Study of communicative grammar instruction for Korean second language learners' writing and skills in English

232 Pages·1999·3.1 MB·English

by  Yang, Sung Hwa, 1971

ASTUFDOYROKFOCRWOERMAIMNTUISNNEIGCCOSAKNTIDILVLLSEAINGNGREUANAMGGLMEIASLRHEAIRNNSETRRSU'CTION
BY
OAFDTIHSESOEUFRNTITAVHTEEIRORSNEIDQTPOYURCIEOTRSFOEEFRMNLETOONERFDTIPSDTHAOFIOILTNROHSPTEOAHGRPETHRIDYAAEDLGURFAEUTLEEFOISFLCLHMOEONLT
UNIVERSITYOFFLORIDA
ACKNOWLEDGEMENTS
Thisdissertationhasbeenayearcollaborationcraflcdandsupportedby
manypeople,noneofwhomacceptsimplesolutionsforcomplexproblems.My
deepappreciationgoestoalltheteachersandtheKoreanstudentswho
participatedinthisstudy.Threegrammarclassroomteachersofthisintensive
EnglishlanguageprogramofonemajoruniversitylocatedintheSoutheastern
partoftheUnitedStatesofAmericapermittedmetoobservetheirclassesand
participatedvoluntarilyintheinterviews.Fourreading/writingclassteachersof
theintensiveEnglishlanguageprogramgavemeaccesstoKoreanstudents'
writingsamples.SevenKoreanstudentsparticipatedintheinterviewsproviding
mewiththeperspectivesontheirEnglishlanguagelearningexperiencesbothin
andoutsidetheintensivelanguageprogramoverthestudy'speriod.Theyalso
showedmetheirwritingsamplesovertimefaithfully.Iappreciatemosttheir
willingnesstospeakthoughtfullyandhonestlyduringtheinterviewprocesses.
mysupWeorvridssorcaannndoctoemxmpirtetsseethcehagirrattihtruoduegIhofeuetlmtyowgarradduDart.eCslteumdeynasttHhaellman.As
UniversityofFlorida,heinvitedmeintotheprofessionalconversation,
encouragingmetoworkharderinmymajorareaofstudy.Healwaysguidedme
intherightdirection.Hewasthefirstfacultymembertobelieveinmyabilityand
languageprogram.Hewaskind,enthusiastic,andintelligent.
Inaddition,Iwasextremelyfortunatetoworkwithanexemplarydoctoral
committee,averitablegoldmineofexpertise.Itwasaverysupportivecommittee.
Theircollectivewisdomguidedmyresearchskillsandtheirindividualkindness
studywhenIfirstdiscussedwithhimthenatureofthestudy.Withhiscorrect
guidance,Isucceededinconductingthestudywiththerightresearchmethod.
Dr.RogerThompsontaughtmewhatkindofdataIshouldcollectandhow
toanalyzethecollecteddataforthisstudy.Heinspiredmewiththeideasof
Englisheducationforsecondlanguagelearnersinhiscourses,especiallyinthe
'SecondLanguageAcquisition'course.Inthatcourse,Ifirstformulatedanidea
fordoingastudyofcommunicativegrammar.Hisgentlewaysofsuggestion
helpedmetoaccepthisideas.
Dr.JaneTownsendguidedmygrowthasaqualitativeresearcher.Fromher
tIolemaarkneedmhyowwotnodeusreinmgasnvyisdiibflfee.rCenotnvteoroslsataipopnrsopwriitahtehetrotinhseptiarsekd.aSnhdegnuuiddgeeddmme,e
helpingmeformulatequestions.Herownresearchservedasamodelformine,
wmdieetmohananssdOthnrweailatspidpeneodgrmsmt.oheneSahatlroetnbwoaetanlesid.eaqvIueovaeiwlnrieytmymyssupyepolspdfsoe.irebtpJlieaevseetiCnbthuehutdalunccrkYaistatiitncooagnlmaatlynedrafecaJshmueeinarlrgyfcoWhwrohmIoneas.dBemaibcercleki,ehfemriyn
lovingandverydevotedparents,havealwaysbeenproudoftheirdaughterand
supportedherstudyfromthefardistanceofSouthKorea.Mykindparents-in-law
whofundedmygraduatestudyhereintheUniversityofFloridadeservemy
deepestappreciation.Ifinallythankmyhusbandforhispatienceandhelp
ihrouahouimygraduatestudy.
