채터봇과 메신저를 이용한 채팅이 한국 대학생 영어학습자의 표현 능력에 미치는 영향에 관한 사례 연구
A case study on the effects of the use of chatterbot and messenger on the productive skills of Korean EFL learners
0
조회
0
다운로드
17
인용
0
참고문헌
키워드
초록
The purpose of this study is to investigate the effects of the use of two synchronous text-based CMC tools, chatterbot and messenger, on the English productive skills of Korean EFL learners, and to examine the characteristics of English forms and patterns appeared in the chatscripts of the two different chatting tools. The subjects of the study are 12 female university students in Korea and the experiment was carried out for 12 weeks. The major findings of the study are as follows. First, the chatting activities using both the chatterbot and the messenger were effective in improving the learners' writing and speaking skills. Second, the analysis of the chatting scripts of the two different chatting tools reveals that the T-unit length had shown a gradual extension, which indicates that the learners became to produce more complicate and longer sentences. Third, some similarities and differences of langue use and patterns used by the two CMC tools were observed with respect to communicative strategies, grammatical errors, topic avoidance, self-correction, and code switching, etc. Based on the findings of the study, some practical and pedagogical suggestions are made on how to maximize the potential educational benefits of the CMC tools.
Abstract
The purpose of this study is to investigate the effects of the use of two synchronous text-based CMC tools, chatterbot and messenger, on the English productive skills of Korean EFL learners, and to examine the characteristics of English forms and patterns appeared in the chatscripts of the two different chatting tools. The subjects of the study are 12 female university students in Korea and the experiment was carried out for 12 weeks. The major findings of the study are as follows. First, the chatting activities using both the chatterbot and the messenger were effective in improving the learners' writing and speaking skills. Second, the analysis of the chatting scripts of the two different chatting tools reveals that the T-unit length had shown a gradual extension, which indicates that the learners became to produce more complicate and longer sentences. Third, some similarities and differences of langue use and patterns used by the two CMC tools were observed with respect to communicative strategies, grammatical errors, topic avoidance, self-correction, and code switching, etc. Based on the findings of the study, some practical and pedagogical suggestions are made on how to maximize the potential educational benefits of the CMC tools.
참고문헌 (28)
- "인공지능 채팅 프로그램이 고등학생의 영어 쓰기 능력 및 정의적 측면에 미치는 영향 연구" (2002)
- "대학생의 영어 말하기 능력 평가 모형", 50(1), pp.37~63 (1995)
- "영어평가론, 영어과 교육론", pp.573~697 (1999), 서울: 한국문화사
- "인터넷 실시간 의사소통도구를 활용한 영어구두언어능력 신장 방안", 11(2), pp.195~226 (2004)
- "The effect of synchronous and asynchronous CMC on oral performance in German", 87(2), pp.157~167 (2003)
- "Computer-assisted classroom discussion in the foreign language classroom Conversation in slow motion", pp.455~463 (1992)
- "Conversations in slow motion: Computer-mediated communication in the foreign language classroom", 54(2), pp.198~217 (1998)
- "Teaching by principles. (2nd ed.)" (2001), NY: Addison Wesley Longman
- "The mask mechanism: A study of anxiety, motivation & communicative competence of Korean learners of English in computer-mediated communication environments" (2002)
- "Using computer-assisted class discussion to facilitate the acquisition of interactive competence", pp.57~80 (1998), Austin, TX: Labyrinth Publications
- "Common European framework of reference for languages: Learning, teaching, assessment" (2001), Cambridge: Cambridge University Press
- "The study of second language acquisition" (1994), Oxford University Press
- "The use of synchronous computer networks in second language instruction", pp.441~454 (1992)
- "Restructuring classroom interaction with networked computers: Effects on quantity and characteristics of language production", 75, pp.305~313 (1995)
- "L2 learners' discourse and SLA theories in CMC: Collaborative interaction in internet chat", 13(2), pp.143~166 (2000)
- "Proficiency testing for the other language modalities Teaching for proficiency", pp.133~138 (1983), The organizing principle Lincolnwood
- "Input in second language acquisition", pp.239~265 (1985)
- "Developing L2 oral proficiency through synchronous CMC: Output, working memory, and interlanguage development.", 20(1), pp.7~32 (2002)
- "The role of group work in classroom second language acquisition Studies in Second Language Acquisition", pp.233~248 (1985)
- "The science of the artificial The MIT Press" (1987)
- "Computer-mediated negotiated interaction: An expanded model", 87, pp.38~57 (2003)
- "The use of communication strategies in competer-mediated communication", 31, pp.29~53 (2003)
- "Discourse function and syntactic complexity in synchronous and asynchronous communication", 4(1), pp.82~119 (2000)
- "Some roles of comprehensible input and comprehensible output in this development Input in second language acquisition", pp.235~253 (1985)
- "Three functions of output in second language learning", pp.129~144 (1995), Oxford University Press
- "The facilitative role of written language in speaking: Using writing activities to improve L2 speaking", 35(1), pp.47~49 (1997)
- "Comparing face to face and electronic discussion in the second language classroom", 13(7), pp.7~26 (1996)
- "Computer-mediated collaborative learning: Theory and practice", 81(4), pp.470~481 (1997)