The Contribution of Output Task to CBI from a Sociocogintive Perspective
0
조회
0
다운로드
1
인용
0
참고문헌
키워드
초록
This study attempted to investigate the assumption of output hypothesis from a sociocognitive perspective by examining college EFL learners’ attitude toward and evaluation on an output task in Content-Based Instruction (CBI) classrooms. The study also endeavored to fill in the gap in CBI research by addressing the issue of how to promote output opportunities in the CBI classroom. It aimed at revealing what should be considered to make an output task effective enough and encourage the L2 learners to experience the language in a productive mode which is supposed to help them process the language in a more rigorous way as suggested by the output hypothesis. Based on the data-analyses of the participants’ responses to a questionnaire, interviews and instructors’ notes, the study showed that the pushed output task (POT) functioned as a scaffolding device which supported academic enhancement as well as induced interaction and participation in the CBI courses. It also discussed weaknesses of the POT and made suggestions as to how the POT can be implemented and practiced in order to fulfill the promised assumptions of output hypothesis and serve the L2 learners in CBI in a most effective way.
Abstract
This study attempted to investigate the assumption of output hypothesis from a sociocognitive perspective by examining college EFL learners’ attitude toward and evaluation on an output task in Content-Based Instruction (CBI) classrooms. The study also endeavored to fill in the gap in CBI research by addressing the issue of how to promote output opportunities in the CBI classroom. It aimed at revealing what should be considered to make an output task effective enough and encourage the L2 learners to experience the language in a productive mode which is supposed to help them process the language in a more rigorous way as suggested by the output hypothesis. Based on the data-analyses of the participants’ responses to a questionnaire, interviews and instructors’ notes, the study showed that the pushed output task (POT) functioned as a scaffolding device which supported academic enhancement as well as induced interaction and participation in the CBI courses. It also discussed weaknesses of the POT and made suggestions as to how the POT can be implemented and practiced in order to fulfill the promised assumptions of output hypothesis and serve the L2 learners in CBI in a most effective way.
참고문헌 (66)
- Anton, M., "The discourse of a learner-centered classroom : Sociocultural perspectives on teacher-learner interaction in the second-language classroom", The Modern Language Journal, 83, pp.303~318 (1999)
- Anton, M., "Socio-cognitive functions of L1 collaborative interaction in the L2 classroom", The Modern Language Journal, 83, pp.233~247 (1999)
- Atkinson, D., "Toward a sociocognitive approach to second language acquisition", The Modern Language Journal, 86, pp.525~545 (2002)
- Atkinson, D., "Sociocognition: what it can mean for second language acquisition, In Sociocognitive perspectives on language use and language learning", pp.24~39 (2010), Oxford University Press
- Batstone, R., "Sociocognitive perspectives on language use and language learning" (2010), Oxford University Press
- Benesch, S., "Considering emotions in critical English language teaching: Theories and praxis" (2012), Routledge
- Brinton, D. M., "Content-based second language instruction (Michigan Classics Edition)" (2008), The University of Michigan Press
- Casanave, C. P., "Case studies, In Continuum companion to research methods in applied linguistics", pp.66~79 (2010), Continuum
- Clark, H., "Psychology and language: An introduction to psycholinguistics" (1977), Harcourt Brace
- Crandall, J., "Strategic integration: Preparing language and content teachers for linguistically and culturally diverse classrooms, In Georgetown university Roundtable on language and linguistics. Strategic interaction and language acquisition: Theory, practice, and research", pp.255~274 (1994), Georgetown University Press
- Crandall, J., "Content-based instruction and content and language integrated learning, In The Cambridge guide to pedagogy and practice in second language teaching", pp.149~160 (2012), Cambridge University Press
- Doehler, S. P., "Mediation revisited: The interactive organization of mediations in learning environments", Mind, Culture, and Activity, 9, pp.21~42 (2002)
- Dornyei, Z., "The psychology of second language acquisition" (2009), Oxford University Press
- Dornyei, Z., "Communicative language teaching in the twenty-first century: The ‘principled communicative approach’, In Meaningful action", pp.161~171 (2013), Cambridge University Press
- Doughty, C., "Focus on form in classroom second language Acquisition" (1998), Cambridge University Press
- Duff, P. A., "Language socialization as sociocultural theory : Insights and issues", Language Teaching, 40(4), pp.309~319 (2007)
- Duff, P. A., "The intersection of social, cognitive, and cultural processes in language learning: A second language socialization approach, In Sociocognitive perspectives on language use and language learning", pp.75~93 (2010), Oxford University Press
- Echevarria, J., "Making content comprehensible for English learners: The SIOP model" (2004), Pearson Education
- Firth, A., "On discourse, communication, and(some)fundamental concepts is SLA research", The Modern Language Journal, 81, pp.285~300 (1997)
- Flowerdew, J., "Research perspective on English for academic purpose" (2001), Cambridge University Press
- Gass. S., "Input, interaction, and the second language learner" (1997), Lawrence Erlbaum
- Guiora, A., "The effects of experimentally induced change in ego states on pronunciation ability in a second language : An exploratory study", Comprehensive Psychiatry, 13(5), pp.421~428 (1972)
