대학 전공연계 비즈니스 영어수업 비디오 피드백에 대한 학습자 인식 연구

• 영문명: English language learners’ perception of video-taping feedback in major-affiliated business English class.
• 발행기관: 한국영어교과교육학회
• 저자명: 정성희(Cheong, Sung Hui)
• 간행물 정보: 『영어교과교육』영어교과교육 14권 3호, 209~232쪽, 전체 24쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2015.09.30

영문 초록

This study examined language learners’ perception of videotaping and video-feedback on their own presentation performance in major-affiliated business English classes. Videotaping and video-feedback methods were used to help learners reflect upon presentation manner and language mistakes made during their English presentations. After being videotaped, the research participants watched the video and analyzed their performance. They then wrote a self-reflection paper about what they needed to improve. The teacher’s feedback regarding (1) their organization of presentation materials, (2) presentation manner, and (3) language errors was also provided. Finally, a questionnaire was used to survey whether this method was useful in helping them to improve their presentation skills, and an analysis made of whether the video-feedback led students to be more affective in the class and more interested in participating in the class activities. The first finding of this study was that the video-feedback and videotaping were effective means of self-assessment. Moreover, these methods also helped develop participants’ fondness for their classmates, the subject matter and even the class dynamics. Pedagogical implications and too for further study were suggested that would help improve L2 learners’ official English presentation skills and performance in any business situation.

목차

Ⅰ. 서론

Ⅱ. 이론적 배경 및 선행연구

Ⅲ. 연구 방법 및 내용

Ⅳ. 결과 및 논의: 비디오 피드백에 대한 인지적, 정의적 인식

Ⅴ. 결론 및 제한점

키워드

teaching methodology for English for specific purpose(ESP) technology-based class video-feedback 특수 목적어로서의 영어 교수 방법론 기술 활용수업 비디오피드백