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
동북아시아문화학회 [The Association of North-east Asian Cultures]
설립연도
2000
분야
복합학>학제간연구
소개
동북아시아 문화의 다양성과 정체성을 연구 토론하고, 지역내 문화 교류의 다양한 모습을 연구하고 문화변동의 큰 틀을 집적함으로써 우리 민족 문화 및 상대 민족의 문화적 터전을 이해하여 문화공동체적 특성을 계발하고 상호 관련성의 강화를 유도하는 학술활동을 통해 동북아시아의 문화발전에 이바지함.