The Factors to Influence Verbal Interaction in ESL Context
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초록
This current study investigated the interaction of six Korean graduate students in an academic context in order to identify factors influencing their verbal interaction. The participants were interviewed and observed for one semester. The factors were cultural, institutional, linguistic, personal, and psychological factors. Among them, linguistic and institutional factors were most influential. Most of problems in interaction were caused from low listening comprehension. Their listening proficiency severely impeded their interaction with American peers on and off campus. However, in business-like interaction, the same listening proficiency did not impede their interaction because of request of repetition or comprehension check. Further, successful academic achievement and workload acted as a barrier for them to seek further interaction opportunities. Some implications were suggested based on the findings.
Abstract
This current study investigated the interaction of six Korean graduate students in an academic context in order to identify factors influencing their verbal interaction. The participants were interviewed and observed for one semester. The factors were cultural, institutional, linguistic, personal, and psychological factors. Among them, linguistic and institutional factors were most influential. Most of problems in interaction were caused from low listening comprehension. Their listening proficiency severely impeded their interaction with American peers on and off campus. However, in business-like interaction, the same listening proficiency did not impede their interaction because of request of repetition or comprehension check. Further, successful academic achievement and workload acted as a barrier for them to seek further interaction opportunities. Some implications were suggested based on the findings.
참고문헌 (13)
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