Incidental FonF in Adult EFL Classrooms - Participation Structure and Learner Uptake -

서지정보

· 발행기관 : 이화여자대학교 교과교육연구소
· 수록지 정보 : 교과교육학연구 / 19권 / 2호
· 저자명 : Ji Hyun Kim

목차

I. Introduction
II. Literature Review
III. Methods
IV. Results and Discussion
V. Conclusion
References

초록

The present study investigated the distribution of incidental focus on form(FonF) occurring in intact EFL classrooms and its relationship with theparticipation structure (i.e., whole class/small group/one-on-one interactions) andlearner uptake (successful uptake vs. unsuccessful uptake) across the types ofFonF (reactive vs. preemptive FonF) and participation structure. The data fromeleven hours of communicative lessons from five classes were analyzed accordingto the types of incidental FonF, participation structures, and learner uptake. Thestudy found that reactive FonF took place more frequently than preemptive FonFin small group and one-on-one interactions while they occurred at a similar ratein whole class interactions. In addition, during whole class interactions, teachersand students initiated FonF at a similar rate, but, during small group andindividual interactions, a majority of FonF was generated by students. Whenlearner uptake was considered, students responded more successfully topreemptive FonF, especially FonF generated by themselves in all participationstructures. However, in the case of reactive FonF, unsuccessful uptake took placemore frequently than successful uptake in whole class interactions, whereas moresuccessful uptake was observed than unsuccessful uptake in small group andone-on-one interactions. These results provided insights into the role ofparticipation structure as an important mediator influencing the provision of FonFand the quality and quantity of uptake, which may eventually affect theopportunities for L2 development.

영어초록

본연구는의사소통중심의성인영어교실에서일어나는즉흥적형태중심교수법(incidental focus on
form)과교사와학생의상호작용형태,학습자의반응이갖고있는관계를조사하였다.즉흥적형태중심
교수법은반응형태(reactive FonF)와준비형태(preemptive FonF), 상호작용은전체대상상호작용, 그
룹대상상호작용,개인대상상호작용으로나누어분석되었고,학습자의반응도성공적반응과비성공적
반응으로나눠조사되었다.다섯개의교실에서수집된11시간의자료를바탕으로위에제시된요소간의
관계성을분석하였고그결과는다음과같다.전체대상상호작용시에는준비형태방법과반응형태방법
이비슷한빈도로사용되었으나,그룹,개인대상상호작용에서는,반응형태방법사용의빈도수가준비
형태방법보다더높게나타났다.또한,전체상호작용에서는,교사에의한준비형태방법이학생에의한
준비형태 방법보다 빈번하게 발생하였으나, 그룹, 개인 상호작용시의 경우에는 학생에 의한 준비형태
방법이교사에의한준비형태방법보다빈번하게발생하였다. 학습자반응의경우, 상호작용의형태와
는관계없이학습자는자신이제시한준비형태방법에는성공적인반응을보였다.그러나반응형태방법
후의학습자의반응의성공여부는상호작용형태에따라다른결과를도출했다. 본연구의결과는상호
작용형태와형태중심교수법, 그리고학습자의반응간의관계를보여주고있다.

참고자료

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