서면 피드백에 대한 현장 한국어 교사의 신념과 실제에 관한 연구

• 영문명: A study on Korean language teachers’ beliefs and practices on written feedback
• 발행기관: 국제한국어교육학회
• 저자명: 심윤진 안재린
• 간행물 정보: 『한국어교육』28권 1호, 141~171쪽, 전체 31쪽
• 주제분류: 어문학 > 한국어와문학
• 파일형태: PDF
• 발행일자: 2017.03.31

영문 초록

This study investigates Korean language teachers’ perception/beliefs and practices in written feedback. Two types of data were collected: (1) teachers’ feedback on three compositions by elementary-level learners, and (2) a survey questionnaire. The result showed that teachers perceived written feedback to be important even though they had not enough opportunities to receive appropriate training. Lack of training brought about limited feedback in terms of both quantity and quality, and inconsistency between their beliefs and practice. This study closes with the needs for teacher training and further studies on teachers’ feedback practices. (Yonsei University, University of Wisconsin-Madison)

목차

1. 연구의 필요성과 목적

2. 이론적 배경 및 선행 연구 검토

3. 연구 방법

4. 연구 결과

5. 결론 및 제언

참고문헌

키워드

서면 피드백 쓰기 교육 직접 피드백 간접 피드백 메타언어적 피드백 written feedback teaching writing direct feedback indirect feedback metalinguistic feedback