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The Relationship between Language Anxiety and the Role of Recasts and Modified Output in the Development of Korean Relative Clause Construction

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The study investigated (a) whether or not language anxiety affected the effectiveness of recasts on accuracy development in the use of objective relative clauses in Korean and (b) whether or not language anxiety influenced the frequencies of modified output following recasts. Thirty-five learners of Korean language and three native Korean speakers participated. Based on their responses to a questionnaire of language anxiety, the learners were assigned into four groups: low-anxiety recast group (n=10), high-anxiety recast group (n=9), low-anxiety control group (n=8), and high-anxiety control group (n=8). All learners engaged in a dyadic interaction with a native Korean speaker using four different communicative tasks. While the learners in the recast groups received recasts to their errors of the target form, the learners in the control group did not get any types of corrective feedback to their errors. The study found that both recast groups outperformed the control groups in the tests which measured accuracy development of the target form, but the low-anxiety recast group showed more improvement than the high-anxiety recast group. In addition, the low-anxiety recast group produced modified output and repairs following recasts far more often than the high-anxiety recast group.

Abstract

The study investigated (a) whether or not language anxiety affected the effectiveness of recasts on accuracy development in the use of objective relative clauses in Korean and (b) whether or not language anxiety influenced the frequencies of modified output following recasts. Thirty-five learners of Korean language and three native Korean speakers participated. Based on their responses to a questionnaire of language anxiety, the learners were assigned into four groups: low-anxiety recast group (n=10), high-anxiety recast group (n=9), low-anxiety control group (n=8), and high-anxiety control group (n=8). All learners engaged in a dyadic interaction with a native Korean speaker using four different communicative tasks. While the learners in the recast groups received recasts to their errors of the target form, the learners in the control group did not get any types of corrective feedback to their errors. The study found that both recast groups outperformed the control groups in the tests which measured accuracy development of the target form, but the low-anxiety recast group showed more improvement than the high-anxiety recast group. In addition, the low-anxiety recast group produced modified output and repairs following recasts far more often than the high-anxiety recast group.

참고문헌 (45)

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