Earticle

초록

영어

It has been acknowledged that learning environment plays a crucial role in second language (L2) learning. Thus far, however, little attention has been drawn to the environmental contexts (i.e., classrooms) – where L2 learners learn an L2. For this reason, the present study investigated the environmental contexts where middle-school students interacted with a native English-speaking teacher. Particular attention was given to three aspects of learning: the types of interactional contexts wherein students interacted with the teacher; the teacher’s responses to students’ non-targetlik utterances (i.e., negative feedback) across different interactional contexts; and students' reponses to the teacher‘s negative feedback. The study found that (a) students were exposed to various types of interactional contexts such as content, management, communication, and explicit language-focused exchanges, (b) the teacher responded to students’ erroneous utterances differently according to the interactional contexts, and (c) the uptake opportunities given to students and their use of the opportunities varied according to the contexts. The present study underlines the importance of the role of interactional contexts in L2 learning.

목차

Abstract
 Ⅰ. Introduction
  1. Negative Feedback in L2 Classroom
  2. Environmental Context and L2 Learning
 Ⅱ. Method
  1. Participants
  2. Procedure
  3. Data Analysis
 III. Results and Discussion
  1. Interactional Contexts
  2. Feedback in Different Interactional Contexts
  3. Types of Feedback in Different InteractionalContexts
 IV. Conclusion
 References

키워드

저자

• 김지현 [ Kim, Ji-Hyun | 계명대학교 영어교육과 교수 ]

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 간행물명

  청소년시설환경 [YOUTH FACILITY AND ENVIRONMENT ; Journal of the Korea Institute of Youth Facility and Environment]

• 간기

  계간

• pISSN

  1738-0170

• 수록기간

  2003~2026

• 등재여부

  KCI 등재

• 십진분류

  KDC 334 DDC 361