jerome
  39. Murphy, L., "Searching for words : One strategic use of the mother tongue by advanced Spanish EFL writers", Journal of Second Language Writing, 19, pp.61~81 (2010)
  40. Otheguy, R., "Clarifying translanguaging and deconstructing named languages : A perspective from linguistics", Applied Linguistics Review, 6, pp.281~307 (2015)
  41. Panzarella, G., "Translation in the language classroom : Multilingualism, diversity, collaboration", EuroAmerican Journal of Applied Linguistics and Languages, 5, pp.62~75 (2018)
  42. Pennycook, A., "English as a language always in translation", European Journal of English Studies, 12, pp.33~47 (2008)
  43. "Where translation studies lost the plot: Relations with language teaching" (2015)[URL]
  44. Russell, V., "A closer look at the output hypothesis : The effect of pushed output on noticing and inductive learning of the Spanish future tense", Foreign Language Annals, 47, pp.25~47 (2014)
  45. Satorres, B., "Translation in the classroom. Why not? Associació de Professors d’Anglès de Catalunya", Association of Teachers of English in Catalonia, 49, pp.22~30 (2003)
  46. Schjoldager, A., "Translation for language purposes : Preliminary results of an experimental study of translation and picture verbalization", Hermes, 30, pp.199~213 (2003)
  47. Schjoldager, A., "Translation in undergraduate degree programmes", pp.127~150 (2004), John Benjamins
  48. Sewell, P., "Translation in undergraduate degree programmes", pp.151~162 (2004), John Benjamins
  49. Song, M. J., "The effects of output task types on noticing and learning of the English past counterfactual conditional", System, 36, pp.295~312 (2008)
  50. Storch, N., "The editing talk of adult ESL learners", Language Awareness, 6, pp.221~232 (1997)
  51. Storch, N., "Patterns of interaction in ESL pair work", Language Learning, 52, pp.119~158 (2002)
  52. Storch, N., "Metatalk in a pair work activity : Level of engagement and implications for language development", Language Awareness, 17, pp.95~114 (2008)
  53. Swain, M., "Principles and practice in applied linguistics", pp.125~144 (1995), Oxford University Press
  54. Swain, M., "Focus on form in classroom second language acquisition", pp.64~81 (1998), Cambridge University Press
  55. Swain, M., "Sociocultural theory and second language learning", pp.97~114 (2000), Oxford University Press
  56. Swain, M., "Handbook of research in second language teaching and learning", pp.471~484 (2005), Lawrence Erlbaum
  57. Swain, M., "Interaction and second language learning : Two adolescent French immersion students working together", Modern Language Journal, 82, pp.320~337 (1998)
  58. Swain, M., "Researching pedagogic tasks: Second language learning, teaching, and testing", pp.99~118 (2001), Longman
  59. Swain, M., "Languaging : University students learn the grammatical concept of voice in French", Modern Language Journal, 93, pp.5~29 (2009)
  60. Toth, P. D., "Teacher-and learner-led discourse in task-based grammar instruction : Providing procedural assistance for L2 morphosyntactic development", Language Learning, 58, pp.237~283 (2008)
  61. Tsagari, D., "Translation in language teaching and assessment" (2013), Cambridge Scholars
  62. Uggen, M. S., "Reinvestigating the noticing function of output", Language Learning, 62, pp.506~540 (2012)
  63. Vogel, S., "Plurilingualism in teaching and learning: Complexities across contexts", pp.89~106 (2018), Routledge
  64. Watanabe, Y., "Effects of proficiency differences and patterns of pair interaction on second language learning : Collaborative dialogue between adult ESL learners", Language Teaching Research, 11, pp.121~142 (2007)
  65. Widdowson, H. G., "Defining issues in English language teaching" (2003), Oxford University Press
  66. Wilson, J., "Tackling the plurilingual student", monolingual classroom phenomenon, 2017, pp.51, 207~219
  67. Witte, A., "Translation in second language learning and teaching" (2009), Peter Lang
  68. 윤현경, "Grammar Errors in Korean EFL Learners’ TOEIC Speaking Test", 영어교육, 67(4), pp.287~309 (2012), 한국영어교육학회[DOI]

이 간행물의 다른 논문 (22건)

L2 Learners’ Self-efficacy and Self-regulated Strategies in IRW김언조pp. 39-66Frequency, Location and Characteristics of Hesitation Markers in Korean to English Sight Translation박리리pp. 67-90AI 문법 검수 피드백과 자가 피드백이 EFL 대학생들의 영문법에 미치는 영향송은혜, 김혜숙pp. 91-120Comparing Cross-disciplinary Test Takers’ Performance between Internet-based and Paper-based Diagnostic Writing Tests in EFL College English ClassroomsLi Jiangpp. 121-1482006-2018年汉语科技外来词分析 —以『汉语新词语』为中心—한용수, 강설영pp. 149-174
원문 보기