예비 영어교사를 위한 영어 쓰기능력 향상 방안
The effective ways of developing English writing proficiency for pre-service teachers
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The purpose of this paper is to consider what the requirements are in preparing for the newly reformed English writing test on the English teachers' employment exam and to present effective ways for the test using the combined style of peer-feedback and integrated written feedback in a process-oriented writing procedure. This survey was conducted on 33 pre-service teachers whose major is English education. The questionnaire consists of 23 questions covering areas such as awareness toward the new format of the test and the effects of integrated process-oriented feedback which involves meaning-focused and form-focused feedback by a peer group. The data, which was measured with frequency analysis, shows that the pre-service teachers are in agreement about the necessity of an English writing test and the effects of integrated feedback by a peer group. In addition, they suggest that a more systematic method to improve their writing skills be required, especially in the stages of planning and writing a first draft. Therefore, pre-service teachers should be provided with a more systematic and detailed writing program to improve their English writing proficiency as well as content knowledge about English education theories.
Abstract
The purpose of this paper is to consider what the requirements are in preparing for the newly reformed English writing test on the English teachers' employment exam and to present effective ways for the test using the combined style of peer-feedback and integrated written feedback in a process-oriented writing procedure. This survey was conducted on 33 pre-service teachers whose major is English education. The questionnaire consists of 23 questions covering areas such as awareness toward the new format of the test and the effects of integrated process-oriented feedback which involves meaning-focused and form-focused feedback by a peer group. The data, which was measured with frequency analysis, shows that the pre-service teachers are in agreement about the necessity of an English writing test and the effects of integrated feedback by a peer group. In addition, they suggest that a more systematic method to improve their writing skills be required, especially in the stages of planning and writing a first draft. Therefore, pre-service teachers should be provided with a more systematic and detailed writing program to improve their English writing proficiency as well as content knowledge about English education theories.
참고문헌 (28)
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