ScholarWorks@숙명여자대학교

초록

This study explored the emerging problems during the implementation of an English book club with young L2 learners in an attempt to understand how teachers can create a supportive environment to address the problems and to examine the applicability of English book clubs to beginning L2 learners. A group of Korean English language learners of mixed-gender and mixed-ability in grades 4-5 were tutored and observed in an out-of-school book club over a period of four months. Although the students were provided with explicit instruction in the basic discussion skills necessary for the success of the student-led literature discussion, problems emerged when the control was first handed over to students: the dominance of a more fluent English-speaking student and the low level of participation of less fluent English-speaking students. In order to facilitate successful interactions among students, the teacher in this study endeavored to provide more context-relevant support by drawing on the students' existing resources-their prior knowledge and L1. The hybrid language practices, such as introducing theme-based L1 and L2 materials and mixing communication modes were used, and the student talk became both meaningful and productive for all members of the group.

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