위키 중재 제2언어 협력쓰기: 그룹, 페어, 개별 집단의 쓰기 결과물 및 형태습득 비교
Wiki-Mediated Second Language Collaborative Writing: Comparing Group, Pair, and Individual Work
0
조회
0
다운로드
3
인용
0
참고문헌
키워드
초록
Based on the sociocultural theory, the present study set out to investigate the effect of interaction between learners of English as a foreign language on their written products and in acquiring the target grammar during wiki-mediated writing. This study was conducted in three intact classes during the semester. Subjects were 83 Korean high school students who were assigned to three classes: individual writing , pair writing and small group writing. The writing tasks were to describe people in the picture using the target grammar. Regarding the written outcomes, the results showed that two collaborative writing classes used the target grammar more often than the individual writing group. However, there was no significant difference among the three classes in terms of acquiring target grammar though students in all three classes gained a greater deal of linguistic knowledge by means of wiki-mediated writing. Based on the results, the present study suggests that EFL students, even low-level students, need to have more chances to write in the second language using computers and web 2.0 tools. Hopefully, teachers and researchers keep trying to find intersections between second language writing and second language acquisition using web 2.0 tools.
Abstract
Based on the sociocultural theory, the present study set out to investigate the effect of interaction between learners of English as a foreign language on their written products and in acquiring the target grammar during wiki-mediated writing. This study was conducted in three intact classes during the semester. Subjects were 83 Korean high school students who were assigned to three classes: individual writing , pair writing and small group writing. The writing tasks were to describe people in the picture using the target grammar. Regarding the written outcomes, the results showed that two collaborative writing classes used the target grammar more often than the individual writing group. However, there was no significant difference among the three classes in terms of acquiring target grammar though students in all three classes gained a greater deal of linguistic knowledge by means of wiki-mediated writing. Based on the results, the present study suggests that EFL students, even low-level students, need to have more chances to write in the second language using computers and web 2.0 tools. Hopefully, teachers and researchers keep trying to find intersections between second language writing and second language acquisition using web 2.0 tools.
참고문헌 (40)
- Antón, M., "Socio-cognitive functions of L1 collaborative interaction in the second language classroom", The Modern Language Journal, 83(2), pp.233~247 (1999)
- Bradley, L., "Rationalities of collaboration for language learning in a wiki", European Association for Computer Assisted Language Learning, 22(2), pp.247~265 (2010)
- Dobao, A., "Collaborative writing tasks in the second language classroom : Comparing group, pair, and individual work", Journal of Second Language Writing, 21, pp.40~58 (2012)
- Donato, R., "Vygotskian approaches to second language research", pp.33~56 (1994), Ablex
- Donato, R., "Aspects of collaboration in pedagogical discourse", Annual Review of Applied Linguistics, 24, pp.284~302 (2004)
- Edstrom, A., "Triads in the second language classroom : Interaction pattern and engagement during a collaborative task", System, 52, pp.26~37 (2015)
- Elola, I., "Collaborative writing: Fostering foreign language and writing conventions development", Language Learning & Technology, 4(3), pp.51~71 (2010)
- Huh, M. H., "A journey into second language narrative with L1 collaborative dialogue", Journal of the Applied Linguistics Association of Korea, 16(2), pp.107~126 (2000)
- Kessler, G., "Student-initiated attention to form in wiki-based collaborative writing", Language Learning & Technology, 13(1), pp.79~95 (2009)
- Kim, Y. J., "The contribution of collaborative and individual tasks to the acquisition of second language vocabulary", The Modern Language Journal, 92(1), pp.114~130 (2008)
- Kuiken, F., "New directions for research in second language writing", pp.169~188 (2002), Kluwer
- Idoia, E., "Collaborative writing: Fostering foreign language and writing conventions development", Language Learning & Technology, 14(3), pp.51~71 (2010)
- Lave, J., "Situated learning:.Legitimate peripheral participation" (1991), Cambridge University Press
- Lee, L., "Exploring wiki-mediated collaborative writing : a case study in an elementary Spanish course", CALICO Journal, 27(2), pp.260~276 (2010)
- Leeser, M., "Learner proficiency and focus on form during collaborative dialogue", Language Teaching Research, 8(1), pp.55~81 (2004)
- Li, M., "Individual novices and collective experts : Collective scaffolding in wiki-based small group writing", System, 41, pp.752~769 (2013)
- Li, M., "One wiki, two groups : Dynamic interaction across ESL collaborative writing tasks", Journal of Second Language Writing, 1, pp.25~42 (2016)
- Mak, B., "Using wikis to enhance and develop writing skills among secondary school students in Hong Kong", System, 36, pp.437~455 (2008)
- Monlinsky, S., "Side by side plus book 1" (2008), Pearson Education
- Nassaji, H., "Collaborative and individual output tasks and their effects on learning English phrasal verbs", Language Teaching Research, 14(4), pp.397~419 (2010)
- Oh, H. J., "Effects of wiki-mediated collaborative writing on Korean EFL Learner’s writing", doctoral, pp.2015
- Oxford, R., "Cooperative learning, collaborative learning, and interaction: Three communicative strands in the language classroom", The Modern Language Journal, 81(4), pp.443~456 (1997)
- Oxford, R., "Interaction, collaboration, and cooperation : Learning languages and preparing language teachers : Introduction to the special issue", The Modern Language Journal, 81(4), pp.440~442 (1997)
- Reinders, H., "Learner uptake and acquisition in three grammar-oriented production activities", Language Teaching Research, 13(2), pp.201~222 (2009)
- Rogoff, B., "Developing understanding of the idea of communities of learners", Mind, Culture, and Activity, 1(4), pp.209~229 (1994)
- Shehadeh, A., "Effects and student perceptions of collaborative writing in the second language", Journal of Second Language Writing, 20, pp.286~305 (2011)
- Storch, N., "A classroom-based study : Insights from a collaborative test reconstruction task", ELT Journal, 7(4), pp.1~300 (1998)
- Storch, N., "Are two heads better than one? Pair work and grammatical accuracy", System, 27, pp.363~374 (1999)
- Storch, N., "Patterns of interaction in ESL pair work", Language Learning, 52, pp.119~158 (2002)
- Storch, N., "Collaborative writing : Product, process, and students’ reflections", Journal of Second Language Writing, 14, pp.153~173 (2005)
- Storch, N., "Collaborative writing in the second language contexts : Processes, outcomes, and future directions", Annual Review of Applied Linguistics, 31, pp.275~288 (2011)
- Storch, N., "Collaborative writing in L2 classrooms" (2013), Multilingual Matters
- Storch, N., "Investigating tasks in formal language learning", pp.157~177 (2007), Multilingual Matters
- Swain, M., "Advanced language learning: The contributions of Halliday and Vygotsky", pp.95~108 (2006), Continuum
- Swain, M., "Interaction and second language learning : Two adolescent French immersion students working together", The Modern Language Journal, 82, pp.320~337 (1998)
- Vygotsky, L. S., "Mind in society: The development of higher psychological processes" (1978), Harvard University Press
- Vygotsky, L. S., "Thought and language" (1986), MIT Press
- Watanabe, Y., "Effects of proficiency differences and patterns of pair interaction on second language learning : Collaborative dialogue between adult ESL learners", Language Teaching Research, 11(2), pp.121~142 (2007)
- Wigglesworth, G., "Pair versus individual writing : Effects of fluency, complexity and accuracy", Language Testing, 26, pp.452~466 (2009)
- Williams, J., "The effectiveness of spontaneous attention to form", System, 29(3), pp.325~340 (2001)
