형태초점교수 수업에서 오류수정 피드백과 학습자 반응
Corrective feedback and uptake in a form-focused instruction class
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초록
본 연구는 형태초점교수 수업에서 오류수정 피드백과 학습자 반응의 관계를 조사하는 것을 목적으로 한다. 호주의 한 어학원에 등록한 14명의 ESL 중급 학습자들이 본 연구에 참여하였고, 형태초점을 중심으로 학습하는 수업을 녹음하고 이를전사하였다. 기술 통계와 피어슨 카이 검정이 실시되었다. 학습자가 피드백을 가장 많이 받은 언어 형태는 단어였으며, 그 다음이 문법이었고, 발음상에서 피드백은 많이 받지 않았다. 피드백 유형에서는 명시적 수정이 가장 많이 나타난 피드백이었지만, 오류고쳐 되말하기는 교실에서 가장 적게 사용되는 피드백이었다. 학습자 반응률은 다른 기존의 연구 결과만큼 높게 나타났다. 학습자 반응에 영향을 미치는 요인으로는 형태초점 교수에 대한 처방적/예방적 접근과 피드백 유형이었다. 교사가 처방적 접근을 취하면 학습자는 적극적인 반응을 보였으며, 교사가 시작한 예방적 접근은 덜 적극적인 학습자 반응으로 이어졌다. 유도 피드백이발생하면 학습자 반응이 나타났으며, 오류고쳐 되말하기의 경우에는 학습자 반응으로까지 연결되지 못했다. 보다 구체적인 환경에서 오류수정 피드백과 학습자반응에 대한 연구가 앞으로 이루어져야 할 것이다.
Abstract
This study aims to investigate the relationship between corrective feedback and learners’ uptake in a form-focused instruction class. Fourteen intermediate ESL students at a language institute in Australia participated in this study. A three-hour form-focused class was audio recorded and then transcribed. Descriptive statistics and Pearson chi-square tests were conducted. The results indicated that learners received feedback on vocabulary the most, followed by grammar, and then pronunciation. Explicit correction(60%) was the most prevalent dominant feedback, whereas recasts(6.7%) were the least amount of feedback used in the class. The uptake rate was as high as those in other studies, and it was influenced by both reactive/preemptive approaches to focus-onform and feedback types. Also, the reactive approach led to active uptake whereas the teacher-initiated preemptive approach led to less active uptake. Lastly, elicitation led to more uptake while recasts did not lead to any uptake. Future studies should focus on corrective feedback and uptake in more specific situations.
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