Grammar Errors in Korean EFL Learners’ TOEIC Speaking Test
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참고문헌
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초록
The present study investigates and identifies the types of grammar errors that 84Korean EFL (KEFL) learners made when they took the TOEIC Speaking test part five and compared the results with the previous studies. The 84 undergraduates participated and two native speakers of English analyzed the data. The data were classified into the taxonomy of four surface strategies: omission, addition, misformation, and misordering. Errors of omission were the highest consisting of 74.9%, followed by those of misformation at 19.9%, addition at 3.5%, and misordering at 1.7%. The findings had a difference from the previous studies adopted for comparison. The error frequencies were very different from those observed in writing, or interview tasks in the previous studies. Errors of misformation were the highest, followed by those of omission. This difference was considered to be caused by the short test taking time, and the task itself. The KEFL learners were unlikely to try to correct their errors within the limited time since very few self-corrections were observed in their spoken answers. This study suggests that explicit grammar instruction and correction are needed to teach speaking.
Abstract
The present study investigates and identifies the types of grammar errors that 84Korean EFL (KEFL) learners made when they took the TOEIC Speaking test part five and compared the results with the previous studies. The 84 undergraduates participated and two native speakers of English analyzed the data. The data were classified into the taxonomy of four surface strategies: omission, addition, misformation, and misordering. Errors of omission were the highest consisting of 74.9%, followed by those of misformation at 19.9%, addition at 3.5%, and misordering at 1.7%. The findings had a difference from the previous studies adopted for comparison. The error frequencies were very different from those observed in writing, or interview tasks in the previous studies. Errors of misformation were the highest, followed by those of omission. This difference was considered to be caused by the short test taking time, and the task itself. The KEFL learners were unlikely to try to correct their errors within the limited time since very few self-corrections were observed in their spoken answers. This study suggests that explicit grammar instruction and correction are needed to teach speaking.
참고문헌 (17)
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