영어 학습을 위한 대화에서 한국 아동의 상호작용 능력 발달상 변화에 관한 장기적 사례 연구

학위논문(박사) -- 서울대학교대학원 : 사범대학 외국어교육과(영어전공), 2023. 2. 오선영.본 연구는 초급 영어 학습자인 한국 9세 아동이 한국 성인과 나누는 영어 학습을 위한 대화(Conversation-for-Learning)에서 상호 작용하는 양상을 대화 분석으로 살펴본 종단 사례 연구이다. 14개월 동안 51회에 걸쳐 약 28시간 동안 진행된 영어 학습을 위한 대화는 본 연구에 참여한 한국 아동 학습자가 지닌 영어 상호 작용 능력의 장기적인 변화 과정상 특징들을 보여주고 있다. 새롭고 좋은 일 나누기 및 독서 후 활동으로 이루어진 대화는 회당 30여 분간 진행하였고, 질문에 대한 응답 방식, 말 차례 구성 방식, 이야기 전개 방식에 초점을 두고 상세히 분석하였다. 장기적인 종단 연구 기간 동안 영어 학습을 위한 대화에 정기적으로 참여한 아동은 다양한 언어적 의사소통 자원을 배우고 활용하면서 한정된 제2언어 자원의 제약을 극복하고 제2언어 상호작용 측면에서 긍정적인 변화를 경험하였다. 대화 분석 결과 다음과 같은 특징이 발견되었다. 첫째, 아동 학습자는 스스로 먼저 말 차례를 정하여 대화에 참여하는 빈도가 증가하였고 점차 더 긴 말 차례 구성 성분(TCU)을 만들며 이야기 전개에 적극적으로 참여하였다. 이 과정에서 아동 학습자는 다양한 방법의 교정 실행(repair practice)과 다양한 모국어 자원을 활용하였고, 자신의 삶과 연계되는 영역으로 이야기를 확장시키기도 하였다. 연구 참여 9~14개월 차에는 주체적인 참여자로서의 특징이 부각되었는데, 유머와 농담을 구사하고 신체적 행위나 실제 도구를 자원으로 이용하는 등 자신이 계획한 사회적 행위들을 이루고자 다양한 자원을 적절하게 활용하였다. 둘째, 아동 학습자와 성인 대화 상대자가 공통의 모국어를 공유하는 점은 아동 학습자가 성인 대화 상대자에게 도움을 요청하는 것과 상호 주체성의 유지에 기여하였다. 대화 참여자 간 언어적 능력의 차이는 의사소통의 어려움을 야기하기 보다는 상호 오해의 가능성을 낮추고 모국어 자원을 다양한 상호 작용 양상에 적용함으로써 대화상의 문제를 해결하는 데 기여하였다. 이는 초급 영어 학습자가 의사소통 능력에 결함이 있는 제2언어 화자가 아니라 다양한 자원을 바로 사용할 수 있는 능숙한 화자로 변할 수 있음을 보여주고 있다. 셋째, 영어 학습을 위한 대화는 제2언어 상호 작용 능력 발달에 기여하는 자원을 적절하게 제공할 수 있다. 자신의 이야기를 지지하는 모습을 보이는 청자에게 아동 학습자는 보다 정교하고 효율적이고 다양한 방법을 사용하여 이야기함으로써 자신이 수행하고자 하는 것을 성취하였다. 이러한 화자 관계 구조에서는 외국어로서 영어를 학습하는 아동에게 영어 학습을 위한 대화의 적용 가능성을 탐색해볼 수 있다. 넷째, 제2언어 초급 학습자의 상호 작용 능력은 시간이 지남에 따라 학습자의 능숙도 수준별로 단순한 대답부터 적극적인 참여까지 다르게 나타났으며, 대화 참여 의지가 강해지면서 휴지(pause) 장치와 말 메움(filler) 자원을 사용하는 교정 실행 능력이 향상되었다. 후기에는 사회적 실행 성취를 위해 모국어를 사용하는 새로운 방식의 변화가 나타났다. 본 연구는 제2언어습득을 위한 대화분석(CA-for-SLA) 연구의 대상을 제2언어 초급 학습자로 확장하면서 대화분석의 연구방법이 제2언어 초급 학습자의 상호작용 측면과 언어적 자원의 활용을 통한 제2언어 상호 작용 능력의 발달 연구에 적합한 것을 보여주었다. 대화분석으로 도출된 결과는 제2언어 능숙도가 인지적 영역과 사회적 영역에 공존하는 것을 보여준다.This dissertation describes the process by which a nine-year-old child Korean learner of English as a second language (L2) developed L2 English interactional competence (IC) by participating in Conversation-for-Learning (CfL, Kasper & Kim, 2015) weekly for 14 months with a proficient adult Korean conversation partner. A database of 28 hours of 51 CfL sessions was examined line by line and turn by turn using conversation analysis (CA). The studys primary aim was to explore the child learners L2 IC over the long term. The child participated in 51 half-hour sessions over 14 months. Each CfL session consisted of new and good events and post-book reading activities. The focus of the study was to trace the data over time to compare how the child responded to the question, constructed her turns, and unfolded her storytelling. By regular participation in the CfL, the child developed various linguistic and interactional resources in telling her stories regardless of her limited L2 linguistic resources. The detailed analysis demonstrates that the child gradually showed more active participation, which coincided with several vital interactional features of her interactional behavior: increased participation by self-selecting her turns and using longer turn constructional units (TCUs) while engaging in developing stories, using diverse methods of repairing practice; using various L1 resources contingently, and expanding the story to a wider arena. At later stages (M8–14) she also demonstrated agency, acted humorous and playful for fun, and used embodied actions and realia to accomplish social goals. The interaction between the two L1-sharing conversation partners demonstrated advantages for the child in soliciting help from the adult and in reducing breakdowns in intersubjectivity. The gap in linguistic competence between the two was clearly not linked to troubles in communication. Over time there were fewer examples of misunderstanding, and problems with the talk-in-interaction were solved by effectively adopting different interactional frameworks for L1 resources. Data analysis confirmed previous research findings that a child is not a deficient communicator. Additionally, the study empirically demonstrates that the child speaker was able to become a competent L2 communicator by using several resources at hand. These data demonstrate the possibility of developmental changes in L2 interactional competence in a foreign