Task-Based Negotiation of Meaning Through a Mobile Messaging Platform
0
조회
0
다운로드
0
인용
0
참고문헌
키워드
초록
In situations where Korean university students have insufficient opportunities to communicate in English on a daily basis, using a mobile instant messaging (MIM) application for English interactions can provide them with more chances to practice the target language and negotiate meaning. This study aimed to explore Korean university students’ negotiation of meaning through different tasks using an MIM application and how these tasks influence their meaning negotiation during communicative activities on the platform. This study adopted a mixed-method approach, combining surveys and message observations to collect data. The findings showed that students perceived negotiating meaning through the MIM platform as both interesting and useful for their English learning. They valued the opportunity to communicate and negotiate meaning in English at any time and from anywhere, based on tasks. However, some challenges related to these communicative experiences were also reported. The findings indicated that some English translation applications were utilized during task-based communicative activities. Overall, the study found that students enjoyed discussing specific topics while completing various types of tasks and they experienced several benefits during their English interactions with peers on the MIM platform. The impact of different task types on meaning negotiation was also discussed.
Abstract
In situations where Korean university students have insufficient opportunities to communicate in English on a daily basis, using a mobile instant messaging (MIM) application for English interactions can provide them with more chances to practice the target language and negotiate meaning. This study aimed to explore Korean university students’ negotiation of meaning through different tasks using an MIM application and how these tasks influence their meaning negotiation during communicative activities on the platform. This study adopted a mixed-method approach, combining surveys and message observations to collect data. The findings showed that students perceived negotiating meaning through the MIM platform as both interesting and useful for their English learning. They valued the opportunity to communicate and negotiate meaning in English at any time and from anywhere, based on tasks. However, some challenges related to these communicative experiences were also reported. The findings indicated that some English translation applications were utilized during task-based communicative activities. Overall, the study found that students enjoyed discussing specific topics while completing various types of tasks and they experienced several benefits during their English interactions with peers on the MIM platform. The impact of different task types on meaning negotiation was also discussed.
참고문헌 (49)
- Akayoǧlu, S., "Handbook of research on e-learning methodologies for language acquisition", pp.291~306 (2009), Information Science Reference
- Alcón, E., "Incidental focus on form, noticing and vocabulary learning in the EFL classroom", International Journal of English Studies, 7(2), pp.41~60 (2009)
- Barson, J., "Foreign language learning using email in a task-oriented perspective : Interuniversity experiments in communication and collaboration", Journal of Science and Technology, 2(4), pp.565~584 (1993)[DOI]
- Bitchener, J., "The relationship between the negotiation of meaning and language learning : A longitudinal study", Language Awareness, 13(2), pp.81~95 (2004)[DOI]
- Blake, R., "Computer mediated communication : A window on L2 Spanish interlanguage", Language Learning & Technology, 4(1), pp.120~136 (2000)
- Davies, N., "Training fluency : An essential factor in language acquisition and use", RELC Journal, 13, pp.1~13 (1982)[DOI]
- Doughty, C., "Information gap tasks: Do they facilitate second language acquisition?", TESOL Quarterly, 20, pp.305~325 (1986)[DOI]
- Ellis, R., "Task-based research and language pedagogy", Language Teaching Research, 193, pp.193~220 (2000)[DOI]
- Ellis, R., "Designing a task-based syllabus", RELC Journal, 34(1), pp.64~81 (2003)[DOI]
- Ellis, R, "Task-based language learning and teaching" (2003), Oxford University Press
- Ellis, R, "Language teaching research and language pedagogy" (2012), John Wiley & Sons
- Fernandez-Garcia, M., "Learners’ interactions : A comparison of oral and computerassisted written conversations", ReCALL, 15(1), pp.113~136 (2003)[DOI]
- Gass, S. M., "Input, interaction, and second language production", Studies in Second Language Acquisition, 16, pp.283~302 (1994)[DOI]
