Mediating ESL learning through collaborative dialogue
Subtitle: an exploration of the processes occurring between Korean adults and their partners.
Published: 2005
Language: eng
Number of pages: 280
Subjects: Koreans -- Education -- Ontario -- Toronto.; Group work in education -- Ontario -- Toronto.; Team learning approach in education -- Ontario -- Toronto.; English language -- Study and teaching -- Korean speakers.; English language -- Study and teaching -- Foreign speakers.; Communication in education -- Ontario -- Toronto.; Communication in foreign language education -- Ontario -- Toronto.
Description: The objective of the present study was to explore the 'helping' patterns that exist in the collaborative dialogues of adult ESL learners learning English and the factors that affect these 'helping' processes.I analyzed the processes through which the participants conceptualized their ideas and worked toward expressing their conceptualizations in English. The analysis of these processes yielded 7 patterns of working from conceptualization to verbal formulation in English. Unlike the traditional, teacher-fronted approach or a mix of audiolingual and weak communicative teaching approaches, their collaborative dialogue, across the 7 patterns, pushed them toward conceptualizations and English formulations in a beneficial and empowering way. However, a variety of tasks, L1s and affective factors played roles in fostering or hindering the expression of their conceptualizations into English. That expression was a foundation for their full-fledged communication or collaborative dialogue.I conducted a qualitative study with 42 adult ESL learners in the greater Toronto area. Each of the 14 core Korean participants in the present study was paired with a non-core Korean partner and, at another time, a partner with a different first language (L1). They as pair members had different levels of familiarity with each other and different self-perceptions of their English proficiency levels. They engaged in collaborative dialogue involving oral and written critiques of both New York Times editorials and their partners' opinions. While audiotaping their interactions, I observed their dialogues and then conducted post-task interviews with each participant.The findings constitute a basis for the argument that collaborative dialogue be integrated into second language (L2) curricula. At the same time, the findings point to several pedagogical strategies that would help to elicit learners' formulations of ideas in the L2 and/or their attention to accuracy during L2 oral discussions. Among those strategies in the present study were an engagement in L2 writing as an end product and the formulation of ideas in the L1 as a springboard (or reference) for ideas in the L2.
Notes: Thesis (Ph.D.)--University of Toronto, 2005.

Electronic version licensed for access by U. of T. users.

Source: Dissertation Abstracts International, Volume: 66-06, Section: A, page: 2087.