과제 중심의 협동적 글쓰기를 통한 상호담화와 언어적 활동(languaging)의 역할 분석: 항공서비스 관련 학생을 중심으로

황희정 대한관광경영학회 2022 觀光硏究 Vol.37 No.4

The purpose of this study is threefold: to explore whether interactive discourse and languaging through task-based collaborative writing are effective in learners’ achievement of grammatical knowledge and in their accuracy for English language use; to identify how these activities are reflected in learners’ writing; and to find out changes in their perceptions and attitudes toward these activities. For this study, there were 36 students participated, who were placed into groups of three members. The class activities were divided into three phases. In the pre-task phase, participants were introduced how to perform their tasks, activated background knowledge about the tasks, and planned their tasks. During the task phase, for the essay writing task they brainstormed ideas on the topic, wrote essay, and gave feedback to each other. For the dictogloss task they listened to the text, reconstructed the text, and analyzed and corrected their errors for the final version. In the post-task phase, they retrospected the tasks regarding the linguistic forms, gave presentation to the class, and wrote languaginng. All the student participants completed pre/post tests and questionnaires, and they were interviewed after the post test and questionnaire. The present study showed the effects of interactive discourse and languaging through task-based collaborative writing on learners’ grammatical achievement and their linguistic accuracy. In addition, the study indicated that interactive discourse and languaging were reflected the most in their writng with respect to lexis-oriented LREs and syntax-oriented LREs. The study also revealed positive changes in learners’ perceptions and attitudes towards the class activities. The results of the study imply that collaborative writing and languaging activities should be worth utilizing in an Korean EFL classroom and that these activities need to be expanded.

The Effects of Convergent and Divergent Tasks on Language Related Episodes in Tertiary EFL Classrooms

김혜경,Robert Kerr 한국영어학회 2024 영어학 Vol.24 No.-

The purpose of this study is to investigate how convergent and divergent task designs affect learners’ attention to form during interaction. Previous investigations into task types have revealed that varying task types can lead to changes in focus during learners’ meaningful language exchanges, but many specific task designs remain underexplored, which leaves a gap in the understanding of the effects of particular task types in language classes. To address this gap, the study divided an intact class of English as foreign language learners at a Korean university where half the students performed a convergent task (CT), and the other half performed a divergent task (DT). To measure attention to language form during interaction, language-related episodes (LREs) were identified, categorized, and then analyzed. The results revealed that while both groups produced a similar number of LREs, with lexis-focused LREs being the most common in both groups, there were differences in how the groups attended to language during their task. It was found that the CT group produced a similar level of lexis-focused and form focused LREs, while the DT group’s LREs were mostly lexis-focused. Also, only the DT group produced pragmatic-focused LREs while the CT group produced more mechanical-focused LREs than the DT group did. These findings suggest that the use of CT and DT in language classes provides teachers with a tool to encourage a focus on specific, different language features. The results and implications are discussed in more detail.

The Influence of Task Complexity on Korean Learners' Interaction

임희주 중앙대학교 외국학연구소 2016 외국학연구 Vol.- No.37

This study aims to examine the effect of task complexity on interactive tasks, depending on English proficiency level. A total of 64 (32 pairs) participants were engaged in task performances that were designed for this study. For the data collection, two tasks, such as a picture narration task and a picture difference task, were utilized for task performance. For the task complexity level, two factors, ± few elements and ± reasoning, were manipulated according to Robinson’s framework. Recorded and transcribed data were coded and measured using descriptive statistics with respect to meaning negotiation (confirmation checks, clarification requests, and comprehension checks), language-related episodes (LREs), and other-repetitions. The results partially support Robinson’s Cognitive Hypothesis. While the high proficiency group showed more occurrences of meaning negotiation during the complex tasks on both tasks, the low proficiency group produced more instances of meaning negotiation during the simple task for the picture narration task. Additionally, the high proficiency group used a higher number of LREs during the complex task, but the low proficiency group produced more LREs during the simple task for the picture narration task. This study provides pedagogical implications and limitations.

