Repetitive Description of Visuals and Improvement of Language Knowledge for L2 Learners
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There has been much emphasis on the use of visuals as instructional materials in L2 writing teaching. Under this trend, this study aims to explore the possibility that repetitive descriptions of visuals in an L2 teaching context will affect language development in terms of three areas of language: vocabulary, sentence, and discourse. For this purpose, this study selected three participants randomly among 28 university EFL students who majored in English, and examined their written descriptions of four video clips. The participants described four different video clips twice using dictionaries with a one-month interval between descriptions. This study found that the participants had a slight improvement between the first and second descriptions in terms of the number of words and sentence completion. However, no effects from repetitive descriptions of visuals on the development of a cohesive device were observed. These results suggest that visuals and dictionaries may play a positive role as Hyland’s (2003) ‘stimulus materials’ and ‘reference materials’, respectively, in the areas of vocabulary and sentence, but not in the area of discourse. This study suggests implications for teaching L2 writing.
Abstract
There has been much emphasis on the use of visuals as instructional materials in L2 writing teaching. Under this trend, this study aims to explore the possibility that repetitive descriptions of visuals in an L2 teaching context will affect language development in terms of three areas of language: vocabulary, sentence, and discourse. For this purpose, this study selected three participants randomly among 28 university EFL students who majored in English, and examined their written descriptions of four video clips. The participants described four different video clips twice using dictionaries with a one-month interval between descriptions. This study found that the participants had a slight improvement between the first and second descriptions in terms of the number of words and sentence completion. However, no effects from repetitive descriptions of visuals on the development of a cohesive device were observed. These results suggest that visuals and dictionaries may play a positive role as Hyland’s (2003) ‘stimulus materials’ and ‘reference materials’, respectively, in the areas of vocabulary and sentence, but not in the area of discourse. This study suggests implications for teaching L2 writing.
참고문헌 (26)
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