Cílem této diplomové práce je otestovat efektivitu kolaborativního dialogu v rámci osvojení si druhého jazyka, Konkrétně budu testovat hypotézu, že produkce druhého jazyka v rámci kolaborativního dialogu vede k učení (Swain a Lapkin 1998; Swain 2000). V teoretické části shrnu dosavadní výzkum, který se týká output hypotézy (Swain 1985; Swain a Lapkin 1995) a kolaborativního dialogu (Swain a Lapkin 1998; Swain 2000) v rámci osvojení si cizího jazyka. Porovnám různé přístupy k output hypotéze a kolaborativnímu dialogu (Pica et al. 1989; De Bot 1996; Izumi 2002; Colina a García Mayo 2006; Russell 2014; Ammar a Hassan 2018) a porovnám jejich zjištění.
V praktické části budu pracovat s výsledky experimentu, kterého se budou účastnit žáci českého gymnázia, kteří se učí angličtinu jako druhý jazyk. Účastníci budou spolupracovat ve dvojicích n atom, aby společně sestavily a sepsali příběh na základě přidělené obrázkové předlohy. Data z experimentu budou obsahovat audio nahrávku spolupráce každé dvojice a sepsaný příběh jakožto konečný produkt jejich vzájemné spolupráce.
V audio nahrávce se zaměřím na vyhledání "language-related episodes" (LRE) (Swain a Lapkin 1995) v každém z dialogů. LRE jsou pasáže, ve kterých si žáci uvědomí, že mají nedostatky ve své produkci druhého jazyka a tyto nedostatky se následně snaží kompenzovat různými lingvistickými strategiemi. Swain a Lapkin (1998) tvrdily, že LRE jsou zásadní pro učení se jazyka, jelikož slouží k testování hypotéz o druhém jazyku a zároveň jako urychlení procesu učení se druhého jazyka.
Anotace v angličtině
The aim of this thesis is to examine the potential benefits of collaborative dialogue for second language acquisition, specifically I test the hypothesis that producing language output in collaborative dialogue leads to learning (Swain and Lapkin 1998; Swain 2000). In the theoretical part, I will review the existing research on output hypothesis (Swain 1985; Swain and Lapkin 1995) and collaborative dialogue (Swain and Lapkin 1998; Swain 2000) in the field of second language acquisition. I will compare distinct approaches to testing the output hypothesis and collaborative dialogue (Pica et al. 1989; De Bot 1996; Izumi 2002; Colina and García Mayo 2006; Russell 2014; Ammar and Hassan 2018) and discuss their findings.
The practical part will report results of an experiment with Czech grammar school learners of English. The participants will cooperate in pairs to construct and write down a story based on an assigned picture model. The data elicited from the experiment will include an audio-recording of each pair's collaborative dialogue and a written story as the final product of their cooperation.
In the audio-recording, I will focus on identifying "language-related episodes" (LRE) (Swain and Lapkin 1995) in each dialogue. LRE are moments when learners realise there is a gap in their L2 knowledge during L2 production and attempt to compensate for the lack of knowledge by using diverse linguistic strategies. Swain and Lapkin (1998) suggested that LRE are essential for language learning as they serve both for testing learners' hypotheses about L2 and for enhancement of second language learning.
Klíčová slova
produkce, output hypotéza, kolaborativní dialog, osvojování druhého jazyka
Klíčová slova v angličtině
output, Output Hypothesis, collaborative dialogue, second language acquisition
Rozsah průvodní práce
116
Jazyk
AN
Anotace
Cílem této diplomové práce je otestovat efektivitu kolaborativního dialogu v rámci osvojení si druhého jazyka, Konkrétně budu testovat hypotézu, že produkce druhého jazyka v rámci kolaborativního dialogu vede k učení (Swain a Lapkin 1998; Swain 2000). V teoretické části shrnu dosavadní výzkum, který se týká output hypotézy (Swain 1985; Swain a Lapkin 1995) a kolaborativního dialogu (Swain a Lapkin 1998; Swain 2000) v rámci osvojení si cizího jazyka. Porovnám různé přístupy k output hypotéze a kolaborativnímu dialogu (Pica et al. 1989; De Bot 1996; Izumi 2002; Colina a García Mayo 2006; Russell 2014; Ammar a Hassan 2018) a porovnám jejich zjištění.
V praktické části budu pracovat s výsledky experimentu, kterého se budou účastnit žáci českého gymnázia, kteří se učí angličtinu jako druhý jazyk. Účastníci budou spolupracovat ve dvojicích n atom, aby společně sestavily a sepsali příběh na základě přidělené obrázkové předlohy. Data z experimentu budou obsahovat audio nahrávku spolupráce každé dvojice a sepsaný příběh jakožto konečný produkt jejich vzájemné spolupráce.
