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The role of interactionally modified output in contentbased instruction

The role of interactionally modified output in contentbased instruction.

노경주
현대영어교육학회 (The Modern English Education Society)|2014.05|현대영어교육 (Modern English Education)|제15권 제2호|pp. 47-69

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키워드

content-based instruction내용 중심 교수법interactionally modified output상호작용으로 수정된 출력

초록

This study investigates the relative effects of using two different types of interactionally modified output (IMO), oral and written, in an immersion content-based instruction (CBI) class to promote linguistic gain. Students in the experimental group (n=23) were asked to read a content-specific article and then to produce a written summary in pairs. They were then provided with a subsequent opportunity to modify interactionally the initial output by referring to the source text. Students in the control group (n=27) spent the same amount of time orally summarizing and modifying their initial output. The results of the posttest taken after 10 weeks of treatment yielded significant gain in content lexis and grammar (verb tenses) for both oral and written IMO groups albeit oral IMO group’s gain in grammar was only marginally significant. The findings also revealed that while oral IMO was more effective for students of relatively lower proficiency in improving their content lexis, written IMO was more effective in enhancing grammar knowledge. Relatively higher proficiency students, however, found written IMO to be far more beneficial in improving their content lexical knowledge and grammar. The findings are discussed and pedagogical implications are suggested.

Abstract

This study investigates the relative effects of using two different types of interactionally modified output (IMO), oral and written, in an immersion content-based instruction (CBI) class to promote linguistic gain. Students in the experimental group (n=23) were asked to read a content-specific article and then to produce a written summary in pairs. They were then provided with a subsequent opportunity to modify interactionally the initial output by referring to the source text. Students in the control group (n=27) spent the same amount of time orally summarizing and modifying their initial output. The results of the posttest taken after 10 weeks of treatment yielded significant gain in content lexis and grammar (verb tenses) for both oral and written IMO groups albeit oral IMO group’s gain in grammar was only marginally significant. The findings also revealed that while oral IMO was more effective for students of relatively lower proficiency in improving their content lexis, written IMO was more effective in enhancing grammar knowledge. Relatively higher proficiency students, however, found written IMO to be far more beneficial in improving their content lexical knowledge and grammar. The findings are discussed and pedagogical implications are suggested.

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