language. CfL furnishes the resources to develop L2 IC, in particular by adopting more diverse, efficient, and sophisticated methods for novice speakers to achieve their goals as a storyteller when the conversation partner shows consistent alignment with her storytelling. This structure of dyadic CfL can be pedagogically applied to L2 child learners in the context of English as a foreign language (EFL). The conversational analytic method has afforded new insights into L2 learning (CA-for-SLA, Markee, 2000) and the development of L2 IC. The proficiency level achieved by an L2 speaker demonstrates the developmental changes in L2 IC from minimal responses to active participation over time. When the L2 speaker showed more willingness to talk, the repair practice showed improvements in the use of diverse resources, including pause devices and filler resources over time; new L1 resources were used to achieve social transactions. Lastly, these findings clearly demonstrate that the developmental changes in L2 proficiency are not limited to the realm of cognition but extend to the social arena. Without the help of the CA framework, these detailed and vivid snapshots of each developmental moment could not have been achieved. This study is significant in broadening research on CA-for SLA and extends its scope to child learners development of both their interactional and linguistic resources.CHAPTER 1. INTRODUCTION 1 1.1 Background of the Study 1 1.2 Purpose of the Study 7 1.3 Significance of the Study 8 1.4 Organization of the Study 11 CHAPTER 2. LITERATURE REVIEW 12 2.1 L2 Interactional Competence in Second Language Acquisition 12 2.2 Conversation Analysis for L2 Interaction 17 2.3 Constructs of Interactional Competence 23 2.4 Longitudinal Studies in L2 Interactional Competence 29 2.5 Storytelling and Conversation Analysis 33 2.6 Doing Humor and Play in L2 Interaction 37 CHAPTER 3. METHODOLOGY 42 3.1 Research Design 42 3.1.1 Setting 42 3.1.2 Recruiting the Participant 43 3.1.3. Sora 44 3.1.4 Nari 46 3.2 Procedures 47 3.2.1 Routine Activities 47 3.2.2 Data Collection 49 3.2.3 Data Transcription 52 3.2.4 Excerpt Numbering 53 3.3 Data Analysis 54 CHAPTER 4. CHANGE IN L2 IC IN THE INITIAL STAGE 56 4.1 Change of Turn-Taking Practices 57 4.1.1 Initial Turn-Taking Practice: Minimal Response 58 4.1.1.1 Turn-Taking: Responding with a Yes Token Only 59 4.1.1.2 Interpreting the Same Question as a Social Action 64 4.2 Changes in Storytelling Practice 73 4.2.1 Soliciting Lexical Help and Passivity 73 4.2.2 Active Participation 79 CHAPTER 5. COMPARING THE PRACTICES IN THE INITIAL AND LATER STAGES 88 5.1 Repair Practice: Diversification of Repair Practice 88 5.1.1 Using Pauses, Discourse fillers, L1 Fillers, and Repetitions 89 5.1.2 The Emergence of Repair of Grammatical Inaccuracy 101 5.1.3 Repair Initiation for the Trouble with Understanding in the L2 110 5.2 Different Patterns of Using L1 Resources Over Time 117 5.2.1 Use of L1 Resources in the Initial Stage 117 5.2.2 Use of L1 Resources in the Later Stage 126 5.2.3 L1 Resource in the Process of Word Search 137 5.3 Changes in Storytelling Practices 151 CHAPTER 6. EMERGING PRACTICES IN THE LATER STAGE 166 6.1 Improved Learner Agency of the Child L2 Speaker 167 6.1.1. Initiatives of Greetings and Turns 168 6.1.2 Topic Shifting 173 6.1.3 Sequence Development 178 6.2 Emergence of Humor and Play 185 6.3 Embodiment Action as a Resource in L2 Interaction 203 6.3.1 Deploying Embodied Actions Using Body Parts 204 6.3.2 Embodied Resources: Using Real Objects in L2 Interaction 214 CHAPTER 7. DISCUSSION 224 7.1 Novice L2 Speaker as Communicator 224 7.2 Recurrent Participation in Interaction for IC Development 226 7.3 Social Relations in L2 IC Development 227 7.4 The Power of Ones Own Choices in Storytelling 228 7.5 The L1-Sharing Teacher in L2 Interaction 229 CHAPTER 8. CONCLUSION 233 8.1 Summary 233 8.1.1 Developmental Change in IC in the Initial Stage 233 8.1.2 Changes in L2 IC: Comparing Two Different Stages 234 8.1.3 New Practices in L2 IC in the Later Stage 237 8.2 Methodological Considerations 238 8.3 Pedagogical Implications 239 8.4 Directions for Future Research 241 REFERENCES 244 APPENDIX A: TRANSCRIPTION CONVENTIONS 263 APPENDIX B: ABBREVIATIONS 264 ABSTRACT IN KOREAN 265박

