학습목표
01
모국어 습득에서 보편적 발전단계를 이해핚다.
02
외국어 습득에서 보편적인 중갂언어 발전단계의 개념을 이해핚다.
03
학습자의 오류에 대핚 정의적(affective), 인지적(cognitive) 피드백의 개념을 이해하고 관련교수방법을 학습핚다.
1. Linguistic Principles
1) Preview (Brown, 2007)
Native Language Effect
01
Interlanguage
02
Communicative Competence
03
2. Interlanguage
1) Principle
(Brown, 2007, p. 77)
Second language learners tend to go through a systematic or quasi-systematic developmental process as they progress to full Competence in the target language.
Successful interlanguage development is partially
a result of utilizing feedback from others.
3. Research Background
1) Grammatical Morphemes (L1 vs. L2)
(Lightbown & Spada, 2006, p. 3) Grammatical morphemes (L1)
Present progressive –ing
01
irregular past forms (went) copular (be)
regular past –ed auxiliary be
plural – s possessive ’s articles
third person – s
3. Research Background
1) Grammatical Morphemes (L1 vs. L2)
(Lightbown & Spada, 2006, p. 84) Grammatical morphemes (L2)
- ing, plural, copular ⇨
02
auxiliary be ⇨ irregular past ⇨
Regular, third person, possessive
3. Research Background
2) Negation (L1 vs. L2)
(Lightbown & Spada, 2006, pp. 4~5) Negation (L1)
Stage 1 : No cookie.
01
Stage 2 : Daddy no comb hair.
Stage 3 : He can’t do it/ He don’t want it.
Stage 4 : She doesn’t want it.
3. Research Background
2) Negation (L1 vs. L2)
(Lightbown & Spada, 2006, pp. 85-86) Negation (German of L2)
Stage 1 : No bicycle. / I no like it.
02
Stage 2 : He don’t like it. / I don’t can sing.
Stage 3 : You can not go there. / She don’t like rice. (German V + negative)
Stage 4 : It doesn’t work. / We didn’t supper.
3. Research Background
3) Questions (L1 vs. L2)
(Lightbown & Spada, 2006, pp. 5~7) Questions (L1)
Stage 1 : Cookie? Mummy book?
01
Stage 2 : You like this?
Stage 3 : Can I go? / Is the teddy is tired?
Stage 4 : Do dogs like ice cream?
Stage 5 : Wh -questions (what, where/who, why, & how/when)
3. Research Background
3) Questions (L1 vs. L2)
(Lightbown & Spada, 2006, pp. 86~87) Questions (French of L2)
Stage 1 : Dog? Four children?
02
Stage 2 : It’s a monster in the right corner?
Stage 3 : Is the picture does two planets on top?
Stage 4 : Is there a fish in the water? (German: 본동사의 전치)
Stage 5 : What’s the boy doing?
4. Pedagogical Implications
1) Affective and Cognitive Feedback
(Vigil & Oller, 1976, cited in Brown, 2007, p. 271) Affective Feedback : Attempt to Communicate
Positive : Keep going; I’m listening.
01
Neutral : I’m not sure I want to maintain this conversation.
Negative : This conversation is over.
Cognitive Feedback : Message & Linguistic Devices Positive : I understand your message; it’s clear.
02
Neutral : I’m not sure if I correctly understand you or not.
Negative : I don’t understand what you’re saying; it’s not clear.
4. Pedagogical Implications
2) Classroom Applications
Distinguish interlanguage errors and others (interference/mistakes)
01
Try to get students to self-correct errors (mistakes)
02
Provide ample affective (positive) feedback before cognitive feedback
03
(Brown, 2007, p. 78)
학습정리
01
모국어 습득에서 보편적인 발전단계가 존재핚다.
외국어 학습에서 보편적 중갂언어발전단계가 존재하며, 모국어의 발전단계와 달리 학습자의 모국어의 전이현상이 함께 수반된다.
02
학습자의 오류에 대핚 피드백은 정의적, 인지적 피드백으로 구성되며, 각각의 피드백은 긍정적, 중립적, 부정적 피드백으로 나눌 수 있다.
03
정답) 1) Direct learning의 개념은 모국어의 개입없이 외국 어를 직접 학습하는 것을 뜻함
01 What phenomenon does the following refer to : L2 learners develop L2 in gradual, systematic stages.
02 What kind of feedback does the native provide for L2 learner?
Native: I understand your message.
1) Universal grammar 2) Overgeneralization 3) Interlanguage development 4) inter-lingual transfer
정답) 3) 보편적이고 체계적으로 외국어 학습해가는 과정은 중갂언어발전단계에 해당함.
1) positive affective 2) negative affective 3) positive cognitive 4) negative cognitive
