사전 과업 계획 방식의 차이가 영어 말하기 수행능력에 미치는 영향 탐색—임용 목적의 면접 평가 연습 상황에서 협력적 방식을 중심으로
The Effects of Two Pre-Task Planning Activities on Mock English Interviews for Teacher Selection: Focus on Collaborative Planning
0
조회
0
다운로드
3
인용
0
참고문헌
키워드
초록
This study examined whether pre-service teachers' achievements in analytic areas differed across two types of pre-task planning activities (individual and collaborative) on English interview tests for secondary teacher selection. Further, the researchers explored the contents discussed during the collaborative pre-task planning and the students' perceptions of the pre-task planning. Fifteen pre-service teachers participated in the study and did two mock English interviews, each of which measured their oral responses to educational issues with reference to a 30-point analytic scale. Using descriptive statistics, a survey, and interview analyses, the researchers found the following results. First, the average score on organization, that is, cohesion and coherence, was slightly higher on the individual pre-task planning than on the collaborative planning. Second, the teachers tended to focus on task comprehension and idea development, talking relatively less about language use during the collaborative pre-planning process. Further, students reported in the survey that, while collaborative planning helped them share a wide variety of ideas about content, individual planning was more effective when working on organization, discourse structure, and language use.
Abstract
This study examined whether pre-service teachers' achievements in analytic areas differed across two types of pre-task planning activities (individual and collaborative) on English interview tests for secondary teacher selection. Further, the researchers explored the contents discussed during the collaborative pre-task planning and the students' perceptions of the pre-task planning. Fifteen pre-service teachers participated in the study and did two mock English interviews, each of which measured their oral responses to educational issues with reference to a 30-point analytic scale. Using descriptive statistics, a survey, and interview analyses, the researchers found the following results. First, the average score on organization, that is, cohesion and coherence, was slightly higher on the individual pre-task planning than on the collaborative planning. Second, the teachers tended to focus on task comprehension and idea development, talking relatively less about language use during the collaborative pre-planning process. Further, students reported in the survey that, while collaborative planning helped them share a wide variety of ideas about content, individual planning was more effective when working on organization, discourse structure, and language use.
참고문헌 (25)
- 배관형, "중등교사 임용시험 문항과 교육대학원 영어교육전공 교육과정의 연계성 분석", 석사, pp.2015
- 이종복, "중등 영어교원 임용 3차 수업실연과 면접시험에 대한 분석 및 연구", 신영어영문학, (44), pp.239~266 (2009), 신영어영문학회
- 최종혁, "질적연구방법론 : 근거이론과 수정이론의 실제" (2011), 신정
- Crookes, G., "Planning and interlanguage variation", Studies in Second Language Acquisition, 11, pp.367~383 (1989)
- Ellis, R., "Interlanguage variability in narrative discourse : style in the use of the past tense", Studies in Second Language Acquisition, 9, pp.12~20 (1987)
- Ellis, R., "Planning and task-performance in a second language", pp.3~34 (2005), John Benjamins
- Foster, P., "The influence of planning and task type on second language performance", Studies in Second Language Acquisition, 18(3), pp.299~323 (1996)
- Foster, P., "The influence of source of planning and focus of planning on task-based performance", Language Teaching Research, 3(3), pp.215~247 (1999)
- Fulcher, G., "Task difficulty in speaking test" (2003), Longman
- Geng, X., "Strategic planning in task-based language teaching : The effects of participatory structure and task type", System, 41(4), pp.982~993 (2013)
- Kang, S., "The effects of individual vs. collaborative planning in Korean middle school students’ English speaking performance under different task complexity", master, pp.2015
- 김성애, "Performance Evaluation in Task-based Language Teaching:Suggested Procedures for EFL Classes", 영어교육연구, 25(4), pp.21~45 (2013), 팬코리아영어교육학회
- Mehnert, U., "The effects of different lengths of time for planning on second language performance", Studies in Second Language Acquisition, 20, pp.83~108 (1998)
- O’Malley, J. M., "Learning strategies in second language acquisition" (1990), Cambridge
- Ortega, L., "Planning and focus on form in L2 oral performance", Studies in Second Language Acquisition, 21, pp.109~148 (1999)
- Ortega, L., "Planning and task performance in a second language", pp.77~109 (2005), John Benjamins
- 박수정, "What Do Learners Do While Planning? Learners’ Use and Perceptions of Planning for an Oral Narrative Task", 영어어문교육, 15(3), pp.223~248 (2009), 한국영어어문교육학회
- Sangarun, J., "Planning and task performance in a second language", pp.111~141 (2005), John Benjamins
- Skehan, P., "A framework for the implementation of task-based instruction", Applied Linguistics, 17, pp.38~62 (1996)
- Skehan, P., "Planning and task performance in a second language" (2005), John Benjamins
- Wang, Q, "What do L2 learners do during pre-task planning for English speaking", master, pp.2014
- Qiong Wang, "Korean Advanced EFL Learners’ Attentional Allocation during Task Planning and Its Influence on Speaking", 영어어문교육, 20(3), pp.191~210 (2014), 한국영어어문교육학회
- Wendel, J. N., "Planning and second-language narrative production", doctor, pp.1997
- Wigglesworth, G., "An investigation of planning time and proficiency level on oral test discourse", Language Testing, 14(1), pp.21~44 (1997)
- Yuan, F., "The effects of pretask planning and on-line planning on fluency, complexity, and accuracy in L2 monologic oral production", Applied Linguistics, 24, pp.1~27 (2003)