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Collaborative Dialogues And L2 Learning: Korean Junior High School Students' Pair-Work In English Composition, Hyo-Sun Seo, Tae-Young Kim Dr.
Collaborative Dialogues And L2 Learning: Korean Junior High School Students' Pair-Work In English Composition, Hyo-Sun Seo, Tae-Young Kim Dr.
Dr. Tae-Young Kim (김태영, 金兌英)
This classroom-based study investigates the relationship between collaborative dialogues and L2 development working in pairs on a collaborative writing task. Specifically, this study focuses on how the students’ pair talk exerted a positive influence on their L2 development. Over a six-week period, three pairs with differing levels of L2 proficiency engaged in a two-stage task: pair writing and individual writing. After the task completion, the six participants were interviewed individually. In order to identify the patterns of prominent pair interaction, the participants’ pair talks were transcribed and analyzed qualitatively in language-related episodes (LREs). The findings suggested that the patterns of …
An Activity Theory Analysis Of L2 Motivational Self-System: A Case Study Of Korean Esl Learners, Tae-Young Kim Dr.
An Activity Theory Analysis Of L2 Motivational Self-System: A Case Study Of Korean Esl Learners, Tae-Young Kim Dr.
Dr. Tae-Young Kim (김태영, 金兌英)
This study makes theoretical refinements by re-interpreting L2 motivational self-system from an Activity Theory (AT) perspective. I analyze longitudinal data obtained from four Korean ESL learners in Toronto. The findings suggest that the dynamism in ESL motivation can be systematically explained by longitudinal AT system models with L2 motivational self-system.
Sociocultural Dynamics Of Esl Learning (De)Motivation: An Activity Theory Analysis Of Two Adult Korean Immigrants, Tae-Young Kim Dr.
Sociocultural Dynamics Of Esl Learning (De)Motivation: An Activity Theory Analysis Of Two Adult Korean Immigrants, Tae-Young Kim Dr.
Dr. Tae-Young Kim (김태영, 金兌英)
This study examines the longitudinal trajectories of two Korean ESL immigrants’ L2 learning motivation from an Activity Theory perspective. Two highly skilled immigrants participated in the monthly semi-structured interviews over a period of 10 months. The research questions are as follows: (1) How does the relationship between ESL learners and their perceived social contexts affect and shape the way in which their ESL learning motivation develops? (2) How can the factors affecting the changes in ESL learning motivation be explained from an Activity Theory perspective? The recurring themes in the monthly interview data were coded and aligned to Engeström’s (1999a) …