대학 영어회화 수업에서의 원어민 강사의교정적 피드백 연구
Native English-Speaking Teachers’ Corrective Feedback in College-Level Conversation Classes
1
조회
0
다운로드
0
인용
0
참고문헌
키워드
초록
This study examines corrective feedback behaviors of native English-speaking instructors in college-level informal conversation classes. Approximately 750 minutes of extracurricular English conversation classes led by four native English-speaking teachers were audiotaped and videotaped. An average of five students participated in each class. Recorded classes were transcribed and micro-analyzed. Analyses of the transcribed data identified types of teachers’ corrective feedback, types of learners’ errors eliciting corrective feedback, and the effects on learner uptake. The results revealed similarities and differences when compared to existing studies. The most frequently used type of corrective feedback was recast, and the explicit correction and clarification request types followed. Meta-linguistic feedback and elicitation types were not observed. With respect to learner uptake, the explicit feedback type yielded the highest rate, which was followed by the translation and the repetition types. The recast type resulted in the lowest rate of learner uptake. The sources of errors that elicited the highest feedback counts were lexical and grammatical. The results highlight the importance of teacher education on characteristics, implementation, and pedagogical effects of various corrective feedback techniques in the English classroom for more effective instruction and communication.
Abstract
This study examines corrective feedback behaviors of native English-speaking instructors in college-level informal conversation classes. Approximately 750 minutes of extracurricular English conversation classes led by four native English-speaking teachers were audiotaped and videotaped. An average of five students participated in each class. Recorded classes were transcribed and micro-analyzed. Analyses of the transcribed data identified types of teachers’ corrective feedback, types of learners’ errors eliciting corrective feedback, and the effects on learner uptake. The results revealed similarities and differences when compared to existing studies. The most frequently used type of corrective feedback was recast, and the explicit correction and clarification request types followed. Meta-linguistic feedback and elicitation types were not observed. With respect to learner uptake, the explicit feedback type yielded the highest rate, which was followed by the translation and the repetition types. The recast type resulted in the lowest rate of learner uptake. The sources of errors that elicited the highest feedback counts were lexical and grammatical. The results highlight the importance of teacher education on characteristics, implementation, and pedagogical effects of various corrective feedback techniques in the English classroom for more effective instruction and communication.
참고문헌 (46)
- 고윤지, "원어민 교사의 수정피드백에 따른 학습자 반응 연구", 석사, 영어교육, pp.2009
- 권윤희, "초등 영어 학습자의 발화에 대한 교사의 오류 수정 유형 : 학습자 자기 교정 유도를 중심으로", 석사, 초등영어교육, pp.2010
- 김나연, "대학에서의 영어 말하기 오류수정 피드백과 학습자 반응: 교사와 학습자의 태도를 중심으로", 영어어문교육, 15(4), pp.237~264 (2009), 한국영어어문교육학회
- 김미영, "피드백 유형이 한국 대학생 학습자의 영어 말하기 능력에 미치는 영향", 석사, 영어교육, pp.2008
- 김민정, "초등학생의 발화 오류에 대한 원어민 교사와 한국인 교사의 오류수정 피드백 유형 및 반응", 현대영어교육, 12(3), pp.206~229 (2011), 현대영어교육학회
- 임이랑, "교사의 오류수정 유형에 따른 성인영어학습자의 발화 반응 연구 : 수정적 피드백을 중심으로", 석사, 영어교육, pp.2010
- 정아름, "EFL 영어수준별 수업에서 학습자 발화오류에 대한 교정피드백과 학습자 채택에 관한 연구", 석사, 영어교육전공, pp.2012
- Allright, D., "Observation in the language classroom" (1988), Longman
- 변지현, "A Case Study of the Perspectives of ESL Teachers and Learners on Recasts", 응용언어학, 27(2), pp.127~160 (2011), 한국응용언어학회
- Chaudron, C., "A descriptive model of discourse in the corrective treatment of learners’ errors", Language Learning, 27 (1977)
- 조혜원, "Effects of interactional corrective feedback on learners’ noticing of target forms in L2.", Foreign Languages Education, 16(3), pp.21~46 (2009), 한국외국어교육학회
- Dlaska, A., "The short-term effects of individual corrective feedback on L2 pronunciation", System, 41 (2013)
- Ellis, R., "The study of second language acquisition" (1994), Oxford University Press
- Ellis, R., "Learner uptake in communicative ESL lessons", Language Learning, 51 (2001)
- Ellis, R., "Implicit and explicit corrective feedback and the acquisition of L2 grammar", Studies in Second Language Acquisition, 28 (2006)
