교사 대면 말하기와 단독 말하기 간 고등학생 영어 변동성 사례 연구
A case study on a high school student’s synchronic variability in English in face-to-face speaking with a teacher and tape-recording alone
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L2 learners often exhibit various versions of the same form even within a single performance. This case study explores potential sources of this synchronic variability by investigating whether and how different speaking modes and task types affect a high school student’s English performance. The student completed 20 picture description tasks and 20 opinion presentation tasks in two modes: face-to-face with a teacher in the classroom and by tape-recording at home alone. A total of 80 performances were transcribed and analyzed in terms of fluency, accuracy, and complexity. To delve into the factors contributing to linguistic differences, this study also assessed the student’s English speaking anxiety and her perceptions of the two performance modes through questionnaires and interviews. The analysis of the speaking data revealed a significant difference only in accuracy, with higher accuracy observed in performances with the teacher. The difference in accuracy was more pronounced in picture description tasks. The student’s English speaking anxiety was generally moderate, but her nervousness and concentration levels were markedly elevated when performing with teacher. The teacher’s presence seems to induce a heightened sense of vigilance, leading to improved accuracy in the student’s performances.
Abstract
L2 learners often exhibit various versions of the same form even within a single performance. This case study explores potential sources of this synchronic variability by investigating whether and how different speaking modes and task types affect a high school student’s English performance. The student completed 20 picture description tasks and 20 opinion presentation tasks in two modes: face-to-face with a teacher in the classroom and by tape-recording at home alone. A total of 80 performances were transcribed and analyzed in terms of fluency, accuracy, and complexity. To delve into the factors contributing to linguistic differences, this study also assessed the student’s English speaking anxiety and her perceptions of the two performance modes through questionnaires and interviews. The analysis of the speaking data revealed a significant difference only in accuracy, with higher accuracy observed in performances with the teacher. The difference in accuracy was more pronounced in picture description tasks. The student’s English speaking anxiety was generally moderate, but her nervousness and concentration levels were markedly elevated when performing with teacher. The teacher’s presence seems to induce a heightened sense of vigilance, leading to improved accuracy in the student’s performances.
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