TABLEOFCONTENTS
ACKNOWLEDGEMENTS
ACBHSATPRTAECRT.S._.-.™._^.h.h.h.„.h,h,_.„.„,„.„._._„__.
1INTRODUCTION
SSDBReiteafgascinteknieagifmrrtieciconhoautnnQncouudefefsutTtfheietrohPmnerssoStbulde)m
2REVIEWOFRELATEDLITERATURE
GCIeoramarmmnuminnaigrcSaPtteyidlveaegaonAgdpipeCrsuolatucrheestoTeachingEnglish.
3METHOD
SellingoftheStudy
4CTTOThhhMeeeMABIUndetgNveiaIrnnmCnceidAenidTgatIlIeeeVv»lEeeellvGeGGlRrrGaAarmmMmamMamarmAraCRCrllaaCIsslNssaSrrsoTosoorRmmoUoCmTION.
iTHENATUREOFKOREANSTIIDEMS'LANGUAGEIEARNING88
6WCCHSRKSYYhh.uyoooIuumuuuuTYllmnnnnIoaggSHHWuNrooneSHoGyogoePo«SoSaCK.KroCh»PJkIhnuanaLognk*Li.S..'DEVELOPMENT HO
7SSTTTUuhhhMmeeemMBIAaneAdrtgvReyiarnYnmnceideAnidgNatLLDeeevvLDeeeIllvSeWWlCnnUWnnSnnnSnggInOSSgNaammSppallmeepssles 1HI1I98S6i1S63
SDImiupsmlcmiucsaasrtiyioononfstheResults 211099329
APPENDICES
AINFORMEDCONSENTPROTOCOLS 212
BINTERVIEWPROTOCOLS 216
RBIEOFGERRAEPNHCIECSALSK-ETCH 22212*
AbosfRtetrhqaeucitUrnoeifmvDeeirnsstsisetryftooartftiFholenoDrPierdegasreeinnetPeoadfrttDiooacltthFeourlGforiafldlPumhaeitnlteosoSofcphthohyoel
ASTUFDOYROKFOCRWOERMAIMNTUISNNEIGCCOSAKNTIDILLVLSEAINGNGREUANAGMGLMEIASLRHEAIRNNSETRRSU'CTION
By
SungHwaYang
May1999
CMhaajionrDDer.paCrltemmeentn:sILn.sHtraulcltmioann&Curriculum
TheacademicskillofwritingisamajorconcernareaofEnglisheducators
partoftheUnitedStatesofAmerica,investigatedthenatureofsixKorean
students’writingdevelopmentinrelationtotheirEnglishlanguagelearning
CommunicativegrammarinstructionprovidedintheintensiveEnglish
languageprogramwasdescribedindetailastheseKoreanstudents'major
Englishlanguagelearningintheintensivelanguageprogram.Thisdescription
wasdonethroughtheanalysesofthegrammarclasstextbooks,theresearcher's
transcriptsofrealclassroomlessons,andthethreegrammarteachers’interviews.
