Effective Free-Talking Methods in a Korean University Setting
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The current study explores the phenomenon of free-talking and seeks ways to improve students’ speaking abilities through the free-talking program at a specific university in Korea. The participants of this study are 66 university students and 21 international professors (IPs). Data analysis is conducted through questionnaires, interviews, and free-talking sessions. While observing students during weekly, thirty-minute free-talking sessions this study examines ways to improve free-talking by using chunks and chunking, shadowing and windowing,three methods based on the Lexical Approach. Overall the results show that these methods have a positive effect on students' free-talking skills by giving them more confidence about using longer sentences. Intentionally practicing chunkbased conversation with an IP gradually helps students to improve their English-communication ability. Students’ interview results demonstrate that fr ee-talking through these three methods enables them to express themselves more effectively. Students, regardless of their level, benefit the most when IPs provide useful models of how to carry on a conversation and adjust the level according to students’ abilities. IPs can tutor students more effectively by giving them appropriate feedback through research-based strategies, whic h requires them to be ready when students visit their offices. Finally a few practical applications are suggested in conjunction with the three lexical me thods for activating free-talking.
Abstract
The current study explores the phenomenon of free-talking and seeks ways to improve students’ speaking abilities through the free-talking program at a specific university in Korea. The participants of this study are 66 university students and 21 international professors (IPs). Data analysis is conducted through questionnaires, interviews, and free-talking sessions. While observing students during weekly, thirty-minute free-talking sessions this study examines ways to improve free-talking by using chunks and chunking, shadowing and windowing,three methods based on the Lexical Approach. Overall the results show that these methods have a positive effect on students' free-talking skills by giving them more confidence about using longer sentences. Intentionally practicing chunkbased conversation with an IP gradually helps students to improve their English-communication ability. Students’ interview results demonstrate that fr ee-talking through these three methods enables them to express themselves more effectively. Students, regardless of their level, benefit the most when IPs provide useful models of how to carry on a conversation and adjust the level according to students’ abilities. IPs can tutor students more effectively by giving them appropriate feedback through research-based strategies, whic h requires them to be ready when students visit their offices. Finally a few practical applications are suggested in conjunction with the three lexical me thods for activating free-talking.
참고문헌 (22)
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