한국 대학생의 영어말하기 자가오류수정: 토익스피킹 시험을 기반으로
Spoken Error Self-correction by Korean University Students: Based on the TOEIC Speaking Test
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초록
The purpose of this study is to examine the types and the characteristics of students’ spoken self-error correction relative to English proficiency level. This study was conducted in C university, Chungcheong-do, and 28 students took part in the study. The participants transcribed their spoken data and corrected errors by themselves. After that, they wrote learning journals regarding what they noticed about their errors. As research data, self-correction sheets and learning journals were collected and qualitatively analyzed. The findings of the study show that the advanced level group and the intermediate·novice group made similar results. Errors of misformation were the highest for both groups at 48%, followed by those of addition at 39%, and ommission at 13%. This research implies that teachers can give students appropriate feedback and effective teaching guidelines, depending on level, through understanding of student errors. Learners need to focus, not only global errors, but also local errors on their work. Lastly, teacher encourage students to do peer and group work for doing self-correction. It will help students to improve self-confidence and feel comfortable about communicating in English.
Abstract
The purpose of this study is to examine the types and the characteristics of students’ spoken self-error correction relative to English proficiency level. This study was conducted in C university, Chungcheong-do, and 28 students took part in the study. The participants transcribed their spoken data and corrected errors by themselves. After that, they wrote learning journals regarding what they noticed about their errors. As research data, self-correction sheets and learning journals were collected and qualitatively analyzed. The findings of the study show that the advanced level group and the intermediate·novice group made similar results. Errors of misformation were the highest for both groups at 48%, followed by those of addition at 39%, and ommission at 13%. This research implies that teachers can give students appropriate feedback and effective teaching guidelines, depending on level, through understanding of student errors. Learners need to focus, not only global errors, but also local errors on their work. Lastly, teacher encourage students to do peer and group work for doing self-correction. It will help students to improve self-confidence and feel comfortable about communicating in English.
참고문헌 (21)
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