How Monolingual Carers Support Their Child to Internalize L2 Vocabulary
The purpose of this study is to present an educational implication that a monolingual guardian can scaffold children's second language learning. Data were collected from field notes and audio-recordings of reading activities and the subsequent interviews, both of which were transcribed to discuss the mechanisms by which strategies of comprehension and narrative retelling take shape. A microgenetic approach was adopted to analyze the interactions produced by a Korean seven-year-old girl and her monolingual Grandmother as they worked collaboratively in reading and retelling storybooks. In general, results showed that the use of L1 as an interactional tool helps internalize as well as facilitate a young L2 learner's vocabulary learning.
원문복사신청을 하시면, 일부 해외 인쇄학술지의 경우 외국학술지지원센터(FRIC)에서
무료 원문복사 서비스를 제공합니다.
NDSL에서는 해당 원문을 복사서비스하고 있습니다. 위의 원문복사신청 또는 장바구니 담기를 통하여 원문복사서비스 이용이 가능합니다.
- 이 논문과 함께 출판된 논문 + 더보기