교사 피드백 방법이 한국어 학습자 작문의 형태 오류 감소에 미치는 영향

• 영문명: The Effect on Reduction of Form Errors in Student Writing According to Teacher Feedback Methods
• 발행기관: 국제한국어교육학회
• 저자명: 박주현
• 간행물 정보: 『한국어교육』18권 1호, 131~154쪽, 전체 24쪽
• 주제분류: 어문학 > 한국어와문학
• 파일형태: PDF
• 발행일자: 2007.04.30

영문 초록

This study investigates in processoriented writing, (1) whether feedbacks by a teacher on student writing of Korean are effective and (2) which is effective for reduction of students' form errors between two different feedback methods. Thirty(30) Korean language students at a beginner's level were classified into three groups with; (a) explicit feedback treatment, (b) implicit feedback treatment and (c) no-feedback as a control group. All the participants had two writing tasks, original and subsequent writing, and the study compared two writings. The results of the study are as follows. First, there is a difference on　error reduction between two groups; one with a treatment of teacher feedbacks on form errors and the others with no treatment of teacher feedbacks. Secondly, the explicit feedback treatment group and the implicit feedback treatment group are compared to examine which feedback method is effective on form error reduction. As a result, there is a significant difference between two groups, however, only grammar errors shows a significant difference when respective categories of form errors are examined. Based on the result, teacher’s feedbacks are effective on reduction of grammar errors, but it should be considered methods, period and categories of errors for providing feedbacks.

목차

1. 서론

2. 제2언어 쓰기에서 교사 피드백의 효과

3. 연구방법

4. 오류 형태별 피드백 효과

5. 오류 형태별 피드백 방법의 효과15)

6. 결론

참고문헌

키워드

과정 중심 글쓰기 형태 오류 명시적 피드백 암시적 피드백 process-oriented writing form errors explicit feedback implicit feedback