Korean L2 Learners’ Perception and Attributions to the Selection of Communication Strategies

• 발행기관: 한국영어학학회
• 저자명: Hyun-Jeong Nam
• 간행물 정보: 『영어학연구』영어학연구 제18권 3호, 197~223쪽, 전체 27쪽
• 주제분류: 어문학 > 영어와문학
• 파일형태: PDF
• 발행일자: 2012.12.31

영문 초록

Reaching beyond the long-discussed attribution of communication strategy use in relation to limited target language competence, the current study was begun in the hope that identification of a more complete set of the factors affecting undesirable selection of CS may lead to pedagogical suggestions for classroom culture that better promotes effective CS use for Korean L2 learners. Four major attributions to the selection of CS, observed in Stimulated Recall after interviews, are the affective factor, socio-cultural factor, Korean L2 learner’s learning history in the classroom, and their experiences of communications with native speakers of English outside the classroom. The study suggests that English classes promote first, the meaning negotiation through interactions in English using paraphrasing rather than L1 insertion; second, L2 learners’ active engagement favoring achievement strategies such as asking for repetition or clarification over reduction strategies such as message abandonment or feigning understanding; third, an anxiety-free environment where learners can initiate the conversation, ask questions, and deliver the intended meaning without fear of being incorrect.

목차

1. Introduction

2. Theoretical Background

3. Methodology

4. Results

5. Discussion

6. Conclusion

References

키워드

communication strategy affective factor socio-cultural factor learning history exposure to CS