이야기 말하기 활동에서 학습자 간 상호작용과 언어 학습 - 초등 영어 수업을 중심으로 (Learner-learner Interaction and Language Learning in Storytelling Activities: Focusing on Elementary English Classes)

김진영 (Kim, Jinyoung); 이승민 (Sueung-Min Lee)

doi:10.23041/jsst.2022.7.2.006

Learner-learner Interaction and Language Learning in Storytelling Activities: Focusing on Elementary English Classes

Journal of Studies on Schools and Teaching
Abbr : JSST
2022, 7(2), pp.111-132
DOI : 10.23041/jsst.2022.7.2.006
Publisher : Education Research Institute at CNUE
Research Area : Social Science > Education
Received : July 1, 2022
Accepted : August 29, 2022
Published : August 31, 2022

Kim, Jinyoung ¹, Sueung-Min Lee ²

¹조암초등학교
²청주교육대학교

Accredited

ABSTRACT

The core of the learning principle in social constructivism is to identify the learners’ zone of proximal development through interaction and to promote cognitive thinking by providing scaffolding. From this point of view, interactions required for learning usually mean teacher–learner interaction but similar interactions can occur between learners in collaborative activities. Considering these points, this study focused on the interaction between learners and language learning and examined the effect of elementary school students’ English level on interaction and learning key expressions in cooperative activities. To this end, a collaborative activity was devised and applied to elementary school students. The amount and quality of interaction and the degree of improvement in learning were also analyzed. The results of this study are summarized as follows: First, even in the case of elementary school students, the interaction between learners actively occurred, and it took place in a way that was helpful for language learning. However, the amount and quality of interaction required for language learning were different depending on the students’ levels, that is, the difference in their prior knowledge. Second, the degree of learning was improved by the interaction between learners, and the more active the interaction, the greater was the degree of learning. In addition, the students’ levels had an important influence on the degree of improvement in learning. In this way, interaction plays an important role in promoting learning, and the amount and quality of interaction may vary depending on learner variables such as the students’ levels.

KEYWORDS

storytelling activity, learner-learner interaction, language learning, zone of proximal development, scaffolding

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* References for papers published after 2023 are currently being built.

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Journal of Studies on Schools and Teaching 2023 KCI Impact Factor : 1.77

Learner-learner Interaction and Language Learning in Storytelling Activities: Focusing on Elementary English Classes

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Citation status

* References for papers published after 2023 are currently being built.

Journal of Studies on Schools and Teaching 2023 KCI Impact Factor : 1.77

Learner-learner Interaction and Language Learning in Storytelling Activities: Focusing on Elementary English Classes

ABSTRACT

KEYWORDS

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* References for papers published after 2023 are currently being built.