초급 외국인 학습자와 계승어 학습자의 상호작용 비교 연구

• 영문명: A Comparative Study on Differences in Interaction between Beginning Foreign Learners and Heritage Learners: Focused on Form
• 발행기관: 국제한국어교육학회
• 저자명: 이복자
• 간행물 정보: 『한국어교육』29권 3호, 197~225쪽, 전체 29쪽
• 주제분류: 어문학 > 한국어와문학
• 파일형태: PDF
• 발행일자: 2018.09.30

영문 초록

The purpose of this study is to compare the difference in the interactions between beginning language learners and heritage learners on their forms based on the interaction hypothesis. In this study, three types of information gap activities were used to analyze Language Related Episodes (LREs) while investigating the interaction patterns in language use between four pairs (eight learners) of foreign learners and four pairs (eight learners) of English-speaking heritage learners. The result indicated that foreign learners had a high focus on form during interaction. In particular, they had a tendency to focus on vocabulary rather than grammar, and they conducted self-repair by examining and mostly adjusting their speech to postposition and tense. However, in the problem-solving process, they showed a limited ability in interaction, and thus directly asked others to settle the problem or resorted to using English due to their lack of ability to employ various communication strategies. However, heritage learners had a relatively low focus on form compared to foreign learners. Yet, they also focused more on vocabulary rather than grammar and conducted self-repair in interaction, especially for vocabulary. In addition, they were skillful at using various communication strategies such as indirect expressions, use of alternative words, evasion, and delaying, to expand speech and prevent communication breakdown. They focused less on grammar and mostly did not provide negative feedback in interaction. (Yonsei University)

목차

1. 서론

2. 이론적 배경

3. 연구 방법

4. 연구 결과

5. 결론

참고문헌

키워드

상호작용 가설 형태 초점 외국인 학습자 계승어 학습자 학습자간 상호작용 Interaction Hypothesis focus on form foreigner learners heritage learners learner-learner interaction