유치원 영어수업에서 유아의 발화에 대한 원어민과 이중언어 교사의 피드백 유형 및 반응에 대한 연구
A comparative analysis of feedback types and learner responses in kindergarten English Classes: Native English teachers vs. bilingual English teachers
0
조회
0
다운로드
0
인용
0
참고문헌
키워드
초록
The purpose of this study was to investigate the type of feedback, learner responses, and characteristics of native and bilingual English teachers in kindergarten English classes. The classes of native and bilingual English teachers were observed six times each, filmed, transcribed, and analyzed for the types of speech errors made by children and the teacher's feedback. Additionally, semi-structured interviews were conducted to understand the differences between the teacher's thoughts and their actual performance. The research results are as follows: First, native English teachers provided significantly more positive feedback than bilingual English teachers. Second, while the frequency of negative feedback was similar between native and bilingual English teachers, there was a distinct difference in the types of feedback given. Native English teachers predominantly used implicit methods such as Recast, whereas bilingual English teachers primarily used explicit methods such as Explicit Correction. Third, there was a discrepancy between the feedback English teachers perceived as effective and the feedback they actually provided in class. This study is meaningful as it compares and analyzes the types of speaking feedback between native and bilingual English teachers for young children, moving away from the traditional focus on adult-centered feedback studies.
Abstract
The purpose of this study was to investigate the type of feedback, learner responses, and characteristics of native and bilingual English teachers in kindergarten English classes. The classes of native and bilingual English teachers were observed six times each, filmed, transcribed, and analyzed for the types of speech errors made by children and the teacher's feedback. Additionally, semi-structured interviews were conducted to understand the differences between the teacher's thoughts and their actual performance. The research results are as follows: First, native English teachers provided significantly more positive feedback than bilingual English teachers. Second, while the frequency of negative feedback was similar between native and bilingual English teachers, there was a distinct difference in the types of feedback given. Native English teachers predominantly used implicit methods such as Recast, whereas bilingual English teachers primarily used explicit methods such as Explicit Correction. Third, there was a discrepancy between the feedback English teachers perceived as effective and the feedback they actually provided in class. This study is meaningful as it compares and analyzes the types of speaking feedback between native and bilingual English teachers for young children, moving away from the traditional focus on adult-centered feedback studies.
참고문헌 (17)
- 김민정, "초등학생의 발화 오류에 대한 원어민 교사와 한국인 교사의 오류수정 피드백 유형 및 반응", 현대영어교육, 12(3), pp.206~229 (2011)
- 김영은, "학습자의 오류에 대한 교사의 오류수정 학습자 자기 교정유도를 중심으로", 영어어문교육, 13(1), pp.111~131 (2007)
- 김유미, "교사의 피드백과 오류 수정에 관한 연구", 석사, pp.2004
- 이승민, "말하기 중심 의사소통활동에서 교사의 상호작용적 피드백이 언어형식 학습에 미치는 영향", 초등영어교육, 19(4), pp.189~213 (2013)
- 이애진, "유치원 영어교사의 피드백에 나타난 스캐폴딩 유형", 현대문법연구, 63, pp.217~239 (2011)
- 정동빈, "몰입식 초등영어교육에서 교정 피드백과 업테이크의 상호관련성연구", 초등영어교육, 14(1), pp.39~70 (2008)
- 정동빈, "노래와 동화를 활용한 형태초점 의사소통 지도로 나타난 유아의영어능력", 한국영유아보육학, 57, pp.289~314 (2009)
- 정영주, "피드백이 과업수행성과에 미치는 영향에 관한 연구: 자기 효능감의 매개효과를 중심으로", 석사, pp.2009
- 차경희, "과업 중심 교수법을 활용한 유아 영어 읽기⋅쓰기 활동 사례 연구", 학습자중심교과교육연구, 23(10), pp.47~60 (2023)
- Brown, H. D., "Teaching by principles: An interactive approach to language pedagogy" (2001), Pearson Education
- Caroll, S., "Explicit and implicit negative feedback : An empirical study of the learning of linguistic generalizations", Studies in Second Language Acquisition, 15(3), pp.357~386 (1993)
- Doughty, C., "Focus on form in classroom second language acquisition" (1998), Cambridge University Press
- Ellis, R., "The study of second language acquisition" (1994), Oxford University Press
- Lee, J., "Corrective feedback and learner uptake in English immersion classrooms at the primary level in Korea", English Teaching, 62(4), pp.311~334 (2007)
- Long, M. H., "Maturational constraints on language development", Studies in Second Language Acquisition, 12, pp.251~285 (1990)
- Lyster, R, "Corrective feedback and learner uptake negotiation of form on communicative classrooms", Studies in Second Language Acquisition, 1, pp.37~66 (1997)
- Sheen, Y. H., "Differential effects of oral and written corrective feedback in the ESL classroom", Studies in Second Language Acquisition, 32(2), pp.203~234 (2010)