Assessing Interactional Opportunities in English-Only Classes in EFL Context
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초록
This study examined whether the use of English in EFL classes constrained interactional opportunities to negotiate expertise and difficulties, using communicative competence as a construct for evaluation. The two phases of the study, a survey and teacher research, used a mixed-methods approach that combined two different methods under the quantitative paradigm. The results from the survey research show that there was no significant difference in the quantitative measures of interactions between high and low communicative competence groups. However, these two groups differed widely in terms of quality measures of interactions, indicating that the students with lower communicative competence were not able to promote interactional opportunities in the classroom practices. Furthermore, for this group, the distribution of L1 versus L2 was negatively correlated with the quality measure of interactions, showing that the more students were exposed to the target language, the less likely they were to engage in classroom interactions. An analysis of speaking turns in Phase 2 showed that the students with low communicative competence generated more incomplete sequences of interactions that described a simple aspect of the subject matter, and vice versa. This study argues for the pedagogical approach to teaching an English-only class which incorporates Korean as a support language.
Abstract
This study examined whether the use of English in EFL classes constrained interactional opportunities to negotiate expertise and difficulties, using communicative competence as a construct for evaluation. The two phases of the study, a survey and teacher research, used a mixed-methods approach that combined two different methods under the quantitative paradigm. The results from the survey research show that there was no significant difference in the quantitative measures of interactions between high and low communicative competence groups. However, these two groups differed widely in terms of quality measures of interactions, indicating that the students with lower communicative competence were not able to promote interactional opportunities in the classroom practices. Furthermore, for this group, the distribution of L1 versus L2 was negatively correlated with the quality measure of interactions, showing that the more students were exposed to the target language, the less likely they were to engage in classroom interactions. An analysis of speaking turns in Phase 2 showed that the students with low communicative competence generated more incomplete sequences of interactions that described a simple aspect of the subject matter, and vice versa. This study argues for the pedagogical approach to teaching an English-only class which incorporates Korean as a support language.
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