사회문화이론적 관점에서 본 한국어 학습자의 L1 사용 연구

A Study on L1 Use of Korean Learners from the Perspective of Sociocultural Theory

The purpose of this study is to reveal the relationship between learner’s use of L1 and Korean language learning, and to derive educational implications of learner’s use of L1. To do this, this study examines Chinese learners’ learner-learner dialogues which were produced while they participated in role-play tasks, and analyzed the L1 use of learners included in the dialogues. As a result, in the case of this study, when learners construct the content of role-playing, they use their L1 to check if it is appropriate according to the instructions of the task, to discuss different opinions, and to communicate their opinions more accurately. In addition, learners used their L1 for the purpose of choosing the more appropriate Korean expression which is to be used in the role play and supplementing the lack of Korean knowledge of peer learners. Finally, learners used L1 to understand the task itself in order to carry out the task successfully. Thus, in this study, it was confirmed that L1 is used as a support tool for L2 learners to accomplish more successfully the task of role-playing, which is communicative task in Korean language learning. In the communicative language classroom, it is almost impossible not to control learner’s L1 use at all. However, since L1 use can support the accomplishment of the L2 task, it is necessary for the Korean language learner to use it partially considering the specific learning objectives set in the individual classroom and the characteristics of the learner.