‘동시적 CMC’와 ‘면대면’에서의 제 2 외국어 학습자들의 담화 구조 비교 = A comparative analysis of ESL learners’ discourses in synchronous Computer-Mediated Communication and face-to-face communication

다국어 초록 (Multilingual Abstract)

The study aims to investigate how L2 discourses were different in computer-mediated communication (CMC) and face-to-face communication (FTF). Incorporating insights from social interactionist and discourse-analytic perspectives, the study investigated the conversations of Korean English teachers engaging in two activities: an information gap task and role playing, both common second language classroom activities. The results revealed that L2 discourse patterns constantly changed on their own in every activity, regardless of communication modes or activity types. This indicates that L2 practices were not singularly conditioned by the influences of a particular factor, and were rather constantly shaped by multiple factors and their relationships to each other. The results also showed that L2 learners tend to add more contextual information to their messages in CMC than in FTF. This is due to the lack of turn taking systems and visual cues in CMC which seemed to widen the intersubjective gap among the participants. In addition, it is also suggested that a large intersubjective gap in CMC made it difficult for L2 participants to pick up language skills or communication skills from their CMC experiences and apply them to their next practices.

참고문헌 (Reference)

1 Blake, R. J, "Who’s helping whom?: Learner/heritage-speakers’ networked discussions in Spanish" 24 (24): 519-544, 2003

2 Chun, D. M, "Using computer networking to facilitate the acquisition of interactive competence" 22 (22): 17-31, 1994

3 Sinclair, J. M, "Towards an analysis of discourse: The English used by teachers and pupils" Oxford University Press 1975

4 Kelm, O. R, "The use of synchronous computer networks in second language instruction: A preliminary report" 25 : 441-545, 1992

5 Slatin, J, "The computer writing and research lab: A brief institutional history, In Language learning online: Theory and practice in the ESL and L2 computer classroom" Labyrinth 19-39, 1998

6 Hardley, A. O, "Teaching language in context" Heinle & Heinle 1993

7 Lee, L, "Synchronous online exchanges: A study of modification devices on non-native discourse" 30 (30): 275-288, 2002

8 Cullen, R, "Supportive teacher talk: The importance of the F-move" 56 (56): 117-127, 2002

9 Garfinkel, H, "Studies in ethnomethodology. Englewoood Cliffs" Prentice Hall 1967

10 Mondada, L, "Second language acquisition as situated practice: Task accomplishment in the French second language classroom" 88 (88): 501-518, 2004

11 Kern, R. G, "Restructuring classroom interaction with network computers: Effects on quantity and characteristics of language production" 79 : 457-476, 1995

12 Ortegar, L, "Processes and outcomes in networked classroom interaction: Defining the research agenda for L2 computer-assisted classroom discussion" 1 (1): 82-93, 1997

13 Yanguas, I, "Oral computer-mediated interaction between L2 learners: It’s about time!" 14 (14): 72-93, 2010

14 Lee, L, "Online interaction: Negotiation of meaning and strategies used among learners of Spanish" 13 (13): 232-244, 2001

15 Pellettieri, J, "Negotiation in cyberspace: The role of chatting in the development of grammatical competence, In Network-based language teaching: Concepts and practice" Cambridge University Press 59-86, 2000

16 Vandergriff, I, "Negotiating common ground in computer-mediated versus face-to-face discussions" 10 (10): 110-138, 2006

17 Young, R. F, "Learning as changing participation: Discourse roles in ESL writing conferences" 88 (88): 519-535, 2004

18 Kitade, K, "L2 learners’ discourse and SLA theories in CMC: Collaborative interaction in Internet chat" 13 (13): 143-166, 2000

19 Widdowson, H. G, "Knowledge of language and ability for use" 10 (10): 128-137, 1989

20 Hall, J. K, "Interaction as method and result of language learning" 43 (43): 202-215, 2010

21 Van Lier, L, "From input to affordance: social-interactive learning from an ecological perspective, In Sociocultural theory and second language learning" Oxford University Press 2000

22 Jonathan, C, "Facilitator talk" 60 (60): 142-150, 2006

23 Kaufman, L. M., Jr, "Email keypals in zone of proximal development" 1998

24 Sotillo, S. M, "Discourse functions and syntactic complexity in synchronous and asynchronous communication" 4 (4): 82-119, 2000

25 Fitze, M, "Discourse and participation in ESL face-to-face and written electronic conferences" 10 (10): 67-86, 2006

26 Coulthard, M, "Developing a description of spoken discourse, In Studies in discourse analysis" Routledge 1981

27 Smith, B, "Computer-mediated negotiated interaction: An expanded model" 87 (87): 38-57, 2003

28 Smith, B, "Computer-mediated negotiated interaction and lexical acquisition" 26 (26): 365-398, 2004

29 Beauvois, M. H, "Computer-assisted classroom discussion in the foreign language classroom: Conversation in slow motion" 25 (25): 455-464, 1992

30 Blake, R, "Computer mediated communication: A window on L2 Spanish interlanguage" 4 (4): 120-136, 2000

31 Warschauer, M, "Comparing face-to-face and electronic discussion in the second language classroom" 13 : 7-25, 1996

32 Marker, N, "Classroom talks: An introduction" 88 (88): 491-500, 2004

33 Toyoda, E, "Categorization of text chat communication between learners and native speakers of Japanese" 6 (6): 82-99, 2002

34 Schegloff, E. A, "Between macro and micro: contexts and other connections, In The Micro-macro link" University of California Press 207-234, 1987

35 Francis, F, "Analysing everyday conversation, In Advances in spoken discourse analysis" Routledge 1992

36 Sacks, H, "A simplest systematic for the organization of turn-taking for conversation" 50 : 696-735, 1974

37 Skehan, P, "A framework for the implementation of task-based instruction" 17 (17): 38-62, 1996

38 Sullivan, N, "A comparative study of two ESL writing environments: A computer-assisted classroom and a traditional oral classroom" 29 (29): 491-501, 1996