V audio nahrávce se zaměřím na vyhledání "language-related episodes" (LRE) (Swain a Lapkin 1995) v každém z dialogů. LRE jsou pasáže, ve kterých si žáci uvědomí, že mají nedostatky ve své produkci druhého jazyka a tyto nedostatky se následně snaží kompenzovat různými lingvistickými strategiemi. Swain a Lapkin (1998) tvrdily, že LRE jsou zásadní pro učení se jazyka, jelikož slouží k testování hypotéz o druhém jazyku a zároveň jako urychlení procesu učení se druhého jazyka.
Anotace v angličtině
The aim of this thesis is to examine the potential benefits of collaborative dialogue for second language acquisition, specifically I test the hypothesis that producing language output in collaborative dialogue leads to learning (Swain and Lapkin 1998; Swain 2000). In the theoretical part, I will review the existing research on output hypothesis (Swain 1985; Swain and Lapkin 1995) and collaborative dialogue (Swain and Lapkin 1998; Swain 2000) in the field of second language acquisition. I will compare distinct approaches to testing the output hypothesis and collaborative dialogue (Pica et al. 1989; De Bot 1996; Izumi 2002; Colina and García Mayo 2006; Russell 2014; Ammar and Hassan 2018) and discuss their findings.
The practical part will report results of an experiment with Czech grammar school learners of English. The participants will cooperate in pairs to construct and write down a story based on an assigned picture model. The data elicited from the experiment will include an audio-recording of each pair's collaborative dialogue and a written story as the final product of their cooperation.
In the audio-recording, I will focus on identifying "language-related episodes" (LRE) (Swain and Lapkin 1995) in each dialogue. LRE are moments when learners realise there is a gap in their L2 knowledge during L2 production and attempt to compensate for the lack of knowledge by using diverse linguistic strategies. Swain and Lapkin (1998) suggested that LRE are essential for language learning as they serve both for testing learners' hypotheses about L2 and for enhancement of second language learning.
Klíčová slova
produkce, output hypotéza, kolaborativní dialog, osvojování druhého jazyka
Klíčová slova v angličtině
output, Output Hypothesis, collaborative dialogue, second language acquisition
Zásady pro vypracování
The aim of this thesis is to examine the potential benefits of collaborative dialogue for second language acquisition, specifically I test the hypothesis that producing language output in collaborative dialogue leads to learning (Swain and Lapkin 1998; Swain 2000). In the theoretical part, I will review the existing research on output hypothesis (Swain 1985; Swain and Lapkin 1995) and collaborative dialogue (Swain and Lapkin 1998; Swain 2000) in the field of second language acquisition. I will compare four approaches to testing the output hypothesis (Pica et al. 1989; De Bot 1996; Izumi 2002; Russell 2014) and discuss their findings.
The practical part will report results of an experiment with Czech grammar school learners of English. The participants will cooperate in pairs to construct and write down a story based on an assigned picture model. The data elicited from the experiment will include an audio-recording of each pair’s collaborative dialogue and a written story as the final product of their cooperation.
In the audio-recording, I will focus on identifying "language-related episodes” (LRE) (Swain and Lapkin 1995) in each dialogue. LRE are moments when learners realise there is a gap in their L2 knowledge during L2 production and attempt to compensate for the lack of knowledge by using diverse linguistic strategies. Swain and Lapkin (1998) suggested that LRE are essential for language learning as they serve both for testing learners’ hypotheses about L2 and for enhancement of second language learning.
Accuracy of specific lexical and grammatical features (e.g. article use) will be analysed. The learning gains with respect to these features will be evaluated by comparing each learner’s pre-test and post-test performance which will help to get an insight into learners’ individual progress after the experiment.
Zásady pro vypracování
The aim of this thesis is to examine the potential benefits of collaborative dialogue for second language acquisition, specifically I test the hypothesis that producing language output in collaborative dialogue leads to learning (Swain and Lapkin 1998; Swain 2000). In the theoretical part, I will review the existing research on output hypothesis (Swain 1985; Swain and Lapkin 1995) and collaborative dialogue (Swain and Lapkin 1998; Swain 2000) in the field of second language acquisition. I will compare four approaches to testing the output hypothesis (Pica et al. 1989; De Bot 1996; Izumi 2002; Russell 2014) and discuss their findings.
The practical part will report results of an experiment with Czech grammar school learners of English. The participants will cooperate in pairs to construct and write down a story based on an assigned picture model. The data elicited from the experiment will include an audio-recording of each pair’s collaborative dialogue and a written story as the final product of their cooperation.
In the audio-recording, I will focus on identifying "language-related episodes” (LRE) (Swain and Lapkin 1995) in each dialogue. LRE are moments when learners realise there is a gap in their L2 knowledge during L2 production and attempt to compensate for the lack of knowledge by using diverse linguistic strategies. Swain and Lapkin (1998) suggested that LRE are essential for language learning as they serve both for testing learners’ hypotheses about L2 and for enhancement of second language learning.