Oral strategies used by brazilian students learning english

Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e ExpressãoO objetivo deste estudo é analisar as estratégias que os estudantes brasileiros usam para resolver seus problemas comunicativos em uma língua estrangeira nas duas fases de produção de fala: planejamento e execução. Adicionalmente, a relação entre nível de proficiência do aluno e o uso de estratégias de comunicação e signos de hesitação é discutida. Os dados para o estudo foram obtidos de alunos de três diferentes níveis de proficiência e foram testados em três diferentes atividades. A metodologia empregada para se obter o processo mental de produção de fala do aluno foi baseado em dados de desempenho e análises introspectivas. A taxonomia empregada para a identificação das estratégias de comunicação foi baseado em tipologias existentes, mais especialmente a de Tarone, Cohen e Dumas, 1980; Faerch e Kasper, 1984; Willhems, 1987 e Oxford, 1990. Os resultados gerais deste estudo indicaram que apesar dos falantes basicamente empregarem o mesmo tipo de estratégia de comunicação e signos de hesitação para superar seus problemas comunicativos, a freqüência de estratégias de comunicação e os signos de hesitação variam de acordo com os níveis de proficiência, mostrando que os estudantes brasileiros evoluem em termos de tipo e freqüência no uso de estratégias de comunicação e signo de hesitação, sugerindo que o comportamento comunicativo dos falantes é transitório e dinâmico

How non-native speakers make do with words when doing things with words : an analysis of communication strategies in storytelling by Mandarin-speaking learners of English

This study employs a conversation analysis (CA) approach, which is concerned with the analysis of closely transcribed examples of actual talk recorded in naturally occurring settings. The study aims to describe and analyse sequences of actions generated by Native Speakers( NS) and Non-Native Speaker( NNS) in the course of telling a story. Emergent communication problems during the talk-in-interaction were engaged with and resolved through the application of communication strategies (CS). The storyteller and her/his co-participants utilized CS in an attempt not only to overcome communication difficulties so as to reach mutual understanding, but also to co-ordinate their actions with each other, or to enhance sufficient participant engagement in order to accomplish communication goals. In addition, the range of CS used by NS and NNS during ongoing discourses are identified, illustrated, and analysed. The differences and similarities in the way NS and NNS approach interactional tasks are examined. In addition, CS descriptions from the literature and this study are compared. CS categories and functions in the present study are shown to be more diverse and broader in shape. The conceptualisation of CS proposed in this study is thus richer than that proposed in the previous CS literature. The empirical investigation undertaken in this study shows that CS function not only as problem-solving devices or meaning-negotiation strategies, but also as meaning-creating and communication-enhancing strategies

