학생들은 언제 말문을 여는가?: 원어민 교사 수업을 중심으로

In the field of second language acquisition research. the role of input. interaction. and output is viewed as critical factors in one's language learning processes. Studies conducted within the last two decades do provide solid empirical evidence supporting the claim. However. little attention has been paid as to why these idealized situations are not possible. or even desirable. for certain groups of learners. Looking at diverse ranges of interactional contexts. this two-year ethnographic study provided contextually loaded explanations of why and how interaction is not possible. Participants nominated sociocultural. institutional. psychological. and linguistic factors as hampering their current learning processes as well as product. Among these factors. teacher characteristics and "che-myon" were extended to their current learning situation. and had a negative impact on their interactional processes in class. Multiple methods (such as interviews. observations. and diaries) plus sources of data collection were employed to enhance the reliability and validity of the study. Based upon the findings of the study. implications are provided for the novice native-speaker teachers and the program developers in a Korean university setting.