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플립러닝을 활용한 형태초점교수법과 교정적 피드백이 학습자의 언어사용 정확도에 미치는 영향

Effects of Focus-on-Form Instruction and Corrective Feedback Using Flipped Learning on Learners’ Accuracy in English Language Use

황희정
한국언어과학회 (The Korean Association Of Language Sciences)|2018.08|언어과학 (Journal of Language Sciences)|제25권 제3호|pp. 249-272|DOI http://dx.doi.org/10.14384/kals.2018.25.3.249

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키워드

플립러닝flipped learningwritten corrective feedbackmetalinguistic feedbackoral corrective feedback명시적 형태초점교수법암시적 형태초점교수법메타언어적 피드백구어로 된 교정적 피드백문어로 된 교정적 피드백explicit focus-on-form instructionimplicit focus-on-form instruction
주제분류언어학

초록

This study aimed to explore the effects of focus-on-form instruction and corrective feedback on learners’ accuracy in English language use under the flipped learning environment. Two groups were formed: one group received explicit FFI with oral CF and the other was given explicit FFI with written CF. For pre-class activities, all groups were asked to watch a movie subtitled in English and lectures about the target features with metalinguistic explanation, which were uploaded on the website. For in-class tasks, the oral group was provided with error correction feedback orally and the written group with written corrective feedback on their errors. Results indicated that the written group performed better than the oral group and that both groups were satisfied with the flipped learning process. The study sheds light on the implications of how to effectively teach in technology-incorporated flipped learning contexts.

Abstract

This study aimed to explore the effects of focus-on-form instruction and corrective feedback on learners’ accuracy in English language use under the flipped learning environment. Two groups were formed: one group received explicit FFI with oral CF and the other was given explicit FFI with written CF. For pre-class activities, all groups were asked to watch a movie subtitled in English and lectures about the target features with metalinguistic explanation, which were uploaded on the website. For in-class tasks, the oral group was provided with error correction feedback orally and the written group with written corrective feedback on their errors. Results indicated that the written group performed better than the oral group and that both groups were satisfied with the flipped learning process. The study sheds light on the implications of how to effectively teach in technology-incorporated flipped learning contexts.

참고문헌 (56)

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