자기규제 초점 및 성취 목표와 실제 교실학습 행동의 예측에서 보이는 개정된 제2언어 의무적 자아의 동기영향력

장연이 ( Younie Jang ) 한국외국어대학교 외국어교육연구소 2022 외국어교육연구 Vol.36 No.4

제2언어 동기적 자아 시스템은 제2언어 동기에 대한 우리의 이해를 넓히는 데 크게 기여했지만, 이 시스템의 주요 동기요인 중 하나인 제2언어 의무적 자아의 일관성 없는 동기영향력으로 인해 이 요인의 구조 타당성에 대한 의구심이 제기되었다. 이 문제를 해결하기 위해 Teimouri (2017)는 인지관점(자신/타인)을 바탕으로 기존의 제2언어 의무적 자아를 두 개의 새로운 구조로 구분하여 제안했다. 본 연구에서는 이 새로운 의무적 자아 구조들이 한국의 EFL 학습환경에서 주요 동기요인으로 식별될 수 있는지 조사하고, 이 구조들이 학습자의 자기규제 초점, 성취 목표 및 교실 내에서의 실제 학습 행동을 예측하는 데 있어서, 기존의 제2언어 의무적 자아와 비교하여 어떠한 동기 영향력 차이를 보이는지 살펴보고자 하였다. 총 290명의 학부생이 연구에 참여하여 의무적 자아가이드, 자기규제 초점, 성취 목표, 교실에서의 실제 학습 행동을 측정하는 설문조사에 응답했다. 회귀 분석 결과에 따르면, 제2언어 의무적 자아/자신이 자기규제 초점과 성취 목표의 모든 구성 요소와, 실제 학습 행동 중에서 참여행동을 유의미하게 예측하는 것으로 나타났다. 대조적으로, 제2언어 의무적 자아/타인은 예방-초점 및 수행-접근/회피 목표만 유의미하게 예측하고 실제적인 학습 행동 노력에는 영향을 미치지 않았다. 이러한 결과는 의무적 자아가이드의 동기적 성향과 인지관점에서 논의된다. Although the L2 motivational self system has greatly contributed to broadening our understanding of L2 motivation, doubts about the construct validity of ought-to L2 self, one of the major motivators in this system, have been raised due to its inconsistent motivational strength. In order to resolve this problem, Teimouri (2017) proposed new distinctions (own vs. others) of ought-to L2 self. The current study attempted to investigate if the new distinctions can be identified as major motivational factors in Korean EFL undergraduates and what different motivational strength they have in predicting self-regulatory focus, achievement goals, and actual classroom learning behavior when compared with the original ought-to L2 self construct. A total of 290 undergraduates participated in the study and responded to a questionnaire measuring their ought self-guides (ought-to L2 self/own, ought-to L2 self/others, and original ought-to L2 self), self-regulatory focus, achievement goals, and actual learning behavior in the classroom. Regression analyses revealed that ought-to L2 self/own significantly predicted all the components of both self-regulatory focus and achievement goals and participation in actual learning behavior. In contrast, ought-to L2 self/others significantly predicted only prevention-focus and performance-approach/avoidance goals, with no effect on actual behavioral efforts. These findings are discussed in terms of motivational dispositions of ought self-guides and own/others standpoints.