mhmm interaction uh yeah : oral interaction in language proficiency interviews

The description and analysis of oral language use is a daunting task. In this study, I have attempted to look not only into oral language but also to probe a bit deeper into the interaction taking place between an interviewer (S) and an interviewee (Int) in a typical oral proficiency interview (OPI). An OPI has been described many times, but apparently no description of this particular S/Int interaction has been made. Nevertheless, the practitioners of the art, or skill if you will, of OPI make a variety of claims about the relative effectiveness of various strategies in testing. It would seem that most of these are primarily based on anecdotal evidence. This study may be the beginning of a look at what interaction is occurring, particularly in the Finnish setting. This study presents the analysis of three actual test interviews carried out by trained interviewers working for the National Certificate (NC) of Language Proficiency (of Finland). All three interviews were at the Advanced Level in the NC scaling system. In my study, I concentrated on the testing research of the late 1990s with its eclectic focus. I chose those factors identified in studies as most pertinent to interaction: speech act, discourse analysis, lexicality contra grammaticality, floor, back channelling, overlapping, introspection, repairs and repetitions, accommodation, and negotiation of meaning. In results differing somewhat from certain earlier studies, I identified various forms of the multiplicity of interaction which did occur in these interviews. In fact, it was shown that these OPI proceeded to a great extent under the control, initiation, and interaction of the candidates. The interviewers managed their task well, eliciting a broad and varied language sample from each candidate

The focus-on-form effects of strategic and on-line planning : an analysis of Japanese oral performance and verbal reports

Within the framework of task-based language learning, there has been much research on planning, under the premise that learners' language would be enhanced in planned conditions. However, the underlying mechanisms ofthis rationale have not been fully explored. To develop the present understanding, this study aims to explore the nature of planning and the psycholinguistic mechanisms of its effects on L2 performance. Earlier planning research has tended to focus on 'strategic planning' (i.e., a period of time given prior to a task), suggesting that it may improve learners' language in terms of fluency and complexity but not always in accuracy (e.g., Crookes, 1989, Foster & Skehan, 1996). In response to this, Yuan and Ellis (2003) propose 'on-line planning' (i.e., on-line processing pressure is lessened to allow active formulation and monitoring) and show its positive effect on accuracy as well as complexity. Building on these previous studies, the purpose of this research is to investigate the different form-focused effects between strategic and on-line planning. The study takes a process-product approach to planning by using a quantitative analysis of oral performance and a qualitative analysis of post-task verbal reports, prompted by stimulated recall, under non-planning, strategic planning and on-line planning conditions. The analysis of the performance of twenty-seven Japanese learners of English (grouped as high vs. low proficiency levels) demonstrates the positive effects of strategic planning on complexity and those of on-line planning on complexity and accuracy. Most importantly, different planning effects on specific accuracy measures were observed between different proficiency groups - verb forms in the low-proficiency and articles in the high-proficiency group. To complement the results of the performance analysis, the examination of verbal reports presents participants' planning processes. To support the improvement in accuracy in on-line planning, the analysis reveals that pressured conditions (i.e., non-planning and strategic planning) made participants prioritize meaning over form; on the other hand, on-line planning tended to push them into more complex structures while maintaining certain attention to accuracy. Drawing on pedagogical considerations offocus-on-form instruction, this thesis argues that strategic planning and on-line planning have different degrees of form-focused effects. In particular, on-line planning, beyond a simple improvement of accuracy, would increase consciousness of form and bring L2 learners to deeper, syntactic processing. It is suggested that some kind of on-line planning would be useful for developing learners' abilities of syntactic formulation

Whole class interaction in the mathematics classroom : a conversation analytic approach

This thesis analyses whole-class interactions in the mathematics lessons of four mathematics teachers and their pupils. A conversation analytic approach was taken in analysing the transcripts of whole-class interactions, focusing on those interactions that were about mathematics. The sequential organisation of talk, in particular turn-taking and preference organisation, is examined for similarities and differences across the four classrooms and the implications these may have for the teaching and learning of mathematics are explored. This research also examines the discursive construction of the mathematical tasks and activities in each of the classrooms. The analysis reveals that the teachers and pupils orient to the institutional setting in which the interaction occurs. The structure of interactions in formal classrooms offers opportunities that can support particular features of learning mathematics, such as using mathematical terminology, building in opportunities for pupils to think about the mathematics, explain their reasoning, and ask mathematically related questions. However, these structures also constrain the interactions and so features of learning mathematics only feature in interactions that deviate from the usual patterns of interaction in formal classrooms, such as argumentation and justification. Finally, this research offers evidence that the way mathematical tasks and activities are talked into being affects the nature of the mathematics that the pupils experience

