Browse > Article
http://dx.doi.org/10.5467/JKESS.2012.33.1.59

The Types of Interlanguage of Middle School Students in the Process of Learning Diastrophism  

Kang, Do-Young (College of Education, Seoul National University)
Shin, Myung-Hwan (College of Education, Michigan State University)
Shin, Pil-Yeo (College of Education, Seoul National University)
We, Hat-Nim (College of Education, Seoul National University)
Yun, Kyung-Uk (College of Education, Seoul National University)
Yang, Chan-Ho (College of Education, Seoul National University)
Kim, Ji-Yeong (College of Education, Seoul National University)
Min, Hyun-Sik (College of Education, Seoul National University)
Noh, Tae-Hee (College of Education, Seoul National University)
Kim, Chan-Jong (College of Education, Seoul National University)
Publication Information
Journal of the Korean earth science society / v.33, no.1, 2012 , pp. 59-72 More about this Journal
Abstract
The purpose of this study is to explore the types of interlanguage that middle school students use in learning about the concept of diastrophism. Eighteen students from two classes in a middle school in Seoul participated in the study and each participant was interviewed four times. Data were analyzed in terms of semantic relations and thematic patterns. As a result, eight interlanguage types were identified and described, which are using everyday language as resources, combining scientific words with everyday words, conjugating scientific words imperfectly, and using semantic relations inappropriately. The implication of interlanguage for science learning and teaching is discussed.
Keywords
interlanguage; diastrophism; semantic relation; thematic pattern;
Citations & Related Records
Times Cited By KSCI : 10  (Citation Analysis)
연도 인용수 순위
1 Peker, D. and Wallace, C.S., 2011, Characterizing high school students' written explanations in biology laboratories. Research in Science Education, 41, 169-191.   DOI   ScienceOn
2 Reddy, M.J., 1979, The conduit metaphor: A case of frame conflict in our language about language. In Ortony, A. (ed.), Metaphor and thought. Cambridge University Press, Philadelphia, USA, 164-201.
3 Reeves, C., 2005, The language of science. Routledge, NY, USA, 131 p.
4 Rincke, K., 2011, It's rather like learning a language; Development of talk and conceptual understanding in mechanics lessons. International Journal of Science Education, 33, 229-258.   DOI   ScienceOn
5 Schleppegrell, M.J., 2004, The language of schooling: A functional linguistics perspective. Lawrence Erlbaum Associates, NJ, USA, 190 p.
6 Selinker, L., 1972, Interlanguage. International Review of Applied Linguistics in Language Teaching, 10, 209-232.   DOI
7 Wellington, J. and Osborne, J., 2001, Language and literacy in science education. Open University Press, Buckingham, UK, 152 p.
8 Fang, Z., 2005, Scientific literacy: A systemic functional linguistics perspective. Science Education, 89, 335-347.   DOI   ScienceOn
9 Fang, Z., 2006, The language demands of science reading in middle school. International Journal of Science Education, 28, 491-520.   DOI   ScienceOn
10 Firth, J.R., 1957, Papers in linguistics 1934-1951. Oxford University Press, London, UK, 233 p.
11 Gee, J.P., 2005, Language in the science classroom: Academic social languages as the heart of school-based literacy. In R. Yerrick and W-M. Roth (eds.), Establishing scientific classroom discourse communities: Multiple voices of teaching and learning research. Lawrence Erlbaum Associates, Mahwah, USA, 19-37.
12 Glynn, S.M. and Muth, K.D., 1994, Reading and writing to learn science: Achieving scientific literacy. Journal of Research in Science Teaching, 31, 1057-1073.   DOI   ScienceOn
13 Kelly, G.J., Chen, C., and Prothero, W., 2000, The epistemological framing of a discipline: Writing science in university oceanography. Journal of Research in Science Teaching, 37, 691-718.   DOI   ScienceOn
14 Halliday, M.A.K., 1978, Language as social semiotic: The social interpretation of language and meaning, Edward Arnold, London, UK, 256 p.
15 Halliday, M.A.K. and Martin, J.R., 1993, Writing science: Literacy and discursive power. University of Pittsburgh Press, Pittsburgh, USA, 283 p.
16 Hammond, J., 2001, Scaffolding: Teaching and learning in language and literacy education. Primary English Teaching Association, New South Wales, Australia, 116 p.
