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Use of Strategies and L1 for Communication in Small Group Work

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초록

The purpose of this study was to explore the interactional patterns regarding the use of strategies and the first language which learners of English as a foreign language (EFL) used in student-student interaction and to investigate how these patterns impacted the participants’ target language acquisition. Data came from informal interviews and classroom observations over the course of one semester. The recorded interaction was coded using a set of discourse convention and examined based on the turn shape which was illuminated by the immediate context of the utterances and by the interlocutor’s response. The study showed that the participants’ strategy use went beyond the negotiation for meaning but extended to enhance cohesion and cohesiveness of the flow of the conversation and to collectively construct utterances, even in the absence of the target language expert. The study also revealed that the students’ first language served as a tool for scaffolding learners’ target language production by enabling the participants to actively engage in a meaning- making procedure and to explore and expand the content knowledge, which could have been limited to an unsatisfactory level, and to make a subsequent semantic uptake.

Abstract

The purpose of this study was to explore the interactional patterns regarding the use of strategies and the first language which learners of English as a foreign language (EFL) used in student-student interaction and to investigate how these patterns impacted the participants’ target language acquisition. Data came from informal interviews and classroom observations over the course of one semester. The recorded interaction was coded using a set of discourse convention and examined based on the turn shape which was illuminated by the immediate context of the utterances and by the interlocutor’s response. The study showed that the participants’ strategy use went beyond the negotiation for meaning but extended to enhance cohesion and cohesiveness of the flow of the conversation and to collectively construct utterances, even in the absence of the target language expert. The study also revealed that the students’ first language served as a tool for scaffolding learners’ target language production by enabling the participants to actively engage in a meaning- making procedure and to explore and expand the content knowledge, which could have been limited to an unsatisfactory level, and to make a subsequent semantic uptake.

참고문헌 (48)

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