코퍼스를 활용한 영작문 문법오류 피드백의 효과에 관한 사례 연구
A Case Study of the Effect of Corpus-based Feedback on High School Students’ Grammar Accuracy in L2 Writing
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초록
The purpose of this case study was to investigate the effect of corpus-based feedback on the improvement in grammar accuracy in L2 writing. A few previous studies have been conducted in this field, but most of them required the participants to manipulate the concordance program, which might cause different results depending on the students’ computer skills. Therefore, the present study aimed at controlling the factor. For this six-week qualitative study, three students at different levels were asked to write 16 pieces of English writing and correct their errors using concordance lines which were provided in the form of hand-outs. The results showed that the students’ grammatical accuracy improved regardless of their levels, while the ability of the student to analyze and correct their errors varied with respect to their levels and learning styles. On the other hand, the participants pointed out that they had difficulty using the concordance-based feedback because of the incomplete form of sentences and more time to analyze errors. In conclusion, the present case study suggests the corpus-based writing feedback as an alternative way to correct grammatical errors in EFL high school students’ English writing.
Abstract
The purpose of this case study was to investigate the effect of corpus-based feedback on the improvement in grammar accuracy in L2 writing. A few previous studies have been conducted in this field, but most of them required the participants to manipulate the concordance program, which might cause different results depending on the students’ computer skills. Therefore, the present study aimed at controlling the factor. For this six-week qualitative study, three students at different levels were asked to write 16 pieces of English writing and correct their errors using concordance lines which were provided in the form of hand-outs. The results showed that the students’ grammatical accuracy improved regardless of their levels, while the ability of the student to analyze and correct their errors varied with respect to their levels and learning styles. On the other hand, the participants pointed out that they had difficulty using the concordance-based feedback because of the incomplete form of sentences and more time to analyze errors. In conclusion, the present case study suggests the corpus-based writing feedback as an alternative way to correct grammatical errors in EFL high school students’ English writing.
참고문헌 (30)
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