- Howatt, A. P. R., "A history of English language teaching" (1984), Oxford University Press
- Jepson, K., "Conversations and negotiated interaction in text and voice chat rooms", Language Learning &Technology, 9(3), pp.79~98 (2005)
- Johnson, B., "Educational research: Quantitative, qualitative, and mixed approaches" (2012), Sage
- Johnson, K., "Communicative syllabus design and methodology" (1982), Pergamon Press
- Kessler, G., "The handbook of technology and second language teaching and learning", pp.169~184 (2018), John Wiley & Sons
- Kim, S. Y., "Korean sixth grade elementary school students’ meaning negotiation in task-based CMC", Multimedia-Assisted Language Learning, 9(2), pp.99~127 (2006)
- Leahy, C., "Bilingual negotiation via e-mail : An international project", Computer Assisted Language Learning, 14(1), pp.15~42 (2001)[DOI]
- Long, M. H., "Input, interaction, and second language acquisition", Annals of the New York Academy of Sciences:Native Language and Foreign Language Acquisition, 379, pp.259~278 (1981)
- Long, M. H., "Native speaker", non-native speaker conversation and the negotiation of comprehensible input, 1983, pp.4(2), 126~141
- Long, M. H, "Input in second language acquisition", pp.377~393 (1985), Newbury House
- Long, M. H, "Handbook of second language acquisition", pp.413~468 (1996), Academic Press
- Long, M. H, "Second language acquisition and task-based language teaching" (2015), Wiley-Blackwell
- Luan, N. L., "L2 vocabulary acquisition : The impact of negotiated interaction", GEMA : Online Journal of Language Studies, 11(2), pp.5~20 (2011)
- Mackey, A., "Input, interaction, and second language development : An empirical study of question formation in ESL", Studies in Second Language Acquisition, 21, pp.557~587 (1999)[DOI]
- Moody, R. H., "Teaching the net generation without leaving the rest of us behind : How technology in the classroom influences students composition", Politics & Policy, 39(2), pp.169~194 (2011)[DOI]
- Nakahama, Y., "Negotiation of meaning in conversational and information gap activities : A comparative discourse analysis", TESOL Quarterly, 35(3), pp.377~405 (2001)[DOI]
- Nunan, D, "Second language teaching and learning" (1999), Heinle & Heinle
- Nunan, D., "Task-based language teaching" (2004), Cambridge University Press
- Oliver, R., "Negotiation of meaning in child interaction", The Modern Language Journal, 82(3), pp.372~386 (1998)[DOI]
- Oliver, R., "The patterns of negotiation for meaning in child interactions", The Modern Language Journal, 86(1), pp.97~111 (2002)[DOI]
- Ortega, L., "Multiple perspectives on interaction: Second language research in honor of Susan M. Gass", pp.226~253 (2009), Routledge
- Patterson, P., "Negotiating for meaning across borders with CMC", Teaching English with Technology, 6(2) (2006)
- Pellettieri, J., "Network-based language teaching: Concepts and practice", pp.59~86 (2000), Cambridge University Press
- Pica, T., "Research on negotiation: What does it reveal about second-language learning conditions, processes, and outcomes?", Language Learning, 44(3), pp.493~527 (1994)[DOI]
- Pica, T., "Tasks in a pedagogical context: Integrating theory and practice", pp.9~34 (1993), Multilingual Matters
- Pica, T., "The impact of interaction on comprehension", TESOL Quarterly, 21(4), pp.737~758 (1987)[DOI]
- Richards, J, "Communicative language teaching today" (2006), Cambridge University Press
- "Longman dictionary of language teaching and applied linguistics" (2010)[URL]
- Samani, E., "Patterns of negotiation of meaning in English as second language learners’ interactions", Advances in Language and Literary Studies, 6(1), pp.16~25 (2015)[DOI]
- Sim, T., "Low proficiency learners in synchronous computer-assisted and face-to-face interactions", Turkish Online Journal of Educational Technology, 9, pp.61~75 (2010)
- Smith, B., "Computer-mediated negotiated interaction : An expanded model", The Modern Language Journal, 87(1), pp.38~57 (2003)[DOI]
- Swain, M, "Sociocultural theory and second language learning", pp.97~114 (2000), Oxford University Press
- Sydorenko, T., "Modality of input and vocabulary acquisition", Language Learning & Technology, 14(2), pp.50~73 (2010)
- Toyoda, S., "Categorization of text chat communication between learners and native speakers of Japanese", Language Learning & Technology, 6(1), pp.82~99 (2002)
- Varonis, E., "Non-native", non-native conversations : A model for negotiation of meaning, 1985, pp.6, 71~90
- Yule, G., "Resolving referential conflicts in L2 interaction : The effect of proficiency and interactive role", Language learning, 40, pp.539~556 (1990)[DOI]
