초등학생의 발화 오류에 대한 원어민 교사와 한국인 교사의 오류수정 피드백 유형 및 반응
A study on the types and effects of the teachers' corrective feedback on elementary school students' speech errors
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초록
The present study aims to explore the types of the elementary school students' speech errors, the corrective feedback of a native teacher and a Korean teacher, and subsequent uptake of the students during English speaking elementary school classes. For these purposes, a 4th-grade English class was recorded for 28 hours and selectively transcribed to examine the parts where teacher gave feedback to students on speech errors. The main results of this experiment are as follows. First, the most frequent errors made by students are in the following order: vocabulary errors; grammatical errors; phonological errors; and lastly errors caused by context misinterpretations. Second, the ways that a native teacher and a Korean teacher provided the corrective feedback were different. The Korean teacher preferred explicit corrective feedback while the native teacher provided recast feedback most often. Third, the most successful corrective feedback leading to students' repair was recast for the Korean teacher and elicitation for the native teacher. Next, the answers to the questionnaire showed that large number of students liked to have their errors corrected by teachers. In terms of timing, students preferred to receive feedback directly after the error was made. Lastly, an interview with teachers revealed that individual teachers had their own rules in providing feedback to certain types of speech errors.
Abstract
The present study aims to explore the types of the elementary school students' speech errors, the corrective feedback of a native teacher and a Korean teacher, and subsequent uptake of the students during English speaking elementary school classes. For these purposes, a 4th-grade English class was recorded for 28 hours and selectively transcribed to examine the parts where teacher gave feedback to students on speech errors. The main results of this experiment are as follows. First, the most frequent errors made by students are in the following order: vocabulary errors; grammatical errors; phonological errors; and lastly errors caused by context misinterpretations. Second, the ways that a native teacher and a Korean teacher provided the corrective feedback were different. The Korean teacher preferred explicit corrective feedback while the native teacher provided recast feedback most often. Third, the most successful corrective feedback leading to students' repair was recast for the Korean teacher and elicitation for the native teacher. Next, the answers to the questionnaire showed that large number of students liked to have their errors corrected by teachers. In terms of timing, students preferred to receive feedback directly after the error was made. Lastly, an interview with teachers revealed that individual teachers had their own rules in providing feedback to certain types of speech errors.
참고문헌 (22)
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