문법 오류 피드백 유형이 아랍어 학습자의 문법 학습 및 정의적 측면에 미치는 영향
The Effects of Grammar Error Feedback on Arabic Learners' Learning of Arabic Grammar and Affective Aspects
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This study looks at the ways of developing grammar instruction methods which intermediate Arabic learners may take interest to and applies these methods to classroom. It also takes a look at how effective the instruction methods using feedback options are in promoting learning of grammar and learners’ affective aspects such as interest, confidence and motivation. For this study, an experiment was conducted where 12(Group A) were taught Arabic grammar using focus on error·metalinguistic feedback, 10(Group B) using repetition of incorrect production·metalinguistic feedback, and 10(Group C) using covert feedback. In a result of the comparison among groups, the repetition of incorrect production·metalinguistic feedback Group had significantly better grades in grammar than learners in the rest. The main results of the experiment are as follows. Firstly, all kinds of feedback are helpful to enhance learners’ learning of Arabic grammar. However, the repetition of incorrect production⋅metalinguistic feedback was proved to be the most effective one. Secondly, it was found, through a questionnaire on the affective aspects toward the feedback on three groups, that the focus on error⋅metalinguistic feedback and the repetition of incorrect production·metalinguistic feedback brought significant enhancement in interest toward learning Arabic, and interest and confidence toward learning of grammar. Especially, the repetition of incorrect production·metalinguistic feedback had a positive effect on the confidence toward learning Arabic. Thirdly, analyzing further questionnaires and interviewing students in three groups, it was found that students much preferred the repetition of incorrect production⋅metalinguistic feedback. The reason was that the feedback allow students to think about their error one more time and if they still couldn't correct it, then, in that case, a teacher offered a metalinguistic feedback.
Abstract
This study looks at the ways of developing grammar instruction methods which intermediate Arabic learners may take interest to and applies these methods to classroom. It also takes a look at how effective the instruction methods using feedback options are in promoting learning of grammar and learners’ affective aspects such as interest, confidence and motivation. For this study, an experiment was conducted where 12(Group A) were taught Arabic grammar using focus on error·metalinguistic feedback, 10(Group B) using repetition of incorrect production·metalinguistic feedback, and 10(Group C) using covert feedback. In a result of the comparison among groups, the repetition of incorrect production·metalinguistic feedback Group had significantly better grades in grammar than learners in the rest. The main results of the experiment are as follows. Firstly, all kinds of feedback are helpful to enhance learners’ learning of Arabic grammar. However, the repetition of incorrect production⋅metalinguistic feedback was proved to be the most effective one. Secondly, it was found, through a questionnaire on the affective aspects toward the feedback on three groups, that the focus on error⋅metalinguistic feedback and the repetition of incorrect production·metalinguistic feedback brought significant enhancement in interest toward learning Arabic, and interest and confidence toward learning of grammar. Especially, the repetition of incorrect production·metalinguistic feedback had a positive effect on the confidence toward learning Arabic. Thirdly, analyzing further questionnaires and interviewing students in three groups, it was found that students much preferred the repetition of incorrect production⋅metalinguistic feedback. The reason was that the feedback allow students to think about their error one more time and if they still couldn't correct it, then, in that case, a teacher offered a metalinguistic feedback.
참고문헌 (19)
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