The Effects of Conversational Skills Intervention for School-Age Low-Achievers in Language Learning

Heo, Hyunsook; Lee, Yoonkyoung

ORIGINAL ARTICLE

Commun Sci Disord. 2012;17(3): 438-450.

Hyunsook Heo^` , and Yoonkyoung Lee^`

허현숙(Hyunsook Heo)| 이윤경(Yoonkyoung Lee)

ABSTRACT

Background & Objectives
The present study measured the effects of a conversational skill intervention program designed to improve conversational skills for school-age low-achievers in language learning.
Methods
A total of 10 low-achievers (grades 2-5) were divided into experimental and control group of 5 students each. The conversational skills intervention program was applied for 60 minutes 3 times a week for 10 sessions. The intervention program addressed conversational components that consisted of conversational attitude and rule, topic manipulation, and cohesive device. The program effects were evaluated pre- and post-intervention. Conversational samples were elicited by the examiner during a 20-25 minute free conversation and then 10 minute conversational samples were analyzed in terms of turn-taking, topic manipulation, and cohesive device. In the experimental group, teacher’s rating was additionally evaluated to identify the change in conversation competence.
Results
(1) In terms of turn-taking, there were no significant differences between the 2 groups. However, the experimental group decreased more in total overlap frequency than control group. (2) Regarding topic manipulation, the frequency of appropriate initiation increased significantly and the frequency of inappropriate maintenance decreased significantly in the experimental group as compared to the control group. (3) Total frequency and frequency of appropriate cohesive device per turn-taking increased significantly in the experimental group as compared to the control group.
Discussion & Conclusion
The results of this study showed that conversational skills intervention was effective in improvement of conversational competence for school-age low-achievers in language learning.