비디오 피드백의 유형에 따른 초등학교 영어 말하기 학습효과

• 영문명: Video Feedback And Its Learning Effects on English Speaking Skill in Elementary School
• 발행기관: 한국영어교과교육학회
• 저자명: 김정렬(Kim Jeong-ryeol) 이정일(Lee Jeong-Ill)
• 간행물 정보: 『영어교과교육』영어교과교육 6권 1호, 89~108쪽, 전체 20쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2007.03.30

영문 초록

  The purpose of the paper is to consider the role of negative feedback in terms of the learner"s noticing the feedback. For the purpose, three previous studies on the issue of noticing the negative feedback were critically examined. In Mackey, Gass, & McDonough"s think-aloud study (2000), the subjects didn"t noticed the interlocutor"s response to the morpho-syntactic errors. The purpose of this study is to verify the learning effectiveness of speaking skill on elementary school English education according to the types of the role-play video feedback. In particular, this study attempted to adopt video feedback techniques in order to offer students" (on/off-line) feedback opportunities and to improve their English speaking skill and emotional attitudes in the role-play activities. For this study role-plays were conducted in the classroom and recorded by camcorder. The transformed role-play video files are shown through the internet (on-line based) and TV (off-line based) with the teacher"s feedback. The findings were: First, video feedback had a positive effect on the student"s English speaking skill. Especially on-line feedback group had more positive effect than off-line feedback group. Second, on-line feedback showed positive effect on the students" affective domain while off-line feedback did not.

목차

Ⅰ. 서론
Ⅱ. 이론적 배경
Ⅲ. 연구 방법
Ⅳ. 연구 내용
Ⅴ. 연구 결과
Ⅵ. 결론 및 제언
참고문헌

키워드

English speaking teaching-learning method video-feedback utterance script reading role play 영어 말하기 교수-학습의 방법 비디오 피드백 발화 대본읽기 역할놀이