The Effects of Integrative Tasks on Speaking Performances of Korean EFL Learners

다국어 초록 (Multilingual Abstract)

This paper explored the effect of an integrative task on speaking performances of Korean EFL learners by shedding light on relationships between reading, writing and speaking. Fifty-one freshmen of college enrolled in a required class participated in this study. Over a treatment period of 14 weeks, the experimental group were provided with writing basic skills and writing tasks connected to reading. Meanwhile, the students of the control group were given journal articles for reading and practice exercises for comprehension. A pre and posttest, which consisted of three questions including describing, narrating, and problem-solving speaking tasks, and survey were administered and t-test was utilized for the analysis. As a result, the students who were involved in the integrative task showed significant differences in improvement of their L2 speaking proficiency. Both high and low level students in the treatment group also benefited from the integrative tasks in terms of speaking proficiencies. In addition, the analyses of the survey revealed that the students of the experimental group perceived the integrative tasks as a useful tool for enhancing speaking proficiency of L2. The findings imply that writing, reading and speaking are co-related and the integrative tasks can lead to promote L2 speaking ability.

목차 (Table of Contents)

• I. INTRODUCTION II. LITERATURE REVIEW III. METHOD IV. RESULTS AND DISCUSSION V. CONCLUSION REFERENCES

참고문헌 (Reference)

• 1 이윤나, "영어 말하기 전 쓰기 활동이 대학생의 말하기 수행에 미치는 영향" 팬코리아영어교육학회 22 (22): 143-166, 2010
• 2 나은정, "내용 쓰기(writing to learn)를 통한 영어 학습의 효과 및 이에 대한 학생들의 인식" 한국외국어교육학회 21 (21): 155-186, 2014
• 3 Aaron, P. G., "Written language is as natural as spoken language" 27 (27): 263-311, 2006
• 4 Zhu, X. H., "What do we know about the relationship between speaking and writing in college-level ESL students?" 5 (5): 31-40, 2007
• 5 Vygotsky, L. S., "Thought and language" MIT Press 1986
• 6 Krashen, S., "The natural approach: Language acquisition in the classroom" Pergamon Press 1989
• 7 Oh, J. S., "The effects of summarization as a post-reading activity on high school students’ English reading and writing abilities" Chungbuk National University 2010
• 8 Kim, J. M., "The effect of writing activity on listening, speaking, reading and writing" Yonsei University 2000
• 9 Jacobs, H. L., "Testing ESL composition: A practical approach" Newbury House 1981
• 10 Brown, H. D., "Teaching by principles: An interactive approach to language pedagogy" Addison Wesley Longman 2001
• 11 Hughes, R., "Teaching and researching: Speaking" Routledge 2013
• 12 Davies, P., "Success in English teaching" University Press 2000
• 13 Collins, A., "Speak and write: The value of a combined approach to communication skills" 1982
• 14 Laufer, B., "Second language vocabulary acquisition" Cambridge University Press 20-34, 1997
• 15 Carson, J. E., "Reading-writing relationships in first and second language" 24 : 245-266, 1990
• 16 Zhang, Y., "Reading to speak: Integrating oral communication skills" 47 (47): 32-34, 2009
• 17 최연희, "Reading and writing relations in Korean high school EFL students: Focused on English reading journal writing" 한국외국어교육학회 13 (13): 215-246, 2006
• 18 Shanahan, T., "Reading and writing relations and their development" 36 : 39-50, 2000
• 19 Pagoda, "Pagoda TOEIC RC" Pagoda 2017
• 20 Credu, H., "OPIc SOS skills of speaking" Credu 2014
• 21 Lawrence, R. A., "Making connections between speaking and writing" 1983
• 22 Nunan, D., "Language teaching methodology: A textbook for teachers" Longman 2000
• 23 Grabe, W., "Exploring the dynamics of second language writing" Cambridge University Press 242-262, 2004
• 24 Cleland, A. A., "Do writing and speaking employ the same syntactic representations?" 54 (54): 185-198, 2006
• 25 Hare, V., "Direct instruction of summarization skills" 20 (20): 62-78, 1984
• 26 Choi, J., "Developing speaking ability through extensive reading of children’s literature: A study on Korean college-level EFL students" HanYang University 2014
• 27 Schleppegrell, M. J., "Developing advanced literacy in first and second languages meaning with power" Lawrence Erlbaum 2002
• 28 Hirvela, A., "Connecting reading and writing in second language writing instruction" The University of Michigan Press 2004
• 29 Dekeyser, R. M., "Cognition & second language instruction" Cambridge University Press 125-151, 2001
• 30 Lightbown, P. M., "Classroom SLA research and second language teaching" 21 (21): 431-462, 2000
• 31 Kim, S. A., "Characteristics of EFL readers’ summary writing : A study with Korean university students" 34 (34): 569-581, 2001
• 32 Cho, K., "Acquisition of vocabulary from the Sweet Valley Kids series : Adult ESL acquisition" 37 (37): 662-667, 1994
• 33 Moon, K. Y., "A study of the effects of narrative texts on high schools students’ English proficiency" Korea National University 2013
• 34 Ur, P., "A course in language teaching: Practice and theory" Cambridge University Press 1996
• 35 Lee, E. H., "A comparison of Korean EFL learners’ oral and written production" 12 (12): 62-85, 2006
• 36 최종녀, "A Case Study of Korean EFL Students: The Development of Speaking Proficiency through Reading Children's Literature" 한국영미문학교육학회 16 (16): 179-204, 2012