Input talks: a case study of one experienced preschool teacher’s use of English input = 효과적인 유아 영어교육을 위한 교사의 언어입력 및 교수전략

국문 초록 (Abstract)

제 2언어 습득에 있어 언어입력은 필수요소이다. 언어입력 없이는 어떠한 학습자도 언어습득이 불가능하며, 고급 화자일수록 경험된 언어입력의 양은 상당하다. 이러한 관점에서, 언어입력의 중요성과 상호작용을 언어입력의 한 요소로 보는 다양한 연구들이 활발하게 진행되어 왔다. 하지만, 기존의 연구들은 주로 이론적 이해 증진에 그치고 있어, 구체적인 교수방법에 대한 분석과 제언이 필요한 상황이다. 이에, 본 연구는 한 영어유치원 교사의 사례를 통해 어떠한 교수전략으로 언어입력을 제공하고 또 수정된 상호작용을 도모하여 영어 습득 환경을 조성하고 있는지를 알아보았다. 참여한 교사가 맡은 그룹의 유아들은 만 3세로 이전에 영어에 대한 노출이 거의 없었다. 교사는 유아들의 연령에 따른 발달 특성 및 언어 수준을 고려하여, 다음 다섯 가지 전략을 통해 효과적인 영어 교육 환경을 조성 하였다: 1) 노래와 게임을 통한 목표어의 반복; 2) 리듬과 운율을 활용한 청각자료 이용; 3)몸짓 및 동작과 같은 비언어적 의사소통 구현; 4) 사진이나 그림을 통한 시각자료 도입; 5) 의사소통 촉진을 위한 수정된 상호작용 도모. 언급된 다섯 가지 교수전략 도입 한 달 후, 유아들은 목표어를 이해하고 사용하는 데 어려움이 없었으며 영어 사용에 대한 자신감도 높아졌다. 또한 제 2언어 입력에 있어 단순히 듣기 및 읽기 자료를 제공하는 것 보다 수정된 상호작용을 병행하였을 때 성공적인 언어습득 및 말하기로 확장될 수 있음이 본 연구에서 나타났다.

다국어 초록 (Multilingual Abstract)

No learner can create a second language structure without some sort of input, and advanced learners experience a considerable amount of input throughout their learning process (VanPatten, 2002). Emphasizing the essential role of input, child language researchers have examined the roles of input (e.g., Bavin, 2009; Krashen, 1985) and language interactions as an input source (e.g., Cote, 2001; Gass, 1997; Quiroz, Snow, & Zhao, 2010). Although these previous research studies made positive contributions to understanding input, it remains quite challenging to put those theories into practice. Consequently, the major goal of this study is to evaluate teaching strategies for child language teachers to facilitate their pupils’ input processing. The study investigates the following research questions: 1) What types of teaching strategies can a child language teacher use to facilitate pupils’ input in the first month of their English learning? 2) What linguistic and motivational evidence can we discover after the input gets processed? We approach this as a case study by examining descriptive data such as interviews, learner progress reports, and teaching artifacts from one English preschool teacher. The duration of this study was from February to May 2018. The data analysis focused on the teacher’s facilitation strategies and children’s linguistic development. The findings showed: 1) The optimal conditions for input processing for three-year-old language learners include the teacher’s use of authentic picture books, songs, games, and modified interactions; and 2) Young learners’ linguistic output is apparent evidence of processed input. In conclusion, these results suggest that, for teaching English to young children, input sources are best used with modified interactions.

목차 (Table of Contents)

• Ⅰ. INTRODUCTION
• Ⅱ. LITERATURE REVIEW
• Ⅲ. METHOD
• Ⅳ. FINDINGS
• V. DISCUSSION
• Ⅵ. CONCLUSION

참고문헌 (Reference)

1 Quiroz, B., "Vocabulary skills of Spanish/English bilinguals : impact of mother-child language interactions and home language and literacy support" 14 : 379-399, 2010

2 Gass, S. M., "The role of input and interaction in second language acquisition : introduction to the special issue" 82 (82): 299-307, 1998

3 Denzin, N. K., "The research act: A Theoretical Introduction to Sociological Methods" Aldine 1970

4 Krashen, S., "The input hypothesis: issues and implications" Longman 1985

5 Pica, T., "The impact of interaction on comprehension" 21 : 737-758, 1987

6 Denzin, N. K., "The Sage handbook of qualitative research" Sage 2005

7 Bavin, E. L., "The Cambridge handbook of child language" Cambridge University Press 2009

8 Mackey, A., "Stepping up the pace: input, interaction and second language development"

9 Mackey, A., "Stepping up the pace: input, interaction and interlanguage development. An empirical study of questions in ESL" University of Sydney 1995

10 Larsen-Freeman, D., "Second language acquisition research : staking out the territory" 25 (25): 315-350, 1991

11 Chomsky, N., "Review of verbal behavior by B. F. Skinner" 35 (35): 26-58, 1959

12 Creswell, J. W., "Qualitative inquiry and research design: choosing among five traditions" Sage Publications, Inc 2007

13 Holliday, L., "NS syntactic modifications in NS-NNS negotiations as input data for second language acquisition of syntax" University of Pennsylvania 1995

14 Vygotsky, L. S., "Mind in society" Harvard University Press 1978

15 McEwan, E. K., "Making sense of research: What’s good, what’s not, and how to tell the difference" Sage 2003

16 VanPatten, B., "Key terms in second language acquisition" Continum International Publishing Group 2010

17 Seidman, I. E., "Interviewing as qualitative research: A guide for researchers in education and the social sciences" Teachers College Press 2006

18 Gass, S. M., "Input, interaction, and the second language learner" Routledge 1997

19 Gass, S. M., "Input, interaction, and second language production" 16 : 283-302, 1994

20 Long, M., "Input, interaction and second language acquisition" University of California 1980

21 Pica, T., "Input in Second Language Acquisition" Newbury House 115-132, 1985

22 Lightbown, M. P., "How languages are learned" Oxford University Press 2013

23 VanPatten, B., "From input to output: a teachers’ guide to second language acquisition" McGraw-Hill 2002

24 Mackey, A., "Conversational interaction and second language development: Recasts, response and read herrings?" 82 : 338-356, 1998

25 Cote, L. R., "Beginning literacy with language" Brookes 2001