중급 한국어 학습자의 대화 상호작용에 나타난 의미협상 양상 연구-시간에 따른 변화를 중심으로-
A Study on the Aspects of Negotiation of Meaning in Conversational Interactions of Intermediate Korean Language Learners: Focusing on Changes over Time.
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he purpose of this study is to examine the changes in negotiation of meaning during conversational interactions among intermediate Korean language learners over a 10-week period. The research findings show that learners generally engage in successful meaning negotiation during their conversational interactions. However, there are notable differences in the strategies used over time. At the beginning of the research, the learners primarily showed a pattern of using a strategy of asking their conversation partners to modify problematic utterances to resolve issues that arose during conversational interactions. After 10 weeks, however, the learners showed a pattern of using a different strategy to facilitate problem-solving, which involved providing input on problematic content or forms. Furthermore, as time progressed, the learners expanded the scope of negotiation from a vocabulary level to a discourse level and utilized those negotiations as an opportunity for self-recovery. The learners also conducted negotiations with face-saving considerations as they began to predict potential communication problems. Based on these findings, this study suggests educational implications for usefulness and utilization of open-ended conversation tasks.
Abstract
he purpose of this study is to examine the changes in negotiation of meaning during conversational interactions among intermediate Korean language learners over a 10-week period. The research findings show that learners generally engage in successful meaning negotiation during their conversational interactions. However, there are notable differences in the strategies used over time. At the beginning of the research, the learners primarily showed a pattern of using a strategy of asking their conversation partners to modify problematic utterances to resolve issues that arose during conversational interactions. After 10 weeks, however, the learners showed a pattern of using a different strategy to facilitate problem-solving, which involved providing input on problematic content or forms. Furthermore, as time progressed, the learners expanded the scope of negotiation from a vocabulary level to a discourse level and utilized those negotiations as an opportunity for self-recovery. The learners also conducted negotiations with face-saving considerations as they began to predict potential communication problems. Based on these findings, this study suggests educational implications for usefulness and utilization of open-ended conversation tasks.
참고문헌 (16)
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