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RISS 인기검색어
- 검색키워드
- 저자 : Ronald P. Leow (검색결과 2 건)
- 무료
- 기관 내 무료
- 유료
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Explicit Learning and Depth of Processing in the Instructed Setting: Theory, Research, and Practice
( Ronald P. Leow ) 글로벌영어교육학회(구 호남영어교육학회) 2018 Studies in English education Vol.23 No.4
It is not unusual that one’s theoretical perception of the process of language learning underlies the way teaching is conducted in the instructed setting (Leow, 2012). This perception (conscious or unconscious) may be based on personal experience, formal second language acquisition (SLA) courses, and/or on research conducted in the empirical strand of instructed second language acquisition (ISLA). The overt manifestation of teachers’ perceptions is easily evidenced in how they present the second or foreign language (L2) or, more importantly, how they promote L2 learning given that learning is an internal process. It is vital, then, that learner processing and processes are well understood in the instructed setting in order to promote robust learning. This chapter (a) provides a concise report of major theoretical underpinnings and empirical studies that address the role of type of learning (implicit and explicit) assumed to take place in instructed settings, (b) probes deeper into what comprises explicit learning in relation to depth of processing and levels of awareness, (c) reports recent studies on depth of processing, and (d) offers pedagogical suggestions based on theoretical underpinnings and empirical findings in ISLA. Crucially, these pedagogical suggestions are framed within a curricular approach to research in ISLA (Leow, in press a; Leow & Cerezo, 2016).
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서보람,Ronald P. Leow 한국외국어대학교 외국어교육연구소 2020 외국어교육연구 Vol.34 No.3
Despite the growing interest in the use of telecollaboration in higher education, little has been documented concerning the effects of interaction in video-based telecollaboration on L2 development in comparison with interaction in the traditional face-to-face (FTF) environment. In addition, very few studies have succeeded in situating the research designs within the language curriculum for robust pedagogical ramifications in addition to addressing statistically performances obtained on different types of assessment tasks. As part of a larger research project on telecollaboration, this study investigated the relative effects of interaction in video-based telecollaboration (Teletandem) and FTF environments, embedded within language curriculum, on L2 oral accuracy development together with the possible role of the type of oral production assessment task in L2 accuracy development across time. Advanced-level learners of Spanish as a foreign language engaged in oral interaction either in Teletandem (with native speakers of Spanish) or in FTF (with nonnative speaker learners) environments six times during the course of one semester. L2 development was measured by a picture-description task and an opinion-stating task. Results showed that interaction both in Teletandem and FTF modes promoted L2 accuracy development over the six sessions, and the type of medium (and their inherent differences of interlocutor type) did not significantly affect L2 development. Furthermore, results indicated that learners achieved greater improvements on the opinion-stating task than on the picture-description task. These findings are discussed in light of research design issues, previous findings, and the need to seriously address the context of learning from a curricular perspective.
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