The Talk Skills project : improving dialogic interaction in the Korean adult foreign language classroom
The purpose of this study was to develop the Talk Skills pedagogic intervention, implemented in the Korean adult L2 learning context, which aims to raise awareness of effective L2 talk and teach oral communicative strategies that help students to achieve it. The study is underpinned by theories that foreground the importance of language use in L2 classrooms, focusing, most importantly, on the relationship between interaction and second language acquisition, and sociocultural theory for language learning. Review of the literature showed that students had the best opportunities for language learning when classroom talk embodies characteristics such as students giving opinions, offering reasons, sharing information, respectfully challenging each other, attempting to reach agreement, negotiating meaning, noticing and building upon gaps in their language and promoting language learning through scaffolding and emergent language. This type of talk is termed here exploratory talk for language learning. However, research into the Korean context showed that Korean L2 learners encounter problems with classroom group oral interaction that inhibit the production of this kind of talk and that may lead to unfulfilled potential
Skuse, George E.
LB Theory and practice of education ; PE English
The Talk Skills project : improving dialogic interaction in the Korean adult foreign language classroom. The purpose of this study was to develop the Talk Skills pedagogic intervention, implemented in the Korean adult L2 learning context, which aims to raise awareness of effective L2 talk and teach oral communicative strategies that help students to achieve it. The study is underpinned by theories that foreground the importance of language use in L2 classrooms, focusing, most importantly, on the relationship between interaction and second language acquisition, and sociocultural theory for language learning. Review of the literature showed that students had the best opportunities for language learning when classroom talk embodies characteristics such as students giving opinions, offering reasons, sharing information, respectfully challenging each other, attempting to reach agreement, negotiating meaning, noticing and building upon gaps in their language and promoting language learning through scaffolding and emergent language. This type of talk is termed here exploratory talk for language learning. However, research into the Korean context showed that Korean L2 learners encounter problems with classroom group oral interaction that inhibit the production of this kind of talk and that may lead to unfulfilled potential
talk skills project improve dialogic interaction korean adult foreign_language classroom purpose_study develop talk skills pedagogic intervention implemented korean adult learn context aim raise_awareness effective talk teach oral communicative strategy help student achieve study underpinned theory foreground importance language_use classroom focus importantly relationship interaction second_language_acquisition sociocultural theory language_learning review_literature show student best opportunity language_learn classroom talk embody characteristic student give opinion offer reason share information challenge attempt reach agreement negotiate meaning notice building_upon gap language promote language_learn scaffold emergent language type talk term exploratory talk language_learning however korean context show korean learner encounter problem classroom group oral interaction inhibit production kind talk may_lead unfulfilled potential