초등 영어 교실 수업에서 교정적 피드백에 대한 교사의 인식 조사
Teachers’ Perceptions of Corrective Feedback in Elementary School English Classrooms
0
조회
0
다운로드
3
인용
0
참고문헌
키워드
초록
This paper discusses the results of surveying 16 experienced teachers(group 1) and 16 less-experienced ones(group 2) about types of corrective feedback they have used in elementary school English classrooms. The results of this study are as follows: (1) Conversational recasts are used most frequently and they are the most preferable and thought to be the most effective. However, there is no significant difference between both groups in terms of frequency, preference and effectiveness of conversational recasts. Conversational recasts are used so as not to interrupt the flow of students’ conversations and give them emotional pressure. (2) Repetition is used most frequently, but elicitation is the most preferable and thought to be the most effective for prompting students to reformulate their own utterances. However, there are no significant differences between both groups in terms of frequency, preference and effectiveness of repetition and elicitation. (3) Comprehension checks are used more frequently than confirmation checks, but the latter is more preferable and thought to be more effective than the former. Confirmation checks are used more frequently and they are more preferable for group 1, whereas comprehension checks are used more frequently and they are more preferable for group 2. Both groups think they are equally effective. However, there are no differences between both groups in terms of frequency, preference and effectiveness of confirmation and comprehension checks. The results of this study are expected to help teachers recognize focus on form techniques and utilize a variety of corrective feedback eclectically in elementary school English classrooms.
Abstract
This paper discusses the results of surveying 16 experienced teachers(group 1) and 16 less-experienced ones(group 2) about types of corrective feedback they have used in elementary school English classrooms. The results of this study are as follows: (1) Conversational recasts are used most frequently and they are the most preferable and thought to be the most effective. However, there is no significant difference between both groups in terms of frequency, preference and effectiveness of conversational recasts. Conversational recasts are used so as not to interrupt the flow of students’ conversations and give them emotional pressure. (2) Repetition is used most frequently, but elicitation is the most preferable and thought to be the most effective for prompting students to reformulate their own utterances. However, there are no significant differences between both groups in terms of frequency, preference and effectiveness of repetition and elicitation. (3) Comprehension checks are used more frequently than confirmation checks, but the latter is more preferable and thought to be more effective than the former. Confirmation checks are used more frequently and they are more preferable for group 1, whereas comprehension checks are used more frequently and they are more preferable for group 2. Both groups think they are equally effective. However, there are no differences between both groups in terms of frequency, preference and effectiveness of confirmation and comprehension checks. The results of this study are expected to help teachers recognize focus on form techniques and utilize a variety of corrective feedback eclectically in elementary school English classrooms.
참고문헌 (26)
- 교육부, "영어과 교육과정", 교육부 고시 제2015-74호, ~ (2015)
- 김민정, "초등학생의 발화 오류에 대한 원어민 교사와 한국인 교사의 오류수정 피드백 유형 및 반응", 현대영어교육, 12(3), pp.206~229 (2011), 현대영어교육학회
- 이은혜, "초등 영어 교육에서 문법 지도 방법과 교정 피드백 유형에 관한 교사와 학생의 인식 연구", 영어영문학21, 31(4), pp.271~297 (2018), 21세기영어영문학회[DOI]
- Akiyama, Y., "Learner beliefs and corrective feedback in telecollaboration: A longitudinal investigation", System, 64, pp.58~73 (2017)
- Ammar, A., "One size fits all? Recasts, prompts, and L2 learning", Studies in Second Language Acquisition, 28(4), pp.543~574 (2006)
- Bitchener, J., "The value of written corrective feedback for migrant and international students", Language Teaching Research, 12, pp.409~431 (2008)[DOI]
- Jean Chandler, "The efficacy of various kinds of error feedback for improvement in the accuracy and fluency of L2 student writing", Journal of Second Language Writing, 12(3), pp.267~296 (2003), Elsevier BV[DOI]
- Carroll, S., "Explicit and implicit negative feedback : An empirical study of the learning linguistic generalizations", Studies in Second Language Acquisition, 15(3), pp.357~386 (1993)
- Chaudron, C., "A descriptive model of discourse in the corrective treatment learners’ errors", Language Learning, 27, pp.29~46 (1977)
- Ellis, R., "Researching the effects of form-focused instruction on L2 acquisition", AILA Review, 19, pp.18~41 (2006)
- Ellis, R., "Explicit and implicit negative feedback and the acquisition of L2 grammar", Studies in Second Language Acquisition, 28(2), pp.339~368 (2006)
- Erlam, R., "Implicit and explicit recasts in L2 oral French interaction", The Canadian Modern Language Review, 67(4), pp.877~905 (2010)
- Lee, E. J., "Corrective feedback preferences and learner repair among advanced ESL students", System, 41, pp.217~230 (2013)
- Long, M. H., "Native speaker", non-native speaker conversation and the negotiation of comprehensible input, 1983, pp.4, 126~141
- Roy Lyster, "DIFFERENTIAL EFFECTS OF PROMPTS AND RECASTS IN FORM-FOCUSED INSTRUCTION", Studies in Second Language Acquisition, 26(03) (2004), Cambridge University Press (CUP)[DOI]
- Lyster, R., "Interactional feedback and instructional counterbalance", Studies of Second Language Acquisition, 28(2), pp.269~300 (2006)
- Lyster, R., "Corrective feedback and learner uptake : Negotiation of form in communicative classrooms", Studies in Second Language Acquisition, 19, pp.37~66 (1997)
- Roy Lyster, "ORAL FEEDBACK IN CLASSROOM SLA", Studies in Second Language Acquisition, 32(2), pp.265~302 (2010), Cambridge University Press (CUP)[DOI]
- Ranta, L., "Practice in a second language: Perspectives from applied linguistics and cognitive psychology", pp.141~160 (2007), Cambridge University Press
- Schulz, R. A., "Cultural differences in student and teacher perceptions concerning the role of grammar instruction and corrective feedback : USA-Colombia", The Modern Language Journal, 85(2), pp.244~258 (2001)
- Sheen, Y. H., "Conversational interaction in second language acquisition: A collection of empirical studies", pp.301~322 (2007), Oxford University Press
- Younghee Sheen, "DIFFERENTIAL EFFECTS OF ORAL AND WRITTEN CORRECTIVE FEEDBACK IN THE ESL CLASSROOM", Studies in Second Language Acquisition, 32(2), pp.203~234 (2010), Cambridge University Press (CUP)[DOI]
- Sheen, Y. H., "Corrective feedback, individual differences and second language learning" (2011), Springer
- Sheen, Y., "Handbook of research in second language teaching and learning. Vol. 2", pp.593~610 (2011), Routledge
- Yang, Y., "Effects of form-focused practice and feedback on Chinese EFL learners’ acquisition of regular and irregular past tense forms", Studies in Second Language Acquisition, 32(2), pp.235~263 (2010)
- Yoshida, R., "How do teachers and learners perceive corrective feedback in the Japanese language classroom?", The Modern Language Journal, 94, pp.293~314 (2010)