This study sets out to analyse the influence of interaction and affective factors according to using learner's mother tongue. This study began under the premise that the interaction between teacher and student have a positive effect in the acquisition...
This study sets out to analyse the influence of interaction and affective factors according to using learner's mother tongue. This study began under the premise that the interaction between teacher and student have a positive effect in the acquisition of the second language.
To analyse interaction, two times of experiment were conducted like pre-experiment and main-experiment. These experiment were conducts on the subjeсts consisting of Chinese learners whose native language was identical. The subjects were divided into a class which uses learner's mother tongue and another class which uses only Korean.
Such process was recorded for transcription and analysis. The result from the experiment were analyzed as follows.
Difference of the interactions from the pre-experiment were analyzed in four aspects, which include negotiation of meaning, language- switching, teacher's metalangage, and sharing digression.
In the main-experiment, four aspects divided into more detail conversation pattern between teacher and learner. Through this conversation sequence, it could be found mother tongue's assistance structure and role.
Mother tongue's assistance structure is a total of 23 conversation sequence. In the most helpful structure, mother tongue is as a role when teacher provides the learner with the tool which is necessary to actively participate in the negotiation through scaffolding.
And also in a class which uses learner's mother tongue learner's utterance rate is more high than class which uses only Korean.
To analyse affective factors, experiment were conducted by survey. The subject were 149 beginning level students. Group A was taught Korean by students' mother tongue, group B was taught Korean by Korean.
Standardized experiment teaching was respectively provided to the two group. The instruments used in this study were anxiety, risk-taking, attitude, interesting inventory. The collected data were analysed by t-test and correlation analysis.
The findings of the experiment are as follows. First of all, it was found that there were meaningful difference on risk-taking and attitude between the two group according to the teacher's use of leaner's mother language. Group A showed higher level of risk-taking than the other group and group B showed anxiety, attitude and interesting.
Second, there were meaningful difference on correlation of affective factors between two group according to teacher's use of leaner's mother language. Group A showed that there were higher correlation of all of affective factors. But In group B, there were correlation of anxiety and risk-taking, attitude and interesting.
Recently, a number of foreign researches have note the importance of mother tongue use in second language classroom, but there have been an active researches on Korean language education nor on the effects of use mother tongue.
Therefore, this study has conclude that by discovering the patterns of between teacher and learner by using learner's mother tough, and it will present an opportunity to examine the effects of use of learner's mother tough. And through the use of learner's mother tough, positive effect on the leaner's affective factor.
In conclusion, learner's mother based as scaffolding can be very effective in langage acquisition, futhermore, provide better interaction based as focusing on meaning.
，韩语毕业论文，韩语毕业论文 |