- Harley, B., "The interlanguage of immersion students and its implications for second language teaching, In Interlanguage", pp.291~311 (1984), Edinburgh University Press
- Hays, D., "Qualitative inquiry in clinical and educational settings" (2012), The Guilford Press
- Houston, A., "Investigation in instructed second language acquisition" (2005), Mouton de Gruyter
- 황정희, "대학 교양영어 수강자들의 영어 학습동기와 동기 변화에 관한 사례 연구", 영어교과교육, 12(1), pp.97~121 (2013), 한국영어교과교육학회
- 강애진, "What a TBI Case Offers to College-Level L2 Learners", 영어교육, 68(2), pp.3~27 (2013), 한국영어교육학회
- 강소연, "English as the Medium of Instruction in Korean Engineering Education", 응용언어학, 21(1), pp.155~174 (2005), 한국응용언어학회
- Koch, C., "Attention and consciousness : Two distinct brain processes", Trend in Cognitive Science, 11, pp.16~22 (2006)
- Lambert, W. E., "Bilingual education of children" (1972), Newbury House
- Lantolf, J. P., "Sociocultural theory and second language learning" (2000), Oxford University Press
- Larsen-Freeman, D., "Techniques & principles in language teaching" (2011), Oxford University Press
- Lightbown, P. M., "How languages are learned" (2006), Oxford University Press
- Littlewood, W., "Second language learning, In The handbook of applied linguistics", pp.501~524 (2004), Blackwell
- Llinares, A., "The roles of language in CLIL" (2012), Cambridge University Press
- Lyster, R., "Research perspectives on content-based second language instruction", Colloquium presented at the American Association of Applied Linguistics conference (2010)
- McCarthy, M., "Discourse analysis, In An introduction to applied linguistics", pp.53~69 (2010), Hodder Education
- Mackey, A., "Beyond production : Learners’ perceptions about interactional processes", International Journal of Educational Research(Special issue on the role of interaction in instructed language learning), 37, pp.379~394 (2002)
- Nassaji, H., "What’s in a ZPD? A case study of a young ESL student and teacher interacting through dialogue journals", Language Teaching Research, 4, pp.95~121 (2000)
- Ohta, A. S., "Second Language Acquisition Processes in the Classroom: Learning Japanese" (2001), Erlbaum
- Ortega, L., "Understanding second language acquisition" (2009), Hodder Education
- Oxford, R., "Anxiety and the language learner: New insights, In Affect in language learning", pp.58~67 (1999), Cambridge University Press
- Pica. T., "Integrating content-based and task-based approaches for teaching, learning and research, In Contemporary applied linguistics I: Language learning and teaching", pp.75~98 (2009), Continuum
- Schleppegrell, M., "The language of schooling: A functional linguistics perspective" (2004), Lawrence Erlbaum
- Schmidt, R. W., "The role of consciousness in second language learning", Applied Linguistics, 11, pp.129~157 (1990)
- Schmidt, R. W., "Attention, In Cognition and second language instruction", pp.3~32 (2001), Cambridge University Press
- Schmitt, N., "An introduction to applied linguistics" (2010), Hodder Education
- Short, D. J., "How to integrate language and content instruction: A training manual" (1991), Center for Applied Linguistics
- Short, D. J., "Developing academic language in English language learners through sheltered instruction", TESOL Quarterly, 46(2), pp.334~361 (2012)
- Snow, M. A., "A model of academic literacy for integrated language and content instruction, In Handbook of research in second language teaching and learning", pp.693~712 (2005), Lawrence Erlbaum
- Snow, M. A., "A conceptual framework for the integration of language and content in second", foreign language instruction, 1989, pp.23, 201~217
- Stryker, S. B., "Content-based instruction: From theory to practice, In Content-based instruction in foreign language education: Models and Methods", pp.3~29 (1997), Georgetown University Press
- Swain, M., "French immersion: Early, late or partial?", Canadian Modern Language Review, 34, pp.577~585 (1978)
- Swain, M., "Communicative competence: Some roles of comprehensible input and comprehensible output in its development, In Input in second language acquisition", pp.235~253 (1985), Newbury House
- Swain, M., "Three functions of output in second language learning, In Principle and practice in applied linguistics: Studies in honour of H. G. Widdowson", pp.125~144 (1995), Oxford University Press
- Swain, M., "The output hypothesis: Theory and research, In Handbook of research in second language teaching and learning", pp.471~484 (2005), Lawrence Erlbaum
- Swain, M., "Evaluating bilingual education: A Canadian case study" (1982), Multilingual Matters
- Swain, M., "Immersion French at the secondary level : the goods and the bads", Contact, 83, pp.2~9 (1986)
- Tarone, E., "Social context and cognition in SLA: a variationist perspective, In Sociocognitive perspectives on language use and language learning", pp.54~74 (2010), Oxford University Press
- Trang, T., "Foreign language anxiety : Understanding its status and insiders’ awareness and attitudes", TESOL Quarterly, 47(2), pp.216~243 (2013)
- Ushioda, E., "Motivation as a socially mediated process, In Learner autonomy in the foreign language classroom: Teacher, learner, curriculum and assessment", pp.90~102 (2003), Authentik
- Ushioda, E., "Motivation, In The Cambridge guide to pedagogy and practice in second language teaching", pp.77~85 (2012), Cambridge University Press
- van Lier, L., "The Ecology and Semiotics of Language Learning: A Sociocultural perspective" (2004), Kluwer
- Vygotsky, L. S., "Mind in society: The development of higher psychological processes" (1978), Harvard University Press
- Wenger, E., "Communities of Practice: Learning, Meaning, and Identity" (1998), Cambridge University Press
- Wesche, M., "Communicative, task-based, and content-based language instruction, In The Oxford handbook of applied linguistics", pp.207~228 (2002), Oxford University Press