- Fanslow, J., "The treatment of error in oral work", Foreign Language Annals, 10 (1977)
- Gass, S., "Input, interaction and the second language learner" (1997), Lawrence Erlbaum
- Han, Z., "A study of the impact of recasts on tense consistency in L2 output", TESOL Quarterly, 36(4) (2002)
- Hendrickson, J., "Error correction in foreign language teaching: Recent research and practice", The Modern Language Journal, 62 (1978)
- 장종득, "Changes of Korean EFL Learners' Attitudes toward Explicit Error Correction", 영미어문학, 94(94), pp.233~255 (2010), 한국영미어문학회
- 장성수, "The interaction of mediating factors in recast efficacy on noticing and L2 development", 응용언어학, 26(4), pp.49~79 (2010), 한국응용언어학회
- 정은해, "The Effects of Recasts on the Accuracy and the Quality of L2 Learners’ Language Performance", 어학연구, 48(2), pp.369~394 (2012), 언어교육원
- 김지현, "Learner Interpretation of Teacher Corrective Intention of Feedback in EFL Classrooms", 영어어문교육, 17(1), pp.81~99 (2011), 한국영어어문교육학회
- 김지현, "EFL learners’ perception toward interactional corrective feedback", Foreign Languages Education, 16(2), pp.1~24 (2009), 한국외국어교육학회
- 이보영, "Effects of Task and Feedback Types on Korean Adult EFL Learners’ Oral Proficiency", 영어교육, 65(2), pp.101~130 (2010), 한국영어교육학회
- Lee, J. M., "Patterns of teacher feedback and learner uptake in EFL classrooms in Korea", 석사, pp.2009
- Leeman, J., "Recasts and L2 development: Beyond negative evidence", Studies in Second Language Acquisition, 25(1) (2003)
- Lochtman, L., "Oral corrective feedback in the foreign language classroom: How it affects interaction in analytic foreign language teaching", International Journal of Educational Research, 37 (2002)
- Loewen, S., "Measuring the effects of oral corrective feedback on L2 knowledge, In Conversational interaction in second language acquisition" (2007), Oxford University Press
- Long, M., "Focus on form: A design feature in language teaching methodology, In Foreign language research in cross-cultural perspective" (1991), John Benjamins
- Lyster, R., "Negotiation of form, recasts, and explicit correction in relation to error types and learner repair in immersion classrooms", Language Learning, 48(2) (1998)
- Lyster, R., "Interactional feedback and instructional counterbalance", Studies in Second Language Acquisition, 28(2) (2006)
- Lyster, R., "Corrective feedback and learner uptake: Negotiation of form on communicative classrooms", Studies in Second Language Acquisition, 19 (1997)
- Mackey, A., "How do learners perceive interactional feedback?", Studies in Second Language Acquisition, 22(4) (2000)
- Mackey, A., "Conversational interaction and second language development: Recasts, responses, and red herrings?", The Modern Language Journal, 82(3) (1998)
- McDonough, K., "Identifying the impact of negative feedback and learners' responses to ESL question development", Studies in 73 Second Language Acquisition, 27(1) (2005)
- McDonough, K., "Responses to recasts: Repetitions, primed production, and linguistic development", Language Learning, 56(4) (2006)
- Panova, I., "Patterns of corrective feedback and uptake in an adult ESL class room", TESOL Quarterly, 36(4) (2002)
- Rassaei, E., "Corrective feedback, learners’ perceptions, and second language development", System, 41 (2013)
- Schegloff, E. A., "The preference for self-correction in the organization of repair in conversation", Language, 50 (1977)
- Schmidt, R. W., "Developing basic conversational ability in a second language: A case study of an adult learner of Portuguese, In Talking to learn: Conversation in second language acquisition" (1986), Newbury House
- Sheen, Y., "Corrective feedback, individual differences, and second language acquisition" (2011), Springer
- Sheen, Y., "Corrective feedback and learner uptake in communicative classrooms across interactional settings", Language Teaching Research, 8 (2004)
- Tsang, W., "Feedback and uptake in teacher-student interaction: an analysis of 18 English lessons in Hong Kong secondary classrooms", Regional Language Center Journal, 35 (2004)
- Yang, S. Y., "A study of patterns and frequencies of corrective feedback and students' uptake to different error types", 석사, pp.2009
- Yang, Y., "Feedback and uptake in Chinese EFL classrooms: In search of instructional variables", The Journal of Asia TEFL, 6(1) (2009)