17 Lemke, J, L., 1990, Talking science: Language, learning and values. Ablex Publishing Corporation, New Jersey, USA, 261 p.
18 Olander, C., 2010, Towards an interlanguage of biological evolution: Exploring students' talk and writings as an arena for sense-making. Unpublished Ph. D. dissertation, Goteborgs universitet, Goteborg, Sweden, 142 p.
19 이정아, 맹승호, 김혜리, 김찬종, 2007, 교육과정 변천에 따른 초등 과학 교과서 텍스트에 대한 체계기능언어학적 분석. 한국과학교육학회지, 27, 242-252.   과학기술학회마을
20 이호진, 최경희, 2004, 과학 글쓰기에 나타나는 초등학생들의 선행개념 및 오개념. 교과교육학연구, 8, 421-435.
21 정화숙, 박현숙, 임영진, 김자림, 2005, 제7차 교육과정에 의한 중등 과학 교과서의 광합성영역에 대한 용어와 탐구의 연계성 분석. 한국생물교육학회지, 33, 196-208.
22 차현정, 김찬종, 맹승호, 2011, 장르와 레지스터 분석에서 나타난 중학생의 지구과학 주제글쓰기의 언어적 특징. 한국지구과학회지, 32, 84-98.
23 최행임, 이효녕, 조현준, 2008, 10학년 과학 교과서 지구과학 용어 분석. 한국지구과학회지, 29, 363-371.   과학기술학회마을   DOI
24 Corder, S.P., 1981, Error analysis and interlanguage. Oxford University Press, London, UK, 120 p.
25 함석진, 맹승호, 김찬종, 2010, '과학동아' 지구과학 기사의 언어적 특성으로 본 과학 잡지의 과학 대중화 기제. 한구지구과학회지, 31, 51-62.   과학기술학회마을   DOI
26 Aikenhead, G.S., 2001, Students' ease in crossing cultural borders into school science. Science Education, 85, 180-188.   DOI   ScienceOn
27 Brown, B.A. and Kloser, M., 2009, Conceptual continuity and the science of baseball: Using informal science literacy to promote students' science learning. Cultural Studies of Science Education, 4, 875-897.   DOI   ScienceOn
28 Darian, S., 2003, Understanding the language of science. University of Texas Press, Austin, USA, 248 p.
29 Davies, A., Criper, C., and Howatt, A.P.R., 1984, Interlanguage. Edinburgh University Press, Edinburgh, UK, 384 p.
30 Ellis, R., 1985, Sources of variability in interlanguage. Applied Linguistics, 6, 118-131.   DOI   ScienceOn
31 Ellis, R., 1997, Second language acquisition. Oxford University Press, London, UK, 147 p.
32 맹승호, 신명환, 차현정, 함석진, 신현정, 김찬종, 2010, 지구과학 논문의 언어 특성 이해: 레지스터 분석. 한국지구과학회지, 31, 785-797.   과학기술학회마을   DOI
33 남경운, 이봉우, 이성묵, 2004, 과학일기쓰기가 과학영재의 과학에 관련된 정의적 특성에 미치는 영향. 한국과학교육학회지, 24, 1272-1282.   과학기술학회마을
34 남정희, 곽경화, 장경화, Hand, B., 2008, 논의를 강조한 탐구적 과학 글쓰기의 중학교 과학 수업에의 적용. 한국과학교육학회지, 28, 922-936.
35 맹승호, 이정아, 김찬종, 2007, 지구과학 논문과 지구과학 교과서 텍스트의 과학 언어적 특성 비교. 한국과학교육 학회지, 27, 367-378.   과학기술학회마을
36 신명환, 맹승호, 김찬종, 2010, 초?중등 과학 교과서 화산과 지진 관련 단원 글의 언어 구조비교 분석. 한국지구과학회지, 31, 36-50.
37 양찬호, 김지영, 신필여, 위햇님, 신명환, 강도영, 김소요, 민현식, 김찬종, 노태희, 2011, 과학 학습 과정에서 나타 나는 중간언어의 유형 및 과학 언어에 대한 이해수준 변화에 따른 중간언어의 특징. 한국과학교육학회지 개제 예정.   과학기술학회마을
38 오강호, 고영구, 윤석태, 2004, 국민공통기본교육과정 과학과의 해양영역에 관련된 용어 및 탐구의 연계성 분석. 한국지구과학회지, 25, 576-585.   과학기술학회마을