교정피드백에 대한 초등영어 교사와 학생의 인식에 대한 연구
A Study of Perception of Corrective Feedback Among Elementary English Teachers and Students
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This study purports to examine how corrective feedback is perceived by elementary English teachers and students. The results and findings have led to the following conclusions. Firstly, both students and teachers consider corrective feedback helpful in cognitive development as well as in affective enhancement. Secondly, both teachers and students similarly prefer corrective feedback to be given immediately after students make an error, especially in the areas of grammar and vocabulary. The only exception is that fourth graders express a significant greater desire for corrective feedback in pronunciation. Teachers consider it most desirable for the students to correct themselves, whereas students expect their teachers to correct errors with explicit corrective feedback. Thirdly, 4th and 5th graders prefer explicit correction to other types of corrective feedback, while most teachers and 6th graders prefer elicitation. Among the types of corrective feedback explicit correction is regarded most negatively by the majority of participants. Based on the findings, it is proposed that elementary English teachers undertake various approaches to corrective feedback and heighten positive expectations for it. In addition, teachers need to consider both the cognitive and affective aspects in deciding the form and timing of corrective feedback.
Abstract
This study purports to examine how corrective feedback is perceived by elementary English teachers and students. The results and findings have led to the following conclusions. Firstly, both students and teachers consider corrective feedback helpful in cognitive development as well as in affective enhancement. Secondly, both teachers and students similarly prefer corrective feedback to be given immediately after students make an error, especially in the areas of grammar and vocabulary. The only exception is that fourth graders express a significant greater desire for corrective feedback in pronunciation. Teachers consider it most desirable for the students to correct themselves, whereas students expect their teachers to correct errors with explicit corrective feedback. Thirdly, 4th and 5th graders prefer explicit correction to other types of corrective feedback, while most teachers and 6th graders prefer elicitation. Among the types of corrective feedback explicit correction is regarded most negatively by the majority of participants. Based on the findings, it is proposed that elementary English teachers undertake various approaches to corrective feedback and heighten positive expectations for it. In addition, teachers need to consider both the cognitive and affective aspects in deciding the form and timing of corrective feedback.
참고문헌 (26)
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