The Effects of Dictogloss Tasks on EFL Learners’ Syntactic Development
1
조회
0
다운로드
1
인용
0
참고문헌
키워드
초록
The study aimed to investigate if bottom-up process based dictogloss tasks made any significant differences to the syntactic development of learners’ target language and to discuss what factors contributed to the changes in the length and the complexity of their utterances. The data were collected from a group of three university students who were taking an English course at a large national university in South Korea. The salient interaction patterns were isolated and coded and analyzed using T units. To ensure the trustworthiness of the study, multiple sources of data, such as classroom observations and interviews, were also collected and examined. The T unit analysis revealed that some learners benefitted from dictogloss activities as shown in their increased T units and constant engagement with form, their increase in parsing and processing ability, and their active negotiation of meaning through collaborative dialogue.
Abstract
The study aimed to investigate if bottom-up process based dictogloss tasks made any significant differences to the syntactic development of learners’ target language and to discuss what factors contributed to the changes in the length and the complexity of their utterances. The data were collected from a group of three university students who were taking an English course at a large national university in South Korea. The salient interaction patterns were isolated and coded and analyzed using T units. To ensure the trustworthiness of the study, multiple sources of data, such as classroom observations and interviews, were also collected and examined. The T unit analysis revealed that some learners benefitted from dictogloss activities as shown in their increased T units and constant engagement with form, their increase in parsing and processing ability, and their active negotiation of meaning through collaborative dialogue.
참고문헌 (37)
- Brinton, D., "Teaching English as a second or foreign language", pp.459~475 (2001), Heinle & Heinle
- Cazden, C., "Classroom discourse: The language of teaching and learning" (1988), Heinemann
- Corder, S. P., "The significance of learner's errors", IRAL-International Review of Applied Linguistics in Language Teaching, 5(1-4), pp.161~170 (1967)
- Crossley, S., "A linguistic analysis of simplified and authentic texts", The Modern Language Journal, 91(1), pp.15~30 (2007)
- Cutler, A., "The predominance of strong initial syllables in the English vocabulary", Computer Speech & Language, 2(3-4), pp.133~142 (1987)
- Donato, R., "Vygotskian approaches to second language research", pp.33456~ (1994)
- Ellis, R., "The study of second language acquisition" (2008), Cambridge University Press
- Field, J., "Promoting perception : Lexical segmentation in L2 listening", ELT Journal, 57(4), pp.325~334 (2003)
- Gilmore, A., "Authentic materials and authenticity in foreign language learning", Language Teaching, 40(2), pp.97~118 (2007)
- Goodwin, C., "Rethinking context: Language as an interactive phenomenon" (1992), Cambridge University Press
- Jefferson, G., "Conversation analysis: Studies from the first generation", pp.13~31 (2004), John Benjamin
- Johnson, P., "Effects on reading comprehension of building background knowledge", TESOL Quarterly, 16, pp.503~516 (1982)
- Kowal, M., "Immersion education: International perspectives", pp.284~309 (1997), Cambridge University Press
- Kuiken, F., "The effect of interaction in acquiring the grammar of a second language", International Journal of Educational Research, 37(3-4), pp.343~358 (2002)
- Lapkin, S., "Task outcomes: A focus on immersion students'use of pronominal verbs in their writing", Canadian Journal of Applied Linguistics, 2010, pp.3(1-2), 7~22
- Lim, W., "An analysis of students’ dyadic interpretation on a dictogloss task", ERIC Document Reproduction Service No. ED 456 649, ~ (2001)
- Long, M. H., "Handbook of research on second language acquisition", pp.413~469 (1996), Academic Press
- McDonough, K., "Learner-learner interaction during pair and small group activities in a Thai EFL context", System, 32(2), pp.207~224 (2004)
- Melvin, B., "Interactive language teaching", pp.44~56 (1987)
- Nussbaum, M., "Technology as small group face-to-face collaborative scaffolding", Computers & Education, 52(1), pp.147~153 (2009)
- EFL listening and speaking, "Teaching ESL", pp.2009, Nation, I. S. P.
- Nunan, D., "Second language teaching and learning" (1999), Heinle & Heinle Publishers
- Ohta, A., "Second language acquisition processes in the classroom:Learning Japanese", pp.73~128 (2001)
- Pica, T., "The role of group work in classroom second language acquisition", Studies in Second Language Acquisition, 7(2), pp.233~248 (1985)
- Pica, T., "Learner-learner interaction as a resource for language learning", TESOL Quarterly, 30, pp.59~84 (1996)
- Prince, P., "Listening, remembering, writing : Exploring the dictogloss task", Language Teaching Research, 17(4), pp.486~500 (2013)
- Richards, J., "Second thoughts on teaching listening", RELC Journal, 36(1), pp.85~92 (2005)
- Schmidt, R., "The role of consciousness in second language learning", Applied Linguistics, 11(2), pp.129~158 (1990)
- Schmidt, R., "Consciousness and foreign language learning : A tutorial on the role of attention and awareness in learning", Attention and Awareness in Foreign Language Learning, 9, pp.1~63 (1995)
- Skehan, P., "A cognitive approach to language learning" (1998), Oxford University Press
- Swain, M., "French immersion research in Canada : Recent contributions to SLA and applied linguistics", Annual Review of Applied Linguistics, 20, pp.199~212 (2000)
- Swain, M., "Integrating language and content teaching through collaborative tasks", Canadian Modern Language Review, 58(1), pp.44~63 (2001)
- Vygotsky, L., "Mind in Society: The Development of Higher Psychological Processes", pp.5291~ (1987)
- Wajnryb, R., "Grammar dictation (Vol. 3)" (1990), Oxford University Press
- Wilson, M., "Discovery listening : Improving perceptual processing", ELT Journal, 57(4), pp.335~343 (2003)
- KyungheeYeo, "The Effects of Dictogloss:A Technique of ‘Focus on Form", 영어교육, 57(1), pp.149~167 (2002), 한국영어교육학회
- Yilmaz, Y., "The effects of task type in synchronous computer-mediated communication", ReCALL, 22(1), pp.20~38 (2010)