협동학습과정에서 나타난 한국 대학생들의 언어적 상호작용 분석
An Analysis of Korean College Students’ Verbal Interactions during their Cooperative Reading Activity
0
조회
0
다운로드
12
인용
0
참고문헌
키워드
초록
The purpose of this study is to analyze students’ verbal interactions during their reading activity. Twelve college students participated and they were divided into four groups based on the achievement test: high level groups (group 1 and 2) and low level groups (group 3 and 4). Data were gathered by three different methods such as informal interview, transcripts of students’ discourse and researcher’s log. Students’ verbal interactions were tape-recorded and analyzed. It has been found that 1) during their cooperative reading activity students asked questions to get verification and for clarification of a confusing point, 2) when asked for help, they provided both direct help (translation and identification, feedback) and indirect help(procedural suggestion for the following activity steps, conceptual instruction, elaboration), and 3) they also voluntarily provided indirect help (instruction and hint), and direct help(modification and feedback) even when not asked for help. Instructional implications for the effective cooperative reading activity were discussed.
Abstract
The purpose of this study is to analyze students’ verbal interactions during their reading activity. Twelve college students participated and they were divided into four groups based on the achievement test: high level groups (group 1 and 2) and low level groups (group 3 and 4). Data were gathered by three different methods such as informal interview, transcripts of students’ discourse and researcher’s log. Students’ verbal interactions were tape-recorded and analyzed. It has been found that 1) during their cooperative reading activity students asked questions to get verification and for clarification of a confusing point, 2) when asked for help, they provided both direct help (translation and identification, feedback) and indirect help(procedural suggestion for the following activity steps, conceptual instruction, elaboration), and 3) they also voluntarily provided indirect help (instruction and hint), and direct help(modification and feedback) even when not asked for help. Instructional implications for the effective cooperative reading activity were discussed.
참고문헌 (32)
- 나경희, "문학작품 중심의 문해활동이 초등학생의 영어 읽기와 쓰기능력에 미치는 영향", 영어영문학연구, 53(3), pp.163~184 (2011), 한국중앙영어영문학회
- 나경희, "상호작용 읽기전략을 통해서 본 한국 대학생들의 독해과정에 관한 연구", 영어어문교육, 11(4), pp.209~235 (2005), 한국영어어문교육학회
- 심영숙, "영어 읽기 협력학습에 나타난 학습자 상호작용 분석", 영어학연구, 28(28), pp.45~66 (2009), 한국영어학학회
- 엄용희, "대학 영어교육의 방향교양영어냐 실용영어냐", 안과밖:영미문학연구, 12, pp.33~48 (2002), 영미문학연구회
- 이상국, "현대 둘째말 학습이론" (2004), 동인
- 조정순, "대학 교양영어 교육의 현황과 방향성 탐구", 영어교육, 57(2), pp.365~394 (2002), 한국영어교육학회
- YoungjooBang, "The Use of Collaborative Work in a College EFL Reading Classroom", 영어교육, 57(3), pp.145~169 (2002), 한국영어교육학회
- Berk, L. E., "Scffolding children’s learning: Vygotsky and early childhood education" (1995), National Association for the Education of Young Children
- Bruner, J. S., "The role of dialogue in language acquisition, In The child’s conception of language", pp.241~256 (1978), Springer- Verlag
- Donato, R., "Collective scaffolding in second language learning, In Vygotskian approaches to second language research", pp.33~56 (1994), Ablex
- Doughty, C., "“Information gap” tasks: Do they facilitate second language acquisition?", TESOL Quarterly, 20, pp.305~325 (1986)
- Ellis, R., "Understanding second language acquisition" (1985), Oxford University Press
- Ellis, R., "Task-based language learning and teaching" (2003), Oxford University Press
- Hancock, D., "Cooperative learning and peer orientation effects on motivation and achievement", Journal of Educational Research, 97(3), pp.159~166 (2004)
- Kerlinger, F., "Foundations of behavioural research" (1964), Holt
- Klingner, J. K., "Promoting reading comprehension, content learning, and English acquisition through collaborative strategic reading (CSR)", The Reading Teacher, 52, pp.738~747 (1999)
- Klingner, J. K., "The helping behaviors of fifth graders while using collaborative strategic reading during ESL content classes", TESOL Quarterly, 34, pp.69~98 (2000)
- Long, M. H., "Native speaker", non-native speaker conversation and the negotiation of comprehensible input, 1983, pp.4, 126~141
- Long, M. H., "Input and second language acquisition theory, In Input in second language acquisition", pp.377~393 (1985), Newbury House
- Long, M. H., "The role of the linguistic environment in second language acquisition, In Handbook of second language acquisition", pp.413~468 (1996), Academic Press
- Long, M. H., "Group work, interlanguage talk, and second language acquisition", TESOL Quarterly, 19(2), pp.207~227 (1985)
- Oxford, R. L., "Language learning strategies : What every teacher should know" (1990), Heinle
- Peterson, S. E., "Comparing the quality of students’ experiences during cooperative learning and large-group instruction", The Journal of Educational Research, 97(3), pp.123~133 (2004)
- Supporting the process of literary understanding: Analysis of a classroom discussion, "Roberts, D.", University at Albany, National Research Centeron Literature Teaching and Learning, ~, pp.Report Series 2.15 (1991)
- Slavin, R. E., "Cooperative learning" (1983), Longman
- Suh, Jae-Suk, "A comparison of two English reading classes: With a focus on cooperative learning", 영어어문교육, 12(3), pp.79~98 (2006), 한국영어어문교육학회
- Takashima, H., "Output enhancement and the acquisition of the past tense, In Learning a second language through interaction", pp.173~188 (1999), John Benjamins
- van Lier, L., "The ecology and semiotics of language learning : A sociocultural perspective" (2004), Kluwer Academic
- Vygotsky, L. S., "Thought and language" (1986), MIT press
- Vygotsky, L. S., "Mind in society: The development of higher psychological processes" (1978), Harvard University Press
- Wertsch, J. V., "The zone of proximal development : Some conceptual issues", New directions for child development, 23, pp.7~18 (1984)
- Wilkes-Gibbs, D., "Studying language use as collaboration, In Communication strategies: Psycholinguistic and sociolinguistic perspective", pp.238~274 (1997), Longman