영어 읽기 협력학습에 나타난 학습자 상호작용 분석
An Analysis of Students' Interactions during Collaborative English Reading
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참고문헌
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초록
This study explored interactions in which Korean EFL students were involved during a collaborative reading activity. Forty-six university students enrolled in an English reading course were divided into 12 groups and participated in collaborative reading. Based on the scores of the collaborative reading activity, two groups (four students for each group) were selected for further analysis: a successful group (Group A) and less successful group (Group B). A discourse analysis of the groups' interaction, which was audiotaped and transcribed, showed that Group A is differentiated from Group B in a few aspects: Compared to Group B, (1) Group A had a larger number and more equal distribution of turns; (2) Group A was more likely to pay careful attention to the members' meaning-making processes and provide contingent and appropriate responses to them; (3) Group A tended to establish intersubjectivity more skillfully when discrepancies were identified; and (4) Group A formed a more supportive and encouraging environment for co-construction of meaning. The findings may provide useful information for instructors on how to help students become involved in more successful and effective collaboration in EFL reading classes.
Abstract
This study explored interactions in which Korean EFL students were involved during a collaborative reading activity. Forty-six university students enrolled in an English reading course were divided into 12 groups and participated in collaborative reading. Based on the scores of the collaborative reading activity, two groups (four students for each group) were selected for further analysis: a successful group (Group A) and less successful group (Group B). A discourse analysis of the groups' interaction, which was audiotaped and transcribed, showed that Group A is differentiated from Group B in a few aspects: Compared to Group B, (1) Group A had a larger number and more equal distribution of turns; (2) Group A was more likely to pay careful attention to the members' meaning-making processes and provide contingent and appropriate responses to them; (3) Group A tended to establish intersubjectivity more skillfully when discrepancies were identified; and (4) Group A formed a more supportive and encouraging environment for co-construction of meaning. The findings may provide useful information for instructors on how to help students become involved in more successful and effective collaboration in EFL reading classes.
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