[제2언어습득] Grammar Searches for Wh -questions during Task Performance in English

It is important for second language (L2) learners to be able to ask wh-questions in interaction. However, making wh-questions can be difficult for beginning-level L2 learners, particularly for those learners whose L1 and L2 differ in the way wh-questions are formed. Based on this point, we investigated such learners’ grammar searches for wh-questions in L2 interaction, using both conversation analysis and phonetic analysis. Sixty-six beginning-level Korean-speaking child learners of English (age range: 11-12) completed a conversation task in which they discussed the topic “birthdays” (e.g., birthday parties, birthday gifts) in pairs. The talks were transcribed following Jefferson’s (2004) conversation analysis conventions. To compare the phonetic realization of wh-words involved in grammar searches and those not involved in grammar searches, we selected only those utterances starting with what (39 cases including 5 with grammar searches) and when (31 cases including 5 with grammar searches) due to their relatively high frequency. We then analyzed the duration of the first wh-words and the pauses following them and the normalized pitch contour of the first wh-words. The conversation analysis showed that grammar searches for wh-questions were initiated by the speaker him/herself and then resolved by the speaker him/herself or by the interactant during conversation. The phonetic analysis revealed that wh-words occurring in grammar searches were longer in duration, followed by longer pauses, and associated with rise-fall or rise-level pitch contours. These findings provide useful implications for L2 teaching: the use of formulaic expressions and interactive activities can facilitate L2 learners’ development of wh-questions.