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Effects of Communicative Strategies Instruction on Korean EFL College Students

이길영|한지영
현대영어교육학회 (The Modern English Education Society)|2012.08|현대영어교육 (Modern English Education)|제13권 제3호|pp. 39-62

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참고문헌

키워드

상호작용interactionclassroom interaction의사소통전략communicative strategy교실상호작용

초록

With the increasing importance of communicative competence, it is necessary to teach L2 learners communicative strategies (CSs). This study aims to investigate the effects of CSs instruction on Korean college students. In the present study, 45 students received nine-week CSs instruction from a NEST (Native-Speaking English Teacher). In order to examine the effects of CSs instruction in depth, methods of a triangulation were used. That is, data were collected from a questionnaire of 45 students on their strategies use, interviews with a pull-out group consisting of four students, and pre-, during-, and post- discussion tasks of the pull-out group. The findings indicate that CSs instruction affected participants’ use of CSs and enhanced L2 interaction. The students seemed to develop further understanding of L2 interaction after CSs instruction. They employed CSs to negotiate meaning as they learned CSs. Clarification request significantly increased after CSs. Based on the findings, several suggestions for further studies are also offered.

Abstract

With the increasing importance of communicative competence, it is necessary to teach L2 learners communicative strategies (CSs). This study aims to investigate the effects of CSs instruction on Korean college students. In the present study, 45 students received nine-week CSs instruction from a NEST (Native-Speaking English Teacher). In order to examine the effects of CSs instruction in depth, methods of a triangulation were used. That is, data were collected from a questionnaire of 45 students on their strategies use, interviews with a pull-out group consisting of four students, and pre-, during-, and post- discussion tasks of the pull-out group. The findings indicate that CSs instruction affected participants’ use of CSs and enhanced L2 interaction. The students seemed to develop further understanding of L2 interaction after CSs instruction. They employed CSs to negotiate meaning as they learned CSs. Clarification request significantly increased after CSs. Based on the findings, several suggestions for further studies are also offered.

참고문헌 (43)

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관련 논문AI추천

Korean college students’ use of communication strategies in two different sets of interactions송민종, 차미양현대영어교육학회 · 현대영어교육2011 · 제12권 제3호Factors Affecting the Choice of Communication Strategies in Interaction of EFL College Learners박은경, 엄철주대한영어영문학회 · 영어영문학연구2014 · 제56권 제2호The Use of Strategies in Interaction of Korean College EFL Learners마지현, 박은경21세기영어영문학회 · 영어영문학212011 · 제24권 제3호Identifying Korean College Learners’Communication Strategies in English-Mediated Classes전지현팬코리아영어교육학회 · 영어교육연구2012 · 제24권 제3호Korean L2 Learners’ Perception and Attributions to the Selection of Communication Strategies남현정한국영어학학회 · 영어학연구2012 · 제18권 제3호Impact of strategy instruction on Korean EFL students’ oral interaction: Proficiency and task type variables안수진팬코리아영어교육학회 · 영어교육연구2024 · 제36권 제4호

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