Discourse Markers in the L2 Classroom: From Rationale to Practice

Kim, Yoon-Kyu(김윤규) 학습자중심교과교육학회 2018 학습자중심교과교육연구 Vol.18 No.4

담화표지어는 발화의 단위를 표시해주는 독특한 언어 요소이다. 담화-화용 능력의 범주에서 논의되고 있는 이 언어 요소는 생략 가능하며, 발화의 내용에 영향을 주지 않으나 발화들을 연결하여 일관적(coherence) 관계를 형성해 주는 중요한 특성을 지니고 있다 (Fraser, 1999; Fuller, 2003a, 2003b; Schourup, 1999). 담화표지어의 이러한 특성으로 인하여 그 기능적 중요성에도 불구하고 담화표지어의 교수와 방법은 제2언어/외국어 교수의 우선순위에서 밀려나 있었다. 이와 같은 상황을 면밀히 분석하고 해결하기 위하여 본 연구에서는 담화표지어를 언어 학습 교실에서 가르쳐야 하는 이유를 살펴보고 담화표지어의 교수를 위한 실질적 접근 방안을 제안하고 있다. 구체적으로, 본 연구에서는 담화표지어의 정의, 제2언어/외국어 상황에서 이루어지고 있는 관련 연구의 고찰, 그리고 나아가 담화표 지어를 제2언어/외국어 교실에서 다루어야 하는 이유와 방법을 심도 있게 논하였다. Discourse markers are unique language elements deployed to mark units of talk. They are characterized by features of being optional, not affecting the propositional content, and being used to link utterances to establish coherence between the utterances they connect (Fraser, 1999; Fuller, 2003a, 2003b; Schourup, 1999). Despite the functional import these markers carry, it is often the case that the need for instruction and how the teaching of these markers may be approached have remained distant from the priority in L2 instruction. This paper attempts to help resolve these issues by delineating the rationale for teaching discourse markers in the language classroom, and more importantly, aims to present practical suggestions for how instruction of these elements can be approached. The study specifically examines the definition of discourse markers and reviews the current state of research on the topic in the L2 context. The arguments further discuss the questions of why discourse markers need to be taught and how they may be dealt with in the L2 classroom.

제 2언어 동기적 자아 시스템과 자기규제 능력 및 교실내의 학습 행동 간의 관계

장연이 ( Younie Jang ) 한국외국어대학교 외국어교육연구소 2015 외국어교육연구 Vol.29 No.3

동기가 자기조절학습에 중요한 영향을 미침에도 불구하고 동기와 자기통제간의 관계는 제 2 언어 학습에서 등한시 되어오던 연구 분야 중의 하나이다. 본 연구는 어떻게 제 2 언어 동기가 자기규제 능력과 연결되어 있는지, 또한 개인 간 차이를 보이는 이 두 가지 변수들이 실제적인 교실 학습 행동과 어떤 관계를 보이는 지를 연구하고자 했다. 본 연구에 참여한 영어 능력이 낮은 48명의 한국 대학생들은 그들 자신의 제 2 언어 동기적 자아 시스템의 세 가지 구성요소와 자기규제 능력의 다섯 가지 측면을 측정하는 설문지에 응답했고 자신들의 교실 내에서의 학습행동(주의력, 수업 참여도, 자발성)을 측정하는 자가 평가표를 작성했다. 상관관계 분석 결과에 따르면, 동기적 자아 시스템의 세 가지 요소들이 자기규제 능력과 유의미한 관계를 보였지만, 그 요소들 중에 제 2 언어 학습 경험이 자기 통제 능력의 모든 다섯 측면과 가장 밀접한 관련성을 보였다. 또한 제 2 언어학습 경험은 수업내의 학습 행동을 측정한 세 가지 척도와도 유의미한 상관관계를 보였다. 자기통제와 학습 행동 간의 관계에 대해서는 자기규제 능력의 다섯 측면이 학습 행동의 세 가지 척도와 강한 연관성을 가졌다는 결과를 보여줬다. 본 연구는 자기통제와 교실 내에서의 실제적인 학습 관여에 영향을 미치는 영어학습 경험의 잠재적인 역할을 강조한다. Despite the important role of motivation in influencing self-regulated learning, the relationship between motivation and self-regulation has been neglected in L2 learning research. With attempt to fill this research gap, the present study aims to examine how L2 motivation is related to self-regulatory capacity and how these two individual difference constructs are associated with the actual classroom learning behavior. Fifty-eight Korean undergraduate students with a low level English proficiency completed a) a motivation and self-regulatory capacity questionnaire measuring three components of learners’ L2 motivational self system and five facets of their self-regulatory capacity, and b) a self-evaluation sheet assessing their classroom learning behavior in terms of alertness, participation, and volunteering. The results of correlation analyses showed that although all three motivational variables were significantly related to self-regulatory capacity, the L2 learning experience had the closest association with all five facets of selfregulation. The L2 learning experience was also found to have a significant correlation with all three measures of classroom learning behavior. Regarding the relationship between self-regulation and learning behavior, the results revealed that all five facets of selfregulatory capacity strongly correlated with all three behavioral outcomes. The study underlined the potential roles of English learning experience in influencing self-regulation and actual classroom learning involvement

