지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
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초록· 키워드
오류제보하기
In identifying contributing variables to a language learning success or failure, too much attention has been paid to the cognitive aspects of language learning, while sociocultural factors are considered as peripheral or latent. Even to the socioculturalists, a predominantly language-oriented approach may have neglected the importance of human and social relationships among interlocutors in terms of how it ultimately triggers or hinders interactional processes in classroom participation. As an initial stage of investigation, this pilot study was conducted to extend and reconceptualize the roles of sociocultural variables in order to better understand how these affect current language learning contexts. 112 university students participated in this study taking three different types of language classes, that is, grammar, listening comprehension, and writing. The results of this study indicate that some variability exists in participants’ responses according to the types of language classes taken. Participants from grammar and writing-oriented classes nominated university and home factors, respectively, as highly influential variables, whereas participants from a listening comprehension-oriented class viewed individual, home, and university factors as being equally important. When the types of language classes are not considered, participants ranked university factors as the most contributing variables, followed by home and individual factors. The implications for language classroom and the directions for the future research in this realm are discussed and suggested.
목차
I. INTRODUCTION
Ⅱ. LITERATURE REVIEW
Ⅲ. THE STUDY
Ⅳ. FINDINGS OF THE STUDY
V. SUMMARY AND CONCLUSION
REFERENCES
논문초록
참고문헌 (29)
참고문헌 신청
1. [학술지(정기간행물)] - Ajayi, L. / 2008 / Meaning-making, multimodal representation, and transformative pedagogy: An exploration of meaning construction instructional practices in an ESL high school classroom / Journal of Language, Identity, and Education 7 (3) : 206 ~ 229
2. [단행본] - Benson, P. / 1997 / The philosophy and politics of learner autonomy, In Autonomy and independence in language learning / Longman
3. [단행본] - Bitchener, John / 2011 / Written corrective feedback in second language acquisition and writing / Routledge
4. [단행본] - Block, D. / 2003 / The social turn in second language acquisition / Edinburgh University Press
5. [단행본] - Corbett, J. / 2003 / An intercultural approach to English language teaching / Multilingual Matters
2. [단행본] - Benson, P. / 1997 / The philosophy and politics of learner autonomy, In Autonomy and independence in language learning / Longman
3. [단행본] - Bitchener, John / 2011 / Written corrective feedback in second language acquisition and writing / Routledge
4. [단행본] - Block, D. / 2003 / The social turn in second language acquisition / Edinburgh University Press
5. [단행본] - Corbett, J. / 2003 / An intercultural approach to English language teaching / Multilingual Matters
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