교사의 질문 피드백이 영어 설명문 쓰기 발달에 미치는 영향 및 학생들의 인식에 관한 연구
A Study on the Effects of Teacher’s Written Feedback with Questions on Students’ Expository Writing Development and Their Perceptions
0
조회
0
다운로드
3
인용
0
참고문헌
키워드
초록
본 연구의 목적은 교사의 질문 피드백이 초등학교 6학년 학생들의 영어 설명문 쓰기 발달에 영향을 미치는 지에 관해 알아보는 것이다. 학생들의 영어 설명문 쓰기 능력 발달 양상을 살펴보기 위하여 Donovan(2011)이 제시한 8단계 쓰기 발달 척도를 이용하였으며, 학생들의 영어 쓰기에 제시된총 단어 수를 세어 글의 유창성을 조사하였다. 본 연구에서는 또한 학생들이 교사의 질문 피드백에대해 어떻게 인식하고 있는 지에 대해 알아보았다. 서울의 한 초등학교 6학년 학생 15명을 대상으로실시한 본 연구를 위해 수집된 자료는 사전․사후 쓰기 테스트 결과지와 교사의 질문 피드백을 받기 전의 글쓰기 결과물 90편과 질문 피드백을 받은 후 수정 글쓰기 결과물 90편으로 구성된 180편의 쓰기 결과물, 교사의 질문 피드백에 대한 학생들의 소감문이다. 연구 결과, 교사의 질문 피드백은학생들의 영어 설명문 쓰기 단계 발달에 긍정적인 영향을 미치는 것을 확인할 수 있었다. 또한 학생들은 교사의 질문 피드백이 그들의 설명문 쓰기 능력을 발달시키는 데 도움이 되었다고 인식하였다.
Abstract
This study aims to investigate if the teacher’s written feedback with questions can be influential to have students develop their expository writing skills. The writing skills were measured by investigating the change of their writing development stage and fluency in their writing. In addition, this study also examined how students perceive the teacher’s written feedback with questions. Fifteen elementary students of sixth grade participated in this study. The data included pre- and post-writing test results, 180 students’ writing samples (i.e., 90 writings before receiving the teacher’s feedback and 90 revised writings) and their reaction journals. All the students’ writings were evaluated according to the eight development stages of expository writing skills Donovan and Smolkin (2011) proposed. The results of the study are three-fold. The students showed the improvement of their writing development stage, and it was caused by the teacher’s feedback with questions. In addition, the students perceived their writing experience with the teacher’s feedback as effective and useful in developing their writing skills.
참고문헌 (20)
- 배두본, "영어교육학 총론" (2002), 한국문화사
- Brubaker, K., "Energy makes things happen" (2003), HarperCollins Publishers
- Brumfit, C., "Communicative methodology in language teaching: The roles of fluency and accuracy" (1984), Cambridge University Press
- Cumming, A., "Teachers' procedures for responding to the writing of students of English as a second language", Paper presented at the Canadian Council of Teachers of English (1983)
- Donovan, C. A., "Considering genre, content, and visual features in the selection of trade books for science instruction", The Reading Teacher, 55(6), pp.502~520 (2002)
- Donovan, C. A., "Handbook of writing research", pp.131~143 (2006), Guilford
- Donovan, C. A., "Supporting informational writing in the elementary grades", The Reading Teacher, 64(6), pp.406~416 (2011)
- Duke, N. K., "Reading and writing informational text in the primary grades: Research-based practices" (2003), Scholastic
- E2K, "미국 초등학교 교과서에서 뽑은 ENGLISH READING Basic 1" (2011), 길벗스쿨
- Gill, S., "What teachers need to know about the "new" nonfiction", The Reading Teacher, 63(4), pp.260~267 (2009)
- Kepner, G., "An experiment in the relationship of types of written feedback to the development of second-language writing skills", The Modern Language Journal, 75(3), pp.305~313 (1991)
- Moss, B., "Teaching expository text structures through information trade book retellings", The Reading Teacher, 57(8), pp.710~718 (2004)
- Pappas, C. C., "Is narrative "primary"? Some insights from kindergarteners' pretend readings of stories and information books", Journal of Reading Behavior, 25(1), pp.97~129 (1993)
- Pappas, C. C., "The information book genre: Its role in integrated science literacy research and practice", Reading Research Quarterly, 41(2), pp.226~250 (2006)
- Paulston, C. B., "Teaching English as a second language: Techniques and procedures" (1976), Prentice Hall
- Saul, E. W., "Choosing and using information trade books", Reading Research Quarterly, 40(4), pp.502~513 (2005)
- Semke, D., "Effects of the red pen", Foreign Language Annals, 17(3), pp.195~202 (1984)
- Smolkin, L. B., "The contexts of comprehension: The information book read aloud, comprehension acquisition, and comprehension instruction in a first-grade classroom", The Elementary School Journal, 102(2), pp.97~122 (2001)
- Vygotsky, L., "Mind in society: The development of higher psychological processes" (1978), Harvard University Press
- Zamel, V., "Responding to student writing", TESOL Quarterly, 19(1), pp.79~101 (1985)