The Management of Topics in Ordinary Conversation

‘Topic’ has been a relatively neglected area in conversation analytic research. Partly owing to conceptual issues, such as what precisely constitutes a topic? and how are topics defined and identified?, the management of topics in ordinary conversation has come to be less widely studied than other more superordinate organizations in conversations, especially aspects of sequence organization. However, topic is an important organizing unit for conversation, shaping talk-in-interaction in profound ways. For ordinary participants, topics are what conversations are all about, what they orient to in real-time interaction and also what they reflect on their talk retrospectively. In this thesis, I aim to dispel previous misconceptions about conversational topics and provide a systematic overview about the organization of topics in ordinary conversation. Drawing upon recordings of telephone conversations between family members, friends, neighbors, etc., I explored various topical actions in conversation, as well as the nexus between topic and other organizing features of conversation. My analysis is divided as follows. In chapter 3, I examine two forms of topic transition – stepwise topic transition and touched-off topic transition — where a new topic is introduced by maintaining some topical link with the previous topic. In chapter 4, I further develop an early observation about creating the circumstances to introduce some next topics, where there is no natural environment to do so. In chapter 5, I focus on another topical action – topic resumption, and highlight its sequential context as well as linguistic design. In the last analytical chapter, I turn to another conversational feature, self-repairs, and explore how they interact with the organization of topics. This thesis provides an in-depth overview on how participants orient to their topics in ordinary conversation. It shows that topic is a valid organizing factor in interaction and it can be managed in systematic ways. It is hoped that this thesis will bridge gaps in CA literature in topic and complement our understanding about topics in conversation

It bears repeating: the effects of immediate repetition on learners' L2 performance in a poster carrousel task

Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão, Programa de Pós-Graduação em Inglês: Estudos Linguísticos e Literários, Florianópolis, 2017.O presente estudo visa aferir os efeitos da repetição imediata de tarefas sobre a proficiência de aprendizes de inglês como segunda língua no que tange à complexidade, acurácia e fluência (dimensões de proficiência em L2). Buscando uma reprodução parcial do experimento conduzido por Lynch and Maclean (2001) a tarefa empregada neste, para a elicitação de dados de discurso oral foi o carrossel de pôsteres. 14 estudantes de nível intermediário matriculados na disciplina Compreensão e Produção de inglês oral - V do programa de Letras Inglês da Universidade Federal de Santa Catarina repetiram turnos de apresentação de pôsteres numa maneira semelhante à de um simpósio. Os resultados da ANOVA de medidas repetidas indicaram efeitos estatisticamente relevantes em apenas uma das 8 medidas de proficiências empregadas: fluência medida como discurso livre de autocorreções e repetições, (parcimoniosamente) indicando a possibilidade de um efeito de troca (trade-off) em favor da fluência e em detrimento da complexidade e acurácia. Uma análise mais qualitativa dos dados individuais, no entanto, aponta para mudanças linguísticas positivas em termos de acurácia no decorrer das repetições. Além disso, as respostas dos participantes aos questionários pós-tarefa indica uma diminuição do nivel de ansiedade aliada a um aumento na auto-percepção de produção acurada.Abstract : The present investigation aims at assessing the effects of immediate repetition of an oral task, in an EFL classroom context, on learners? proficient performance in terms of complexity accuracy and fluency. In an attempt to partially reproduce the study conducted by Lynch and Maclean (2001), the task employed here to elicit speech data was a poster carousel. Fourteen intermediate level speakers attending the Comprehension and Production of Oral English - V course of the English program at the Federal University of Santa Catarina (UFSC) repeated three rounds of presentations of the contents of a poster devised in class on a poster presentation task. Results of the GLM 4 Repeated Measures ANOVA indicated statistically significant effects of the task in only one of the 8 measures of proficiency: fluency measured as pruned speech rate, (cautiously) indicating trade-off at the expense of accuracy and complexity. A more qualitative look at individual data, however, point to positive linguistic changes (in terms of accuracy) across rounds of repetition. In addition participants? responses to the post-task questionnaire indicate a decrease in anxiety and increase in self-perception of accurate production