재형태화 피드백을 활용한 한국어 쓰기 교육 연구
A Study of Korean Writing Instruction Using Reformulation Feedback
0
조회
0
다운로드
2
인용
0
참고문헌
키워드
초록
This study considered ways to use reformulation feedback(RF) in re-teaching and learning to improve the writing skills of Korean learners for academic purposes. Taking advantage of this benefit, the present study provided a sample of Korean learners with RF appraisals and obtained the following results. First, the error correction rate and average error correction rate of each session were obtained by counting the number of errors in vocabulary, grammar, and sociolinguistic competence. The results found that the error correction rates of sessions other than the fourth session (an essay) increased. Second, the subjects were divided into three groups by language proficiency: group A(high scoring test takers), group B(intermediate scoring test takers), group C(low scoring test takers) and the pre- and post-feedback treatment improvements of each competency area were separately examined for each group. The results found pre-feedback differences in vocabulary, grammar, and text content between group A and group C, but there was only regarding grammar between group B and group C. Large post-feedback differences were found in vocabulary, grammar, text content, and text structure between group A and group C and between group B and group C because group A and group B made large improvements. Accordingly it is proved that learners with high language proficiency have higher feedback acceptance of RF. Third, the average scores on the pre-feedback essays and post-feedback logical writings were compared to determine the influences of RF regardless of genre or topic. The results found statistically significant increases in the average scores in language forms and discourse.
Abstract
This study considered ways to use reformulation feedback(RF) in re-teaching and learning to improve the writing skills of Korean learners for academic purposes. Taking advantage of this benefit, the present study provided a sample of Korean learners with RF appraisals and obtained the following results. First, the error correction rate and average error correction rate of each session were obtained by counting the number of errors in vocabulary, grammar, and sociolinguistic competence. The results found that the error correction rates of sessions other than the fourth session (an essay) increased. Second, the subjects were divided into three groups by language proficiency: group A(high scoring test takers), group B(intermediate scoring test takers), group C(low scoring test takers) and the pre- and post-feedback treatment improvements of each competency area were separately examined for each group. The results found pre-feedback differences in vocabulary, grammar, and text content between group A and group C, but there was only regarding grammar between group B and group C. Large post-feedback differences were found in vocabulary, grammar, text content, and text structure between group A and group C and between group B and group C because group A and group B made large improvements. Accordingly it is proved that learners with high language proficiency have higher feedback acceptance of RF. Third, the average scores on the pre-feedback essays and post-feedback logical writings were compared to determine the influences of RF regardless of genre or topic. The results found statistically significant increases in the average scores in language forms and discourse.
참고문헌 (22)
- 김경령, "피드백 제공 방식에 따른 한국어 학습자의 쓰기 작문에 나타난 오류 수정 효과 연구", 한국어와 문화, 18, pp.428~434 (2015), 숙명여자대학교 한국어문화연구소
- 김보현, "모범답안 보기 중 주목하기가 한국어 고급 학습자의 다시 쓰기에 미치는 영향 －필기하기와 밑줄 긋기 방식을 중심으로－", 새국어교육, (112), pp.173~209 (2017), 한국국어교육학회[DOI]
- 김정숙, "한국어 쓰기 능력 평가 방안- 종합적 채점과 분석적 채점 결과를 중심으로", 이중언어학, (43), pp.81~99 (2010), 이중언어학회[DOI]
- 김지은, "한국어 학습자 작문에 대한 교사 피드백 연구 - 교사 피드백 실험과 설문조사를 바탕으로 -", 우리말연구, (32), pp.133~158 (2013), 우리말학회
- 노경진, "재구조화하기 활동이 고등학생의 영어 쓰기 능력 향상에 미치는 영향", 석사, 영어교육, pp.2008
- 박주현, "교사 피드백 방법이 학습자 작문의 형태 오류 감소에 미치는 영향", 석사, 한국학, pp.2007
- 이수미, "재형태화 피드백이 한국어 쓰기에 미치는 영향", 석사, 한국학, pp.2007
- 이정희, "한국어 오류 판정과 분류 방법에 관한 연구", 한국어교육, 13(1), pp.175~197 (2002), 국제한국어교육학회
- 이지혜, "교사의 피드백 유형이 한국어 학습자의 쓰기 능력에 미치는 영향 연", 석사, pp.2017
- 정현정, "교사의 피드백이 한국어 학습자의 쓰기에 미치는 영향에 관한 연구", 석사, pp.2015
- 진대연, "한국어 쓰기 능력 평가에 대한 연구-텍스트 생산 능력 평가를 중심으로", 국어교육학연구, (19), pp.483~512 (2004), 국어교육학회
- Adams, R, "L2 output, reformulation and noticing: implications for IL development", Language Teaching Research, 7, pp.3~ (2003)
- Cohen, A, "Reformulating second-language compositions: a potential source of input for the learner", ERIC, pp.4~5 (1983)
- Ellis, R, "A typology of written corrective feedback types", ELT Journal, 63, pp.97~98 (2009)
- MARÍA SANTOS, "The Differential Effect of Two Types of Direct Written Corrective Feedback on Noticing and Uptake: Reformulation vs. Error Correction", International Journal of English Studies (2010)
- Osamu Hanaoka, "Noticing and uptake: Addressing pre-articulated covert problems in L2 writing", Journal of Second Language Writing, 21 (2012)
- Qi, D, "An inquiry into the effects of noticing in a three-stage second language writing task", Journal of Second Language Writing, 10, pp.294~296 (2001)
- Sachs, R, "Learners’ uses of two types of written feedback on an L2writing revision task", Studies in Second Language Acquisition, 21 (2007)
- Swain, M, "Talking it through: Two French immersion learners’response to reformulated writing", International Review of Applied Linguistics, pp.285~286 (2003)
- Thornbury, S, "Reformulation and reconstruction: Tasks that promote ‘noticing’", ELT Journal, 51, pp.327~ (1997)
- Tribble, C, "Writing (Language teaching: A scheme for teacher education)", pp.158~159 (1996), Oxford University Press
- Weigle, S, "Assessing writing Cambridge", pp.4~ (2002), Cambridge University Press