Pre-service teachers' English in the TEE classroom: Error analysis and perceived ideal ratio of L1/L2 use

문은주 현대영미어문학회 2010 현대영미어문학 Vol.28 No.1

The present study aims to (1) analyze the pre-service teachers’ classroom English errors in TEE classrooms through classroom observation and analysis of lesson plans, and (2) explore the ideal ratio of L1 to L2 use in the L2 classroom through questionnaire surveys before and after the teaching demonstrations. The error analysis showed that there were some typical grammatical, lexico-semantic, and phonological errors. The pre-service teachers made grammatical errors most frequently. Such errors were most common in the following areas: articles, nouns, verbs, auxiliary verbs, and prepositions. In contrast, there were relatively fewer lexico-semantic and phonological errors than grammatical ones. Some serious errors were made while pre-service teachers gave instructions on how to do activities or play games. Additional errors occurred when they tried to explain vocabulary and grammar. In such cases, judicious use of L1 may play a significant role. The participants' perceived ideal percentage of L2/L1 use in TEE classroom was approximately 81% (English) to 19% (Korean) on average. Some pedagogical implications to reduce and prevent classroom English errors are suggested.

Uses of First and Foreign Languages as Learning Resources in a Foreign Language Classroom

Tae-Hee Choi,Constant Leung 아시아영어교육학회 2017 The Journal of Asia TEFL Vol.14 No.4

In South Korea, many senior high school English teachers consider Korean as a helpful medium of instruction for their subject, although many also feel that they need to develop students’ practical command of spoken English, and, therefore, they also see the need to use English as a medium for teaching. This article provides an account of an exploratory study of how Korean, the students’ first language (L1), and English, a foreign language (L2), are used as communication and pedagogic resources in English lessons taught by an experienced teacher. We will focus on the ways in which the two languages are used to manage classroom interactions and to facilitate teaching and learning activities. Drawing on concepts and analytic frameworks from the fields of formative assessment, code-switching/translanguaging and classroom discourse analysis, this paper aims at making a contribution to the renewed debate on the use of L1 in L2 learning and teaching.

영어 학습 증진, 저하, 지속요인에 관한 연구

전지현(Jeon Jihyeon),김은주(Kim Eun Ju) 한국외국어교육학회 2006 Foreign languages education Vol.13 No.2

Motivation is one of the main determinants in the success of attaining a foreign language. Accordingly, there has been a considerable amount of research on L2 motivation in the last three decades. These studies on L2 motivation, however, tend to depend heavily on quantitative approach rather than qualitative approach regardless of educational context. Although we have gained our knowledge on relationships among motivational factors, we do not have enough evidence to understand Korean learners’ L2 motivational ups and downs in a classroom foreign language learning. Suspending our current beliefs about L2 motivation, and investigating what facilitate, debilitate, and sustain learners’ motivation in a Korean classroom will provide us invaluable insights to understand the nature of L2 motivation. The purpose of this paper is to find out factors that is facilitating, debilitating, and maintaining learners’ motivation in an ESP classroom in a university. The participants were 115 university students enrolled in a business English class. The participants’ responses on the open-ended questionnaire were analyzed by the NUD*IST program (V.4.0). There seem to be some difference in facilitating, debilitating, sustaining motivations in learning English in classroom. Classroom implications are discussed in light of these findings.

