또래 멘토링을 통한 멘토-멘티 상호작용이 영어학습에 미치는 영향

• 영문명: Characteristics of peer mentor-mentee interactions related to positive English learning experiences.
• 발행기관: 팬코리아영어교육학회(구 영남영어교육학회)
• 저자명: 이혜정(Lee Hye jung) 임현우(Lim Hyun Woo)
• 간행물 정보: 『영어교육연구』제30권 2호, 87~106쪽, 전체 20쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2018.06.30

영문 초록

The present study examined the characteristics of interactions between peer mentors and mentees related to positive English learning experiences. Six Korean middle school students (three mentor-mentee pairs) voluntarily participated in a four-week peer-mentoring program. During the mentoring sessions, participants reviewed what they had learned in their regular English classes. Analyses of audiotaped conversations between mentors and mentees suggest that the qualities of interactions between mentors and mentees could facilitate as well as limit their learning and motivation. The interaction patterns related to positive English learning experiences consisted of (1) mentors’ request for explanation, evaluation, or application, (2) mentees’ explanatory responses, and (3) mentors’ feedback for expansion and reformulation. In addition, mentors’ emotional support to cope with mentees’ task failure exerted a positive role in maintaining mentees’ motivation to learn. Based on the study results, the need for an ongoing-training program to help mentors and mentees with effective communication and coping strategies to promote positive learning outcomes is suggested. Limitations of the study and suggestions for future research are provided. (169 words)

목차

I. 서 론

II. 선행연구 고찰

III. 방법론

IV. 연구결과

V. 논의 및 결론

참 고 문 헌

키워드

peer mentoring mentor-mentee interaction initiate-response-follow-up English underachievement positive English learning experience