중등학습자의 영어쓰기에서 나타난 오류분석과 원어민교사 피드백에 관한 연구: 영재 학습자를 중심으로
A Study on an Error Analysis of Middle School Students’ English Writing and Native Teacher’s Feedbacks: Focusing on The Gifted Learners
0
조회
0
다운로드
4
인용
0
참고문헌
키워드
초록
The purpose of this study is to analyze the errors in gifted middle school students’ English writing and to investigate the effects of native English professor’s feedback on their errors. Twelve participants were selected and instructed to write 15 writing assignments in English. Their errors were classified into 7 grammatical categories and 3 meaning categories. The feedbacks from their native English professor were mostly reflected on their revision. Direct feedback was preferred by the professor and the students and worked better than indirect feedback. Specifically, form-based feedback had more effects than content-focused feedback. This study can be meaningful because it looks at a group of gifted students who are not often chosen for research on L2 learning. Their relatively higher English proficiency spawns data that is different from the one from other studies. The results of this study would be a good addition to previous studies
Abstract
The purpose of this study is to analyze the errors in gifted middle school students’ English writing and to investigate the effects of native English professor’s feedback on their errors. Twelve participants were selected and instructed to write 15 writing assignments in English. Their errors were classified into 7 grammatical categories and 3 meaning categories. The feedbacks from their native English professor were mostly reflected on their revision. Direct feedback was preferred by the professor and the students and worked better than indirect feedback. Specifically, form-based feedback had more effects than content-focused feedback. This study can be meaningful because it looks at a group of gifted students who are not often chosen for research on L2 learning. Their relatively higher English proficiency spawns data that is different from the one from other studies. The results of this study would be a good addition to previous studies
참고문헌 (29)
- 구운희, "영어쓰기 지도에 관한 초등영어교사들의 의식연구", 석사, pp.2003
- 김광숙, "교사 피드백 유형과 수정활동 유무가 중학생의 영어 쓰기 능력 및 태도에 미치는 영향 : 정확성과 유창성을 중심으로", 석사, 영어교육, pp.2010
- 김나연, "대학에서의 영어 말하기 오류수정 피드백과 학습자 반응: 교사와 학습자의 태도를 중심으로", 영어어문교육, 15(4), pp.237~264 (2009), 한국영어어문교육학회
- 김수월, "협동적 쓰기 활동이 중학생의 영어 쓰기 능력에 미치는 영향", 박사, 영어영문학과 영어학전공, pp.2012
- 김연희, "교사 피드백과 동료 피드백의 본질 및 두 피드백이 한국 대학생들의 영작문 향상에 미치는 영향", 박사, 영어영문학과, pp.2014
- 박지혜, "오류분석을 통한 효과적인 초등 영어 쓰기 지도 방안 연구 : 6학년을 중심으로", 석사, 초등영어교육전공, pp.2013
- 변지현, "영작문 수업에서 교사 피드백에 대한 학습자 인식 및 반응 조사", 언어학연구, 19(3), pp.27~51 (2014), 한국언어연구학회
- 부경순, "중학교 1학년에 영어교육에 나타난 초등영어교육의 효과", 영어교육, 56(4), pp.211~241 (2001)
- 황정화, "오류수정 피드백 유형이 한국 중학교 학습자들의 개작 활동에 미치는 영향", 현대영어교육, 13(1), pp.235~262 (2012), 현대영어교육학회
- 조성식, "영어학 사전" (1990), 신아사
- Writing in the Secondary School, "Applebee, A. N.", National Council of Teachers of English, ~, pp.Report No. 21 (1981)
- Brown, H. D., "Principle of Language Learning and Teaching" (1980), Prentice Hall, Inc
- Brown, H. D., "Teaching by Principles" (2007), Longman
- Corder, S. P, "The Significance Of Learner’s Errors", International Review of Applied Linguistics, 5(4), pp.161~170 (1967)
- Duskova, L, "On Sources of Errors in Foreign Language Learning", International Review of Applied Linguistics, 7(1), pp.11~36 (1969)
- Ellis, R, "A Type of Written Corrective Feedback Types", ELT Journal, 63, pp.97~107 (2009)
- Ferris, D. R., "How Does Teacher Feedback Affect Student Revision? A Pilot Comparison between ESL and NES Writing Teachers and Their Students", Paper presented at the 32nd Annual TESOL convention (1998)
- Ferris, D. R., "Was Truscott Right? New Evidence on the Effects of Error Correction in L2 Writing Classes", Paper presented at the American Association of Applied Linguistics conference (2000)
- Ferris, D. R., "Error Feedback in L2 Writing Classes: How Explicit Does It Need to Be?", Journal of Second Language Writing, 10, pp.161~184 (2001)
- Handrickson, J. M, "Composing in a Second Language", pp.145~159 (1984), Newbury House
- Hyland, K., "Second Language Writing" (2003), Cambridge University Press
- James, C, "Error in Language Learning and Transfer Theory", Language Learning, 56, pp.180~232 (1997)
- Lanlande, J. F, "Reading Composition Error: An Experiment", Modern Language Journal, 66, pp.140~149 (1982)
- Leki, I., "Second Language Writing: Research Insights for the Classroom", pp.57~68 (1990), Cambridge University Press
- Renzulli, J. S., "Definitions and Conceptions of Giftedness" (2008), 학지사
- Saito, H, "Teachers’ Practices and Students’ Preferences for Feedback on Second Language Writing: A Case Study of Adult ESL Learners", TESL Canada Journal, 11(2), pp.46~70 (1994)
- Scott, V. M., "Rethinking Foreign Language Writing" (1995), Heinle and Heinle
- Truscott, J, "The Case Against Grammar Correction in L2 Writing Classes", Language Learning, 46, pp.327~369 (1996)
- Truscott, J., "Error Correction, Revision, and Learning", Journal of Second Language Writing, 17, pp.292~305 (2008)