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Learners’ Beliefs and Engagement of Grammar Correction in L2 Writing Process

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참고문헌

키워드

주제분류영어와문학

초록

The present study is an attempt to integrate the framework of both second language (L2) writingand second language acquisition (SLA) studies in order to explore the relationship betweenlearners’ utilization of grammar correction and their beliefs about the role of correction. Twoaspects of the role of grammar correction were examined: (a) learners’ use of correction in therevision process and (b) the effects of correction on learners’ L2 accuracy development (i.e.,English articles). Data (i.e., learners’ essay writing with teacher feedback, three timed-writingtests, and three semi-structured interviews with individual learners) obtained from ten learnersenrolled in writing classes in Korea were analyzed. The research found that most studentsdeemed grammar correction important, but it yielded a complex picture of student attitudetoward the teacher’s grammar correction. Grammar correction was helpful in editing learners’drafts and for L2 development when given to learners who were willing to engage in integratingthe corrections. In other words, it was found that learners’ beliefs and attitudes toward teacherfeedback could impact the extent to which individual learners processed and integrated thecorrections.

Abstract

The present study is an attempt to integrate the framework of both second language (L2) writingand second language acquisition (SLA) studies in order to explore the relationship betweenlearners’ utilization of grammar correction and their beliefs about the role of correction. Twoaspects of the role of grammar correction were examined: (a) learners’ use of correction in therevision process and (b) the effects of correction on learners’ L2 accuracy development (i.e.,English articles). Data (i.e., learners’ essay writing with teacher feedback, three timed-writingtests, and three semi-structured interviews with individual learners) obtained from ten learnersenrolled in writing classes in Korea were analyzed. The research found that most studentsdeemed grammar correction important, but it yielded a complex picture of student attitudetoward the teacher’s grammar correction. Grammar correction was helpful in editing learners’drafts and for L2 development when given to learners who were willing to engage in integratingthe corrections. In other words, it was found that learners’ beliefs and attitudes toward teacherfeedback could impact the extent to which individual learners processed and integrated thecorrections.

참고문헌 (43)

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