말하기 중심 의사소통활동에서 교사의 상호작용적 피드백이 언어형식 학습에 미치는 영향

• 영문명: Effects of teachers' interactional feedback on learning language forms in communicative activities focused on speaking skills
• 발행기관: 한국초등영어교육학회
• 저자명: 이승민(Lee, Seungmin)
• 간행물 정보: 『초등영어교육』제19권 4호, 189~213쪽, 전체 24쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2013.12.31

영문 초록

Many researchers have found that teachers' interactional feedback in the process of communicative activities can be helpful for L2 learning, especially in terms of learning language forms. In this perspective, this study attempted to examine some effects of teachers' interactional feedback such as meaning negotiation and corrective feedback on learning language forms in communicative activities focused on speaking skills in elementary English classes. Three types of communicative activities (a game, a survey activity, and a role-play) were designed. The activities were applied to three forms of groups (a group which had no meaning negotiation and corrective feedback, a group which had only meaning negotiation, and a group which had only corrective feedback). The students' interactional aspects were videotaped and analyzed in terms of accuracy of the language forms selected for this study. The pre-test and post-test were administered to verify the effects of teachers' interactional feedback on learning language forms. The effects of teachers' interactional feedback were compared in terms of feedback types and activity types. The results of this study show that teachers' interactional feedback such as meaning negotiation and corrective feedback can help students draw attention to language forms and lead them to notice gaps between features of their output and the target language. By providing learners with more explicit information regarding linguistic errors and more target-like versions, teachers' meaning negotiation and corrective feedback can create a favorable environment for L2 learning. Especially, teachers' implicit feedback for performing corrective functions can provide students with opportunities to notice differences between their own utterances and the language used by their teachers and improve their production of more advanced language forms.

목차

Abstract

Ⅰ. 서론

Ⅱ. 이론적 배경

Ⅲ. 연구 내용과 방법

Ⅳ. 연구 결과와 논의

Ⅴ. 결론

참고문헌

키워드

상호작용적 피드백 의미 협상 교정적 피드백 interactional feedback meaning negotiation corrective feedback