The purpose of this research is to highlight the effects of meaning negotiation that occurs between the student and the teacher that occurs when a student makes a mistake over online text chat, a digital tool that's commonly used in Korean language ed... The purpose of this research is to highlight the effects of meaning negotiation that occurs between the student and the teacher that occurs when a student makes a mistake over online text chat, a digital tool that's commonly used in Korean language education. The first chapter provides the motivation behind the research. The first motivation comes from studying the characteristics of Computer-mediated communication, citing studies done overseas and English education in Korea, providing a context on the need for this research within Korean language education. I am also motivated by studies of meaning negotiation done within Korean language education within context of colloquialisms. The second chapter focuses on the characteristics and effects of online text chat as a synchronous CMC tool, using the model of computer-mediated negotiated interaction by Smith (2003). Furthermore, the chapter provides the foundation of the strategies chosen for meaning negotiations by providing context with studies of interactions and reactions between the teacher and the student in Korean language education by 진제희(2004) and 이석란(2009). The also utilizes 박선희(2008)'s error correction feedback strategy that utilizes zone of proximal development. The third chapter covers the methodology and experimental design. The study focuses on 24 intermediate to advanced level students from China utilizing online text chat. Through a proficiency exam, four pairs of intermediate students, four mixed pairs of intermediate and advanced students, and four pairs of advanced students were formed and given surveys regarding their affective attitude before the experiment. For the experiment, they had two online text chat sessions, where they would negotiate with teachers over errors. After the experiment, they were given a modified error test and survey measuring their affective attitude. Chapter 4 describes the analysis of the data from the experiment with regards to the research question. It begins by ing the differences between the groups on the strategies utilized by the teachers during negotiations. Structure of negotiations were categorized by looking at the phase of the student after the teacher's indicators. Furthermore, impact of strategies of negotiations was analyzed across the different phases of negotiations. I categorized triggers by vocabulary, grammar, and etc, and structured the interactions in negotiation by indicators, response, and reaction to the response as well as confirmation and reconfirmation, and by the student and the teacher in order to characterize the differences in traits by proficiency of the language. The also covers student's error recognition and acceptance. It showed frequency and the proportion of whether or not the student was able to successfully notice their mistake, and whether or not they were able to correct themselves by proficiency. In addition, it was compared by the structure of negotiations that arose after the teacher's indicators. Using the results of the delayed test, I was able to look at the whether or not the students were able to fix their error and whether or not it persisted. The advanced pair were most successful in fixing their errors, then the mixed pair, then the intermediate pair. The test also indicated that the types of errors made by each of the three groups were different and through frequent meaning negotiation, I could expect that the students are able to sustain their recognition of mistakes and slowly adapt. Finally, through the surveys before and after the experiment, I was able to see that students who participated in the experiments were able to develop opinions on online text chats and negotiations. All three groups were significantly more interested in online text chat, with significant differences between intermediate and advance pair on whether or not they would recommend online text chat and overall opinions. All three groups had meaningful differences in confidence and participation. I was able to find characteristics and traits from these results for each proficiency pairs. The study was able to confirm that online text chat, through negotiations of meaning over the errors, the teachers were able to help the students focus on their words and help recognize their own mistake, and through correction and persistence through acceptance the student were able to get closer to learning their language of choice. There's relevance in that I was able to confirm the impact of synchronous CMC on Korean language education, and I expect this research to continue.
본 연구의 목적은 정보화 사회의 한국어 교육에서 활용 가능한 디지털 매체 중 언어 학습 도구인 온라인 문자 채팅의 오류 수정적 피드백 상황에서 의미협상 양상과 학습자에 대한 영향을 ... |
