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EFL 학습자와 교사의 문법 지도와 오류 수정에 대한 인식 비교 연구

A comparison study on EFL learner and teacher perception of grammar instruction and error correction

이정원
한국영어교육학회 (Korea Association Of Teachers Of English)|2018.06|영어교육 (English Teaching)|제73권 제2호|pp. 139-159|DOI DOI: 10.15858/engtea.73.2.201806.139

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참고문헌

키워드

비교 연구grammar instruction문법 지도comparison study문법 지도에 대한 인식perception of grammar instruction
주제분류영어와문학

초록

The current study aims at investigating differences, if any, of EFL learners' and teachers' (native and non-native English teachers) perception of the role of grammar instruction and error correction in L2 learning. For this study 617 college students, 53 non-native teachers, and 41 native teachers were asked to respond to a survey questionnaire. The findings were as follows: 1) some discrepancies were evident between the two teacher groups in perception of grammar instruction, while they shared similar perceptions of error correction; 2) the more proficient in English the students were, the more positive perception of the two constructs they showed; and 3) the Korean teacher group and students showed less negative perceptions of grammar instruction than the native teacher group, whereas differences between the students and the two teacher groups were noticeable. Teaching implications are discussed in view of the necessity of exploring students' and teachers' perception of grammar instruction and error correction.

Abstract

The current study aims at investigating differences, if any, of EFL learners' and teachers' (native and non-native English teachers) perception of the role of grammar instruction and error correction in L2 learning. For this study 617 college students, 53 non-native teachers, and 41 native teachers were asked to respond to a survey questionnaire. The findings were as follows: 1) some discrepancies were evident between the two teacher groups in perception of grammar instruction, while they shared similar perceptions of error correction; 2) the more proficient in English the students were, the more positive perception of the two constructs they showed; and 3) the Korean teacher group and students showed less negative perceptions of grammar instruction than the native teacher group, whereas differences between the students and the two teacher groups were noticeable. Teaching implications are discussed in view of the necessity of exploring students' and teachers' perception of grammar instruction and error correction.

참고문헌 (67)

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