Reexamination of Dictogloss Tasks in EFL Context
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The purpose of this study is to examine collaborative dialogue produced in two dictogloss tasks (task 1 and task 2) in EFL context. Because most of the studies were conducted in ESL context, it is considered necessary to examine the use of dictogloss task in EFL context. Nine junior students in English education department participated in constructing two texts. The data consist of audio-taped dialogue and interview transcripts. First, the collaborative dialogue was analyzed to identify language-related episodes (LREs). Most frequent LREs took the forms of adding information or adding plus confirmation in task 1. The participants focused on content more than words and grammar. The number of lexical and grammatical LREs increased in task 2 without change in the number of discourse LREs. Second, the analysis of interview transcripts was done to understand participants' behaviors and characteristics of LREs. Task completion was influenced by the participants' perceived importance on the content over grammar, low listening proficiency and lack of vocabulary knowledge, and problems in speaking English. Given the findings, implications for using dictogloss were suggested
Abstract
The purpose of this study is to examine collaborative dialogue produced in two dictogloss tasks (task 1 and task 2) in EFL context. Because most of the studies were conducted in ESL context, it is considered necessary to examine the use of dictogloss task in EFL context. Nine junior students in English education department participated in constructing two texts. The data consist of audio-taped dialogue and interview transcripts. First, the collaborative dialogue was analyzed to identify language-related episodes (LREs). Most frequent LREs took the forms of adding information or adding plus confirmation in task 1. The participants focused on content more than words and grammar. The number of lexical and grammatical LREs increased in task 2 without change in the number of discourse LREs. Second, the analysis of interview transcripts was done to understand participants' behaviors and characteristics of LREs. Task completion was influenced by the participants' perceived importance on the content over grammar, low listening proficiency and lack of vocabulary knowledge, and problems in speaking English. Given the findings, implications for using dictogloss were suggested
참고문헌 (19)
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