experiencesbothinandoutsidetheintensivelanguageprogramweredescribed
throughtwoin-depthinterviewswiththem.Writingsamplesovera7-month
periodinwhichtheseKoreanstudentsattendedtheprogramwerecollectedunder
Resultsindicatethataninductiveapproachtogrammarpresentationwhere
educationalmaterials,andcommunicativegrammarpracticeactivitieseitherin
spokenorinwrittenformwereusedinthegrammarclassesoftheintensive
Englishlanguageprogram.ThesixKoreanstudentsshoweddevelopmentover
limeintheirwritingskillsintermsofgrammar,vocabulary,organization,
content,andlength.Significantfactorsthatmayhaveinfluencedthesestudents’
writingskills'developmentovertimewerefoundtobetheKoreanstudents’
positivereactionstothecommunicativegrammarinstructionalprocessandits
teachers,theamountofreadingdoneoutsidetheprogram,andtheamountof
spokeninteractionsdonebothinandoutsidetheprogram.Thecommunicative
grammarinstructionandtheintegratedskillsinstructioncouldhaveimplications
foreducationalprogramsinSouthKorea.
INCTHRAOPDTUECRTI1ON
Background
Theresearcher’smajorfieldofsludyisTeachingEnglishtoSpeakersof
OtherLanguages(ESOL)Thereareseveralimportantareasofconcernforsecond
languageeducatorstoworryabout.Theyarethefourlanguageskillswhichore
listening,speaking,reading,writing,inadditiontogrammar.Explicitandimplicit
grammaticalabilitiesaredirectlyrelatedtosecondlanguagestudents’readingand
writingabilities.Therefore,effectivegrammarinstructionisneeded(Celce-
Murcia,1985).
Duringthepast25years,severalapproachestoEnglishgrammarinstruction
havebeenavailabletosecondlanguageeducatorsandsecondlanguagestudents.
HAonweevwearn,dnionnneovoafttivheemap(pElrloias,ch19to93g)rparmomvairdeidnsetfrfueccttiiovnetshtautdehnatslaepaprenairnegdouistcthoemes.
“communicativeapproach."Inthisapproach,grammaristaughtwithin
students(Mitchell&Redmond,1993;Savignon,1991).Severalstudies(Krashen,
1982;Prabhu,1987;Swain,1985)haveadvocateditseffectivenessoverother
approaches.
Theresearcher'sethnicityisKorean.InSouthKorea,whereEnglishis
taughtasaforeignlanguage,effectivegrammarinstructionisdesperatelyneeded.
InSouthKorea,Englishistaughtinmiddleandhighschoolsasaforeignlanguage
curriculum.Itistaughtasasubjectmatter.Koreanteacherswhomajoredin
EnglisheducationattheTeachers'CollegeinauniversityinSouthKoreateach
the‘English'subjectmatterinmiddleandhighschools.TheEnglishlanguageis
approachedfirstthroughadetailedanalysisofitsgrammarrules,followedbyan
applicationofthisknowledgetothetaskoftranslatingsentencesandtextsoutof
thetargetlanguageintoKorean.Therefore,memorizinggrammarrulesandfactsis
requiredinordertounderstandandmanipulatethemorphologyandsyntaxofthe
foreignlanguagewhichisEnglish.Inthisway,thefirstlanguageismaintainedas
thereferencesystemintheacquisitionofthesecondlanguage(Stem,1983).In
thiscurriculum,readingoutloudthetextbookofthe‘English'subjectandreciting
thememorizeddialoguespresentedinthetextbookconsistofthespeakingtasks.
Listeningtothetextcontentsthroughaudio-tapesplayedbytheteacherconsistsof
majorlisteningtasks.Readingisdonethroughthegrammartranslationwork,and
writingisdonemainlythroughgrammarexercisesandtranslationsofKoreaninto
VocabulaiyselectionisbasedsolelyonthereadingsoftheEnglishtextbook,
andwordsaretaughtthroughbilingualwordlists,dictionarystudy,and
memorization.ThegrammarrulesarepresentedintheEnglishtextbook.The
sentenceisthebasicunitofteachingandlanguagepractice.Muchofthelessonis
devotedtotranslatingsentencesoutofthetargetlanguageintoKorean.Accuracy