This paper examines one child’s L2 (speaking and writing) development in social contexts of learning over a six-month period from the age of seven years and five months. It describes L2 development during the first months of the child’s schooling and interprets it in terms of a socio-semantic approach to language learning. The study, which adopts a qualitative approach in an interpretivist/constructionist research paradigm, entailed the collection and interpretation of data through multiple sources: observation, interviews, and written and spoken texts. The analytical framework is provided by systemic functional linguistics and an overall theoretical framework is formed by Vygotsky’s and Halliday’s theories. The results show that the child’s ability to encode meaning became increasingly rich over the research period; the child’s meaning making potential expanded and her thinking became conscious as her L2 developed. The child’s L2 learning took place in social contexts involving herself with others. The paper argues that these social relationships substantially drove the child’s L2 development, in addition to effectively enhancing her writing and speaking, suggesting that the language learner needs to learn to use language in social interaction.

The purpose of this study was to examine how a recently arrived male English as a second language (ESL) student’s social interaction processes changed as he moved from the periphery of the mainstream toward its core. Using the notions of From a Perspective of Community of Practice and legitimate peripheral participation proposed by Lave and Wenger (1991), this study described what identities, interactive practices, and interactive resources were available to him in a new milieu. Multiple sources of data were utilized, such as participant observation, fieldnotes, the participant’s conversation activities, interview, and the participant’s journal. The results revealed that his identities, interactive practices, and interactive resources were interrelated because he gradually increased his participation in interactive practices and gained access to a wide range of interactive practices and resources as he moved toward full participation in the mainstream.

Interaction in Korean Conversation. The Sociolinguistic Journal of Korea, 12(1). Among many topics in interactional linguistics, the research on reactive tokens has explored complex processes in which participants collaborate and develop each other's talk in a moment-by-moment fashion. The present study investigates properties of backchannels as tokens of social interaction in Korean conversation by adopting methodology of frequency analysis and conversation analysis. Through a frequency analysis of backchannels such as 'e', 'a', 'um', and 'ung', this research shows that backchannels most frequently occur at complex transition-relevance places where turn-constructional units and intonation units converge. Examination shows that major functions of backchannels in conversation can be summarized as in the three categories: (i) to signal passive recipiency of the on-going turn, showing attentiveness or acknowledging what is being talked about, (ii) to signal that the recipient is in agreement or of the same opinion with the current speaker, and (iii) to express recipient's affiliative or emotional attitudes such as sympathy toward the information provided, among others. Finally, this research shows that interaction-based study of backchannels in their interactional contexts can provide a better way of understanding communicative strategies and the relationship between conversation and grammar than do other traditional or formal approaches to grammar.

상호작용중심 집단원예치료란 치료사와 대상자, 그리고 비대상자가 주고받는 언어적, 비언어적 행동으로 자유의지를 가지고 주어진 활동 을 통해 자율적으로 반응하는 것을 상호작용이라고 볼 수 있다. 사회적 기술이란 사회적 과제를 한 개인이 유능하게 수행하는 능력의 정도 로서 지적장애성인은 발달 과정상 부적절한 경험을 많이 하고 비장애인들과 살아가는데 있어서 자아인식, 정서능력, 자기의 의사표현, 대 인관계 부족 등 어려움이 따른다. 이에 본 연구는 상호작용중심 집단 원예치료가 지적장애성인의 사회적 기술 향상에 미치는 효과를 알아 보고자 실시하였다. 연구대상은 B시의 장애인복지관을 이용하는 지적장애 21명을 대상으로 두 집단 유사 실험설계를 적용하여 2016년 03 월부터 11월까지 주1회 60분씩 총 8회기에 걸쳐 실시하였다. 연구도구는 임은애(2010)에 의해 개발된 원예치료 평가지표(HTEI: Horticultural therapy evaluation indices)의 4가지 척도 중 심리‧정서적 척도(PES: Psycho-emotional), 사회적 척도(SS: Social scale)를 사 용하였다. 자료처리에 따른 통계적 분석은 SPSS 18.0을 이용하여 평균과 표준편차를 산출하였으며, 각 측정 시기별 변화를 알아보기 위해 반복측정 분산분석을 실시하였다. 모든 통계적 유의수준은 p<0.05로 하였다. 본 연구결과 첫째, 상호작용중심 집단 원예치료가 지적장애 인의 스트레스를 해소하고 긍정적 정서에 효과를 미쳤으며 둘째, 상호작용중심 집단원예치료가 지적장애인의 의사소통, 대인관계, 참여 성, 돌봄의 사회적 기술에 긍정적인 영향을 미친것으로 나타났다.