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최진숙

Choi, Jinsook
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Dialogic interactions in the English-mediated classroom: A case study of a social science class for engineering students in Korea

Author(s)
Choi, JinsookTatar, BradleyKim, Jeong-Yeon
Issued Date
2014-07
DOI
10.5539/ass.v10n16p123
URI
https://scholarworks.unist.ac.kr/handle/201301/5962
Citation
Asian Social Science, v.10, no.16, pp.123 - 130
Abstract
In this paper, we explore the role of dialogic interactions in enhancing L2 undergraduate students' classroom participation at a university in South Korea. Previous studies on English-mediated instruction (EMI) have focused primarily on the efficiency of instruction, as evaluated in terms of the skills and proficiency levels of the students or instructors, based on the assumption that L2 linguistic competence is the primary prerequisite for successful EMI classes. However, drawing upon survey and interview data of students' perceptions of dialogic teaching and classroom observation data, we demonstrate the success of dialogic teaching. Our findings suggest that L2 speakers can participate effectively in interactions in English when the class is designed systematically to allow multiple responses built upon their previous knowledge.
Publisher
Canadian Center of Science and Education
ISSN
1911-2025

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