Accuracy of specific lexical and grammatical features (e.g. article use) will be analysed. The learning gains with respect to these features will be evaluated by comparing each learner’s pre-test and post-test performance which will help to get an insight into learners’ individual progress after the experiment.
Seznam doporučené literatury
De Bot, Kees. 1996. "The psycholinguistics of the output hypothesis." Language learning 46.3: 529-555.
Izumi, Shinichi. 2002. "Output, Input Enhancement, and the Noticing Hypothesis: An Experimental Study on ESL Relativization.” Studies in Second Language Acquisition 24: 541–77.
Pica, Teresa, Lloyd Holliday, Nora Lewis and Lynelle Morgenthaler. 1989. "Comprehensible Output as an Outcome of Linguistic Demands on the Learner.” Studies in Second Language Acquisition 11, no. 1: 63-90.
Russell, Victoria. 2014. "A Closer Look at the Output Hypothesis: The Effect of Pushed Output on Noticing and Inductive Learning of the Spanish Future Tense”. Foreign Language Annals 47: 25-47.
Swain, Merrill. 1985. "Communicative Competence: Some Roles of Comprehensible Input and Comprehensible Output in its Development”. S. Gass & C. Madden (Eds.), Input in Second Language Acquisition: 235-253. Rowley, MA: Newbury House.
Swain, Merrill and Sharon Lapkin. 1995. "Problems in Output and the Cognitive Processes They Generate: A Step towards Second Language Learning”. Applied Linguistics 16: 371-391.
Swain, Merrill and Sharon Lapkin. 1998. "Interaction and Second Language Learning: Two Adolescent French Immersion Students Working Together”. Modern Language Journal 82: 320-337.
Swain, Merrill. 2000. "The Output Hypothesis and beyond: Mediating Acquisition through Collaborative Dialogue”. J. P. Lantolf (Ed.), Sociocultural Theory and Second Language Learning: 97-114. Oxford: Oxford University Press.
Seznam doporučené literatury
De Bot, Kees. 1996. "The psycholinguistics of the output hypothesis." Language learning 46.3: 529-555.
Izumi, Shinichi. 2002. "Output, Input Enhancement, and the Noticing Hypothesis: An Experimental Study on ESL Relativization.” Studies in Second Language Acquisition 24: 541–77.
Pica, Teresa, Lloyd Holliday, Nora Lewis and Lynelle Morgenthaler. 1989. "Comprehensible Output as an Outcome of Linguistic Demands on the Learner.” Studies in Second Language Acquisition 11, no. 1: 63-90.
Russell, Victoria. 2014. "A Closer Look at the Output Hypothesis: The Effect of Pushed Output on Noticing and Inductive Learning of the Spanish Future Tense”. Foreign Language Annals 47: 25-47.
Swain, Merrill. 1985. "Communicative Competence: Some Roles of Comprehensible Input and Comprehensible Output in its Development”. S. Gass & C. Madden (Eds.), Input in Second Language Acquisition: 235-253. Rowley, MA: Newbury House.
Swain, Merrill and Sharon Lapkin. 1995. "Problems in Output and the Cognitive Processes They Generate: A Step towards Second Language Learning”. Applied Linguistics 16: 371-391.
Swain, Merrill and Sharon Lapkin. 1998. "Interaction and Second Language Learning: Two Adolescent French Immersion Students Working Together”. Modern Language Journal 82: 320-337.
Swain, Merrill. 2000. "The Output Hypothesis and beyond: Mediating Acquisition through Collaborative Dialogue”. J. P. Lantolf (Ed.), Sociocultural Theory and Second Language Learning: 97-114. Oxford: Oxford University Press.
Přílohy volně vložené
-
Přílohy vázané v práci
ilustrace, schémata, tabulky
Převzato z knihovny
Ne
Plný text práce
Přílohy
Posudek(y) oponenta
Hodnocení vedoucího
Záznam průběhu obhajoby
l. Diplomantka podrobně představil/a téma své práce: The Role of Output and Collaborative Dialogue in Foreign Language Learning
2. Posudek vedoucího práce a oponenta: přiložen
3. Diskuse – diplomantka reagoval/a na dotazy a připomínky z přiložených posudků.
Otázky:
1. Would you agree with the opinion that there are multiple paths to achieving L2 proficiency in classroom settings? If so, then how can we resolve the situation when authors convinced about the efficacy of different teaching methods, possibly conflicting with each other (such as outputproduction
oriented, vs. e.g. immersion-based perception-oriented approaches) demonstrate their effects
separately? Can you envision the design of a study address this (hypothetical) problem?
2. Describe how you selected target items for the tailor-made items on the posttest, what
phenomena they covered, how much variability there was between different dyad with respect to this, and whether and how they differed in difficulty from the pretest items.