Clicker를 활용한 한국어 교실 상호 작용 증진 방안 연구

• 영문명: A Study on Method for Promoting Interaction in L2 Classroom Using Clickers
• 발행기관: 국제한국어교육학회
• 저자명: 류혜진
• 간행물 정보: 『한국어교육』25권 1호, 53~82쪽, 전체 30쪽
• 주제분류: 어문학 > 한국어와문학
• 파일형태: PDF
• 발행일자: 2014.03.31

영문 초록

This study aims to find the method to promote interaction in L2 classrooms. Active interaction between learner-to-learner and learner-to-teacher in L2 classroom plays an important role in language acquisition. In light of this, L2 classroom would benefit with the help of learning tools such as Clickers which helps learners to express their level of understanding during the process of learning itself. This is because the anonymity of Clickers allows learners to express their needs without the social risks associated with speaking up in the class. It allows for an evaluative feedback loop where both learners and teachers understand the level of progress of the learners, better enabling classrooms to adapt to the learners’ needs. Eventually this tool promotes participation from learners, This is in turn, believed to be effective in fostering classroom interaction, allowing learning to take place in a more comfortable yet vibrant way. This study is finalized by presenting the result of an experiment conducted to verify the effectiveness of this approach when teaching pragmatic aspect of the Korean expressions with similar semantic functions. As a result of the research, the learning achievement of learners in the experimental group was found higher than the learners’ in a control group. Analyzing the data collected from a questionnaire given to the learners, the study presented data suggesting that this approach increased the scope of interactivity in the classroom, thus enhancing more active participation among learners. This active participation in turn led to a marked improvement in their communicative abilities.

목차

1. 서론

2. 학습자 인지 과정에 관련한 논의들

3. LRS(Learner Response System)의 정의와 도입 배경

4. 실험과 논의

4. 결론

참고문헌

키워드

제2언어 습득 상호 작용 학습자 출력 학습자 인지 과정 Second Language Acquisition Interaction Clickers Learner Response System Output from Learners Learner’s Cognitive Process