학습자중심 형태초점교수 모형 연구

정대현 ( Dae Hyun Jung ) 국어교육학회 2009 國語敎育學硏究 Vol.34 No.-

본고는 의사소통중심 한국어교실에서 학습자 스스로가 주의력을 형태에 초점화시키는 현상에 착안하여 이를 교수·학습에 적용하고자 하였다. 언어학습 과정에서 학습자의 능동적인 참여는 학습자가 목표언어의 형태와 의미에 대한 지식에 관심을 갖도록 유도하여 언어습득을 촉진시킨다. 그러므로 능동적인 참여가 이루어질 수 있는 교수·학습 모형의 개발이 필요하다. 본고에서는 학습자의 능동적 참여의 증거로 언어지식에피소드를 제시하였으며 이를 학습자중심 형태초점교수의 모형 연구라는 차원에서 다루고자 하였다. 즉 언어지식에피소드가 생산될 수 있는 효과적인 교수설계를 위해협동학습, 타당한 과제 수행, 메타언어의 활성화를 제안하였다. 이에 서 더 나아가 구체적인 실제 수업의 예로 딕토글로스 과제 수행과 복습을 통한 상호작용 활동을 제시하였다. This study is motivated by the phenomenon learners spontaneously was attend to form in communicative language teaching class. The active role of learner may facilitate language acquisition through eliciting the learner`s interest about form and meaning of the target language. Therefore it needs to be develop teaching model which learner spontaneously is involved. This study represented LREs(Language Related episodes) will be the evidence of the active role of learner and investigated the model of learner-Generated Focus on Form for effective language teaching. To facilitate Attention to form, this study have suggested that instruction plan has to be designed by collaborative work, task performance, metalinguistic function(metatalk) activation. Futhermore, these models(doctogloss task and interaction activity through review) help teachers design.

유럽의 액체로켓 엔진개발 사례조사 및 시사점

황도근(Dokeun Hwang),박순영(Soon-Young Park),유철성(Chulsung Ryu) 한국추진공학회 2021 한국추진공학회 학술대회논문집 Vol.2021 No.5

일반 논문 : 협동적 쓰기 과제 수행에 나타난 형태 집중 양상

남주연 ( Ju Yeon Nam ),김영주 ( Young Joo Kim ) 한국어교육학회(구 한국국어교육연구학회) 2011 국어교육 Vol.0 No.135

This paper has selected three specific types of writing tasks to compare: a descriptive composition, an editing task, and a text reconstruction and will attempt to analyze how much learners` ``focus on form`` differentiated. The research questions addressed in this study are as follows; Of the three types, when the pair of learners performs the writing tasks, which task takes more ``focus on form``?, When a dyad of learners performs the writing task, between lexis, grammar, and spelling, which task takes more focus on form?, When the dyad of learners solves a linguistic problem is it Interactive? Non-interactive? Between lexis, grammar, and spelling, ``editing task`` had the highest ``focus on form`` and among that it was shown that 76.67% was attached to the importance of grammar. On the other hand, ``descriptive composition`` had the most ``focus on form`` on lexis. Furthermore, the dyad of learners showed an interactive attitude when solving problems in all three types of tasks. The learners in this research confirmed that accuracy can be improved through interaction by showing the ``focus on form`` that arises in the middle of performing writing tasks.

Efficient Expression of hG-CSF cDNA from an IRES-Dependent Bicistronic Vector Targeted to Mammary Gland of Transgenic Mice

Keon Bong 0h,Yoon-Young Sung,Chul-Sang Lee,Kyu-Seung Lee,Kyung-Kwang Lee 한국동물생명공학회(구 한국동물번식학회) 2002 Reproductive & developmental biology Vol.26 No.1

Efficient Expression of hG-CSF cDNA from an IRES-Dependent Bicistronic Vector Targeted to Mammary Gland of Transgenic Mice

Keon Bong 0h,Yoon-Young Sung,Chul-Sang Lee,Kyu-Seung Lee,Kyung-Kwang Lee 한국동물번식학회 2002 Reproductive & Developmental Biology(Supplement) Vol.26 No.1s