A Description of Connecting Reading and Writing in L2 Academic Writing through an Analysis of Classroom Talk

Ho-Jung, Yu 한국응용언어학회 2008 응용 언어학 Vol.24 No.3

The purpose of this study is to explore the approaches and purposes of introducing reading materials during instructional procedures in the L2 writing class. This exploration is carried out via classroom talk. Reading of analyzing reading materials is common in L2 writing instruction. Also, there have been continuous studies on the connection between reading and writing. However, it is rare to encounter research studies, based on classroom discourse, that demonstrate how teachers process reading materials in L2 writing instruction, what orienting purposes are for using a certain text and when teachers present the readings within the entire writing process. Analysis the primary data of observation notes and transcripts of classroom interactions with other supplementing instructional documents, this classroom research responds to two research questions: 1) In which instructional procedures are reading materials introduced? 2) What are the interactional sequences and explicit purpose in processing each reading materials? The findings show that different reading materials are introduced to various procedures in the writing process and consistent and evolving foci of text analysis are disclosed in the teacher"s instruction.

A Description of Connecting Reading and Writing in L2 Academic Writing through an Analysis of Classroom Talk

유호정 한국응용언어학회 2008 응용 언어학 Vol.24 No.3

The purpose of this study is to explore the approaches and purposes of introducing reading materials during instructional procedures in the L2 writing class. This exploration is carried out via classroom talk. Reading or analyzing reading materials is common in L2 writing instruction. Also, there have been continuous studies on the connection between reading and writing. However, it is rare to encounter research studies, based on classroom discourse, that demonstrate how teachers process reading materials in L2 writing instruction, what orienting purposes are for using a certain text, and when teachers present the readings within the entire writing process. Analyzing the primary data of observation notes and transcripts of classroom interactions with other supplementing instructional documents, this classroom research responds to two research questions: 1) In which instructional procedures are reading materials introduced? 2) What are the interactional sequences and explicit purposes in processing each reading material? The findings show that different reading materials are introduced to various procedures in the writing process and consistent and evolving foci of text analyses are disclosed in the teacher’s instruction.

L2 Learner’s Identities and Gender in ESL and EFL Classroom Interaction

이진아 21세기영어영문학회 2013 영어영문학21 Vol.26 No.2

Many studies have claimed that L2 learning is achieved by face-to-face interaction that provides comprehensible input and comprehensible output. Then, for learners to gain effective interaction in classroom and in the TL society, the learner's identity should be properly reflected. This paper is a review and an overall discussion of the SLA studies on the issues of identity and gender in SL and FL context. Therefore, in this paper, I focus on issues of language learner's identity(ies) and gender engaged in classroom interaction that drives learner's motivation and attitude that shifts in moment-to- moment. The discussion is based on the Norton's ‘multiple identities', Tajfel's ‘social identities', and Boxer and Cortes-Conde's ‘relational identities,' as well as the issues of learner's identities engaging gender in classroom interaction with pedagogical implication in classroom.

Do Learners Correct toward the Target Language? - Repairs in Adult L2 Learner Interaction

Yoon-Kyu Kim 팬코리아영어교육학회(구 영남영어교육학회) 2008 영어교육연구 Vol.20 No.1

  This study examined error repairs in interactions among learners in a low-intermediate level adult ESL classroom. Specifically, the focus of the study was twofold: 1) to examine the types of repairs found in L2 learner interaction; 2) to investigate the direction of L2 learners’ repairs and incorporations; that is, whether learners’ repairs and incorporation of the repairs occurred toward the direction of the target language. The findings of the study coincided with previous research showing lexical repairs occurring most frequently with repairs generally occurring in the correct direction. Yet, the study also revealed that although the L2 learners in the present study were capable of providing varied types of repairs, the learners’ repair performances remained limited. The learners also seemed to display a higher rate of miscorrections than found in previous research, and they largely ended up incorporating incorrect repairs. The findings suggest the view of learners as language learning resources for each other should be accepted with caution and bring attention to careful considerations for adopting learner interaction in the L2 classroom.