영어 쓰기 과업 중 구두 메타언어 피드백과 영어 쓰기 과업 후 문자 메타언어 피드백의 효과 비교
Differential Effects of Oral Metalinguistic Feedback Given during English Writing Task Performance and Written Metalinguistic Feedback Given after English Writing Task Performance.
0
조회
0
다운로드
3
인용
0
참고문헌
키워드
초록
This study examined whether there would be any difference between the effect of oral and written metalinguistic feedback on learners' accurate use of some English verb tenses in their written production. To help low intermediate-proficiency Korean university students improve the ability to use the simple past, present progressive, and present perfect tense correctly in their written production, oral and written metalinguistic feedback was used. The oral group was provided with oral metalinguistic feedback while the learners were performing a translation task. The written metalinguistic group was provided with written metalinguistic feedback one week after a translation task was completed. The control group received no corrective feedback. The study showed both oral and written metalinguistic feedback had a significant effect on promoting the correct use of the target verb tenses in written production and that oral metalinguistic feedback had a significantly superior effect than written metalinguistic feedback due to differences between oral and written corrective feedback. It was concluded that oral metalinguistic feedback given during writing task performance can be more effective than written metalinguistic feedback given after writing task performance in helping learners gain greater control over already partially acquired forms in their written production and therefore can improve their writing accuracy.
Abstract
This study examined whether there would be any difference between the effect of oral and written metalinguistic feedback on learners' accurate use of some English verb tenses in their written production. To help low intermediate-proficiency Korean university students improve the ability to use the simple past, present progressive, and present perfect tense correctly in their written production, oral and written metalinguistic feedback was used. The oral group was provided with oral metalinguistic feedback while the learners were performing a translation task. The written metalinguistic group was provided with written metalinguistic feedback one week after a translation task was completed. The control group received no corrective feedback. The study showed both oral and written metalinguistic feedback had a significant effect on promoting the correct use of the target verb tenses in written production and that oral metalinguistic feedback had a significantly superior effect than written metalinguistic feedback due to differences between oral and written corrective feedback. It was concluded that oral metalinguistic feedback given during writing task performance can be more effective than written metalinguistic feedback given after writing task performance in helping learners gain greater control over already partially acquired forms in their written production and therefore can improve their writing accuracy.
참고문헌 (27)
- Bitchener, J., "The Effect of Different Types of Corrective Feedback on ESL Student Writing", Journal of Second Language Writing, 14(3), pp.191~205 (2005)
- Chandler, J, "The Efficacy of Various Kinds of Error Feedback for Improvement in the Accuracy and Fluency of L2 Students' Writing", Journal of Second Language Writing, 12(3), pp.267~296 (2003)
- Corder, S, "Error Analysis and Interlanguage" (1981), Oxford University Press
- Dihoff, R. E., "The Role of Feedback during Academic Testing: The Delay Retention Effect Revisited", The Psychological Record, 53, pp.533~548 (2003)
- Ellis, R, "Grammar Teaching Practice or Consciousness-Raising?, In Second Language Acquisition and Second Language Pedagogy", pp.232~241 (1991), Multilingual Matters
- Ellis, R, "The Study of Second Language Acquisition" (1997), Oxford University Press
- Ellis, R, "Teaching and Research: Options in Grammar Teaching", TESOL Quarterly, 32(1), pp.9~60 (1998)
- Ellis, R, "Researching the Effects of Form-Focused Instruction on L2 Acquisition", AILA Review, 19, pp.18~41 (2006)
- Ellis, R, "The Differential Effects of Corrective Feedback on Two Grammatical Structures, In Conversational Interaction in Second Language Acquisition: A Collection of Empirical Studies", pp.339~360 (2007), Oxford University Press
- Ellis, R., "Implicit and Explicit Corrective Feedback and the Acquisition of L2 Grammar", Studies in Second Language Acquisition, 28(2), pp.339~368 (2006)
- Harmer, J, "The Practice of English Language Teaching" (2001), Pearson Education
- Hinkel, E, "Tense, Aspect and the Passive Voice in L1 and L2 Academic Texts", Language Teaching Research, 8(1), pp.5~29 (2004)
- Leow, R, "Do Learners Notice Enhanced Forms while Interacting with the L2? An Online and Offline Study of the Role of Written Input Enhancement in L2 Reading", Hispania, 84(3), pp.469~509 (2001)
- Li, H., "The Role of Revision and Teacher Feedback in a Chinese College Context", Asian EFL Journal, 9(4), pp.230~239 (2007)
- Long, M, "The Role of the Linguistic Environment in Second Language Acquisition, In Handbook of Second Language Acquisition", pp.413~468 (1996), Academic Press
- Lyster, R., "Corrective Feedback and Learner Uptake: Negotiation of Form in Communicative Classrooms", Studies in Second Language Acquisition, 19(1), pp.37~66 (1997)
- Roediger, H. L., "The Power of Testing Memory: Basic Research and Implications for Educational Practice", Perspectives on Psychological Science, 1(3), pp.181~210 (2006)
- Rosa, E. M., "Awareness, Different Learning Conditions, and Second Language Development", Applied Psycholinguistics, 25(2), pp.269~292 (2004)
- Schmidt, R, "Attention, In Cognition and Second Language Instruction", pp.3~32 (2001), Cambridge University Press
- Sheen, Y, "The Effect of Focused Written Corrective Feedback and Language Aptitude on ESL Learners' Acquisition of Articles", TESOL Quarterly, 41(2), pp.255~283 (2007)
- Sheen, Y, "The Effects of Corrective Feedback, Language Aptitude and Learner Attitudes on the Acquisition of English Articles, In Conversational Interaction in Second Language Acquisition: A Collection of Empirical Studies", pp.301~322 (2007), Oxford University Press
- Sheen, Y, "Differential Effects of Oral and Written Corrective Feedback in the ESL Classroom", Studies in Second Language Acquisition, 32(2), pp.203~234 (2010)
- Swain, M, "Communicative Competence: Some Roles of Comprehensible Input and Comprehensible Output in its Development, In Input in Second Language Acquisition", pp.235~253 (1985), Newbury House
- Swain, M, "Three Functions of Output in Second Language Learning, In Principle & Practice in Applied Linguistics" (1995), Oxford University Press
- Uzawa, K, "Second Language Learners' Processes of L1 Writing, L2 Writing, and Translation from L1 into L2", Journal of Second Language Writing, 16(4), pp.255~272 (1996)
- Varnosfadrani, A., "The Effectiveness of Implicit and Explicit Error Correction on Learners' Performance", System, 37(1), pp.82~98 (2009)
- Yang, Y., "Effects of Form-Focused Practice and Feedback on Chinese EFL Learners' Acquisition of Regular and Irregular Past Tense Forms", Studies in Second Language Acquisition, 32(2), pp.235~263 (2010)