Triadic Text-Based SCMC and Focus on Form: Fluency, Accuracy, and Complexity
1
조회
0
다운로드
2
인용
0
참고문헌
키워드
초록
This study explored the interactional processes and outcomes of triadic interaction in text-based synchronous computer-mediated communication (SCMC) in relation to fluency, accuracy, and complexity. Three EFL teachers and six Korean college students formed three triads, with one teacher and two students in each. They regularly met twice a week via Windows Live Messenger for communicative interaction. The teachers implemented their focus on form (FonF) lessons by providing corrective feedback, and by answering students’ form-related questions. To a lesser extent, the teachers provided metalinguistic explanation. At the completion of research, the teachers and learners filled out a questionnaire designed to tap into their perceptions of the learners’ fluency, accuracy, and complexity patterns. The chat scripts were analyzed to obtain indicators of fluency, accuracy, and complexity with respect to time progress and task types. The analysis revealed that the learners’ linguistic performances were largely influenced by task types rather than linear time progress. Arranging time, preventing student absence, and balancing interaction between two learners were found to be critical in successful implementation of triadic interaction in a SCMC setting. Implications are discussed for future empirical studies of FonF and triadic text-based SCMC.
Abstract
This study explored the interactional processes and outcomes of triadic interaction in text-based synchronous computer-mediated communication (SCMC) in relation to fluency, accuracy, and complexity. Three EFL teachers and six Korean college students formed three triads, with one teacher and two students in each. They regularly met twice a week via Windows Live Messenger for communicative interaction. The teachers implemented their focus on form (FonF) lessons by providing corrective feedback, and by answering students’ form-related questions. To a lesser extent, the teachers provided metalinguistic explanation. At the completion of research, the teachers and learners filled out a questionnaire designed to tap into their perceptions of the learners’ fluency, accuracy, and complexity patterns. The chat scripts were analyzed to obtain indicators of fluency, accuracy, and complexity with respect to time progress and task types. The analysis revealed that the learners’ linguistic performances were largely influenced by task types rather than linear time progress. Arranging time, preventing student absence, and balancing interaction between two learners were found to be critical in successful implementation of triadic interaction in a SCMC setting. Implications are discussed for future empirical studies of FonF and triadic text-based SCMC.
참고문헌 (35)
- Chapelle, C., "The relationship between second language acquisition theory and computer-assisted language learning", The Modern Language Journal, 93, pp.741~753 (2009)
- Dörnyei, Z., "Questionnaires in second language research: Construction, administration, and processing" (2003), Lawrence Erlbaum
- Doughty, C, "Instructed SLA: Construction, compensation, and enhancement, In The handbook of second language acquisition", pp.256~310 (2003), Blackwell
- Doughty, C., "Pedagogical choices in focus on form, In Focus on form in classroom second language acquisition", pp.197~261 (1998), Cambridge University Press
- Ellis, R., "Introduction: Investigating form-focused instruction", Language Learning, 51, pp.1~46 (2001)
- Ellis, R., "Task-based language learning and teaching" (2003), Oxford University Press
- Ellis, R., "Analyzing learner language" (2005), Oxford University Press
- Foster. P., "The influence of planning and task-type on second language performance", Studies in Second Language Acquisition, 18, pp.299~323 (1996)
- 한종임, "대학교 영어학습자의 문자채팅영어의 정확성 및 형태초점 상호작용에 관한 사례연구", 멀티미디어 언어교육, 8(2), pp.262~287 (2005), 한국멀티미디어언어교육학회
- 홍애량, "The Effects of Focus on Form in CMC: A Case Study of Korean Adult Learners", 멀티미디어 언어교육, 11(2), pp.9~40 (2008), 한국멀티미디어언어교육학회
- Lai, C., "Noticing and text-based chat", Language learning & Technology, 10, pp.102~120 (2006)
- Lee, Haemoon, "The Effects of Planning Time on the Second Language Performance in a Narrative Task", 영어교육, 62(1), pp.105~120 (2007), 한국영어교육학회
- Loewen, S., "Incidental focus on form and second language learning", Studies in Second Language Acquisition, 27, pp.361~386 (2005)
- Long, M. H., "A role for instruction in second language acquisition: Task-based language teaching, In Modelling and assessing second language acquisition", pp.77~99 (1985), Multilingual Matters
- Long, M. H., "Focus on form. A design feature in language teaching methodology, In Foreign language research in Cross-cultural perspectives", pp.39~52 (1991), John Benjamins
- Long, M. H., "The role of the linguistic environment in second language acquisition, In Handbook of second language acquisition", pp.413~468 (1996), Academic Press
- Long, M. H., "Focus on form: Theory, research, and practice, In Focus on form in classroom second language acquisition", pp.14~41 (1998), Cambridge University Press
- Mackey, A., "Interaction in SLA: A research synthesis and meta-analysis, In Conversational interaction in second language acquisition: A collection of empirical studies", pp.407~452 (2007), Oxford University Press
- Mehnert, U., "The effects of different lengths of time for planning a second Language performance", Studies in Second Language Acquisition, 20, pp.83~108 (1998)
- Norris, J. M., "Effectiveness of L2 instruction: A research synthesis and quantitative meta-analysis", Language Learning, 50, pp.417~528 (2000)
- Ortega, L., "Planning and focus on form in L2 oral performance", Studies in Second Language Acquisition, 21, pp.108~148 (1999)
- Ortega, L., "Interaction and attention to form in L2 text-based computer-mediated communication, In Multiple perspectives on interaction", pp.226~253 (2009), Cambridge University Press
- Pellettieri, J., "Negotiation in cyberspace: The role of chatting in the development of grammatical competence, In Network-based language teaching: Concepts and practice", pp.59~86 (2000), Cambridge University Press
- Robinson, P., "Investigating second language task complexity", RELC Journal, 25, pp.62~79 (1995)
- Shekery, M., "Negotiation of meaning and noticing in text-based Online chat", The Modern Language Journal, 90, pp.557~573 (2006)
- Skehan, P., "A cognitive approach to language learning" (1998), Oxford University Press
- Skehan, P., "Task type and task processing conditions as influences on Foreign language performance", Language Teaching Research, 1, pp.185~211 (1997)
- Smith, B., "Computer-mediated negotiated interaction and lexical acquisition", Studies in Second Language Acquisition, 26, pp.365~398 (2004)
- Smith, B., "The relationship between negotiated interaction, learner uptake, and lexical acquisition in task-based computer-mediated communication", TESOL Quarterly, 39, pp.33~58 (2005)
- Smith, B., "Revealing the nature of SCMC interaction, In Multiple perspectives on interaction", pp.59~86 (2009), Cambridge University Press
- 송 정 원, "The Spoken Performance of Advanced Learners in a Narrative Task", Foreign Languages Education, 12(4), pp.85~106 (2005), 한국외국어교육학회
- Sotillo, S. M., "Discourse functions and syntactic complexity in synchronous and asynchronous communication", Language Learning & Technology, 4, pp.82~119 (2000)
- Swain, M., "Communicative competence: Some roles of comprehensible input and comprehensible output in its development, In Input in second langauge acquisition", pp.235~253 (1985), Newbury House
- Wiggleworth, G., "An investigation of planning time and proficiency level on oral test discourse", Language Testing, 14, pp.85~106 (1997)
- Williams, J., "Form-focused instruction, In Handbook of research in second language teaching and learning", pp.671~691 (2005), Lawrence Erlbaum