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Despite its popularity and potential in second language acquisition, text-based online chat has an inherent problem to be used for the educational purpose because there is frequent omission of function words during chat. To reduce this problem, the current study employed textual enhancement of the target feature, which is conducted by students along with chat activities. The combination of these two sessions is premised on the belief that by enhancing the target item students can be more aware of and use the target item correctly during the chat session. However, the results showed that input sessions did not motivate students to be aware of determiners, and, accordingly, did not promote the use of them during chat. One possible explanation is that textual enhancement requires the student’s receptive skill, while the script from online chat reflects the student’s productive skill. Therefore, it seems that meta-cognitive awareness during input session is not necessarily transferred to during online chat.
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참고문헌 (24)
참고문헌 신청
Blake, R / 2000 / Computer mediated communication: A window on L2 Spanish interlanguage / Language Learning and Technology 4 (1) : 120 ~ 136
Doughty, C / 1998 / Pedagogical choices in focus on form / Cambridge University Press : 197 ~ 261
Ha, J / 2005 / The effect of textual enhancement for developing English determiners: the role of meta-awareness / The Jungang Journal of English Language and Literature 47 (4
Ha, J / 2006 / The role of meta-awareness and task type on the use of determiners during internet chat / Multimedia- Assisted Language Learning 9 (2) : 26 ~ 52
Izumi, S. / 2002 / Output, input enhancement, and the noticing hypothesis: an experimental study on ESL relativization / Studies in Second Language Acquisition 24 : 547 ~ 577
Doughty, C / 1998 / Pedagogical choices in focus on form / Cambridge University Press : 197 ~ 261
Ha, J / 2005 / The effect of textual enhancement for developing English determiners: the role of meta-awareness / The Jungang Journal of English Language and Literature 47 (4
Ha, J / 2006 / The role of meta-awareness and task type on the use of determiners during internet chat / Multimedia- Assisted Language Learning 9 (2) : 26 ~ 52
Izumi, S. / 2002 / Output, input enhancement, and the noticing hypothesis: an experimental study on ESL relativization / Studies in Second Language Acquisition 24 : 547 ~ 577
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