The Contribution of Output Task to CBI from a Sociocogintive Perspective

• 발행기관: 한국영어교과교육학회
• 저자명: 강애진(AeJin Kang)
• 간행물 정보: 『영어교과교육』영어교과교육 12권 3호, 181~211쪽, 전체 31쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2013.12.31

영문 초록

This study attempted to investigate the assumption of output hypothesis from a sociocognitive perspective by examining college EFL learners’ attitude toward and evaluation on an output task in Content-Based Instruction (CBI) classrooms. The study also endeavored to fill in the gap in CBI research by addressing the issue of how to promote output opportunities in the CBI classroom. It aimed at revealing what should be considered to make an output task effective enough and encourage the L2 learners to experience the language in a productive mode which is supposed to help them process the language in a more rigorous way as suggested by the output hypothesis. Based on the data-analyses of the participants’ responses to a questionnaire, interviews and instructors’ notes, the study showed that the pushed output task (POT) functioned as a scaffolding device which supported academic enhancement as well as induced interaction and participation in the CBI courses. It also discussed weaknesses of the POT and made suggestions as to how the POT can be implemented and practiced in order to fulfill the promised assumptions of output hypothesis and serve the L2 learners in CBI in a most effective way.

목차

Abstract

Ⅰ. INTRODUCTION

Ⅱ. LITERATURE REVIEW

Ⅲ. METHOD

Ⅳ. RESEARCH FINDINGS AND DISCUSSION

Ⅴ. CONCLUSION

REFERENCES

키워드

출력과업 출력가설 내용중심강의 사회인지적 관점 output task output hypothesis content-based instruction sociocognitive perspective