한국 영어학습자들의 호주영어 원어민 화자들과의 원격협력학습 경험이 문장구조 처리능력에 미치는 효과
Effects of Telecollaborative Activities with Australian Peers on Korean EFL Learners’ Sentence Processing Capability
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The purpose of this study is to investigate the effects of telecollaborative activities of Korean EFL secondary students with Australian peers on sentence processing ability. The experimental group students participated in a telecollaborative class of extracurricular activities with Australian peers, and the control group students did not participate in telecollaborative activities with Australian students. In order to examine cognitive sentence processing ability, response time during the sentence processing is measured through the Paradigm (v. 2.5) software program. The results revealed that the exposure to authentic intercultural communication through telecollaborative activities with Australian peers affected the sentence processing competence of Korean teenage EFL learners along with culture knowledge. Also, the results shed light on the pedagogical implications of the implicit learning of grammatical competence through telecollaborative peer work with English native speakers.
Abstract
The purpose of this study is to investigate the effects of telecollaborative activities of Korean EFL secondary students with Australian peers on sentence processing ability. The experimental group students participated in a telecollaborative class of extracurricular activities with Australian peers, and the control group students did not participate in telecollaborative activities with Australian students. In order to examine cognitive sentence processing ability, response time during the sentence processing is measured through the Paradigm (v. 2.5) software program. The results revealed that the exposure to authentic intercultural communication through telecollaborative activities with Australian peers affected the sentence processing competence of Korean teenage EFL learners along with culture knowledge. Also, the results shed light on the pedagogical implications of the implicit learning of grammatical competence through telecollaborative peer work with English native speakers.
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