영어 말하기 과업 유형과 영어 능숙도가 한국 영어 학습자의 온라인 영어 말하기 수행에 미치는 영향
The effects of speaking task types and Korean EFL learners’ English proficiency level on online speaking performance.
2
조회
0
다운로드
8
인용
0
참고문헌
키워드
초록
This study investigates the effects of speaking task types and Korean EFL learners’ English proficiency levelon their speaking performance. The participants were college students with different levels of Englishproficiency (novice, intermediate, and advanced). Each student was asked to perform two different speakingtasks: one was a picture-cued storytelling task, and the other was an opinion presentation task. Participants’spoken production was evaluated according to six-scale analytic rating rubric covering the area of phonologicalintelligibility, grammatical accuracy, fluency, socio-pragmatic appropriateness, discourse(organization), andtask completion. To investigate how differently the test-takers performed their speaking tasks, multivariateanalysis of variance (MANOVA) tests were conducted. The results are as follows: 1) participants performedbetter on picture-cued storytelling tasks than opinion presentation tasks regardless of speaking features, 2) theopinion presentation task produced lower scores on task completion and discourse due to the poordevelopment of ideas, and 3) students also scored lower on socio-pragmatics on the opinion presentationtasks. Post-test interviews confirmed that participating students were challenged by the opinion presentationtasks that required explicit reasons to support their ideas. The study draws attention to the importance ofdeveloping appropriate speaking tasks for assessing Korean EFL learners’ speaking performance.
Abstract
This study investigates the effects of speaking task types and Korean EFL learners’ English proficiency levelon their speaking performance. The participants were college students with different levels of Englishproficiency (novice, intermediate, and advanced). Each student was asked to perform two different speakingtasks: one was a picture-cued storytelling task, and the other was an opinion presentation task. Participants’spoken production was evaluated according to six-scale analytic rating rubric covering the area of phonologicalintelligibility, grammatical accuracy, fluency, socio-pragmatic appropriateness, discourse(organization), andtask completion. To investigate how differently the test-takers performed their speaking tasks, multivariateanalysis of variance (MANOVA) tests were conducted. The results are as follows: 1) participants performedbetter on picture-cued storytelling tasks than opinion presentation tasks regardless of speaking features, 2) theopinion presentation task produced lower scores on task completion and discourse due to the poordevelopment of ideas, and 3) students also scored lower on socio-pragmatics on the opinion presentationtasks. Post-test interviews confirmed that participating students were challenged by the opinion presentationtasks that required explicit reasons to support their ideas. The study draws attention to the importance ofdeveloping appropriate speaking tasks for assessing Korean EFL learners’ speaking performance.
참고문헌 (25)
- "국가영어능력평가시험" (2013)[URL]
- 김석우, "사회과학 연구를 위한 SPSS win 10. 0 활용의 실제" (2005), 교육과학사
- 민호기, "영어 이해", 표현 영역 시행 순서의 변화가 시험 수행에 미치는 영향, 2013, pp.20(3), 197~222[DOI]
- 이은혜, "영어 말하기 평가 도구 IELTS와 MATE 비교분석", 언어연구, 24(1), pp.1~23 (2007), 언어정보연구소
- 최윤희, "국가영어능력평가시험 2급 쓰기 과업 유형이 한국 영어 학습자의 영어 쓰기 수행에 미치는 영향", 영어학, 13(1), pp.161~186 (2013), 한국영어학회
- "ACTFL OPIc Familization Manual" (2012)[URL]
- Bachman, L. F., "Language testing in practice: Designing and developing useful language tests" (1996), Oxford University Press
- "Cambridge English" (2013)[URL]
- 최윤희, "Effects of task complexity and English proficiency on EFL learners’ task production in SCMC (Synchronous Computer-Mediated Communication).", 멀티미디어 언어교육, 14(3), pp.37~61 (2011), 한국멀티미디어언어교육학회
- "TOEIC Speaking and writing sample tests" (2008)[URL]
- "TOEFL ibt" (2013)[URL]
- Frost, K., "Investigating the validity of an integrated listening-speaking task : A discourse-based analysis of test takers’ oral performance", Language Testing, 29(3), pp.345~369 (2012)
- He, L., "Topical knowledge and ESL writing", Language Testing, 29(3), pp.443~464 (2012)
- "IELTS" (2013)[URL]
- Kim, H. J., "Investigating the effects of context and task type on second language speaking ability", doctor, pp.2008
- "ACTFL OPIc Familization Manual" (2012)[URL]
- "Oral Proficiency Interview" (2013)[URL]
- 이정원, "The Effects of Writing Task Types on EFL Students’ English Writing Performance", 영어교육연구, 24(1), pp.75~93 (2012), 팬코리아영어교육학회[DOI]
- Tae-Ja Park, "(A)comparative analysis of the validity of English speaking performance test tasks", 박사, Dept. of English Education, pp.2013
- Robinson, P., "Task complexity, task difficulty, and task production: Exploring interactions in a componential framework", Applied Linguistics, 22, pp.27~57 (2001)
- Robinson, P., "Task complexity, the cognition hypothesis and second language learning and performance", International Review of Applied Linguistics, 45, pp.161~176 (2007)
- Sato, T., "The contribution of test-takers’ speech context to scores on an English oral proficiency test", Language Testing, 29(2), pp.223~241 (2012)
- Skehan, P., "Cognition and second language instruction", pp.183~205 (2001), Cambridge University Press
- The speaking section of the TOEFL iBT (SSTiBT):Test-takers’ reported strategic behaviors, "Swain", Educational Testing Service, ~, pp.TOEFL iBT Research Report (2009)
- Investigating the Utility of Analytic Scoring for the TOEFL Academic Speaking Test (TAST), "Xi, X.", Educational Testing Service, ~, pp.Report No. RR-06-07 (2006)