본문 바로가기
KERD
논문KCI 등재

장독립적/의존적 청소년 학습자 인지유형이 암묵적/명시적 피드백을 통한 영어 학습에 미치는 영향

Field Dependence/Independence as Modulating Factors of the Efficacy of Explicit/Implicit Oral Feedback in L2 Development

김지현
한국청소년시설환경학회 (Korea Institute of Youth Facility & Environment)|2016.05|청소년시설환경 (YOUTH FACILITIES AND ENVIRONMENT)|제14권 제2호|pp. 157-165

0

조회

0

다운로드

0

인용

0

참고문헌

키워드

recasts장독립형/장의존형 청소년 영어학습자구두교정피드백다시 고쳐 말하기상위언어피드백FD/FI adolescent learnersimplicit/explicit CFmetalinguistic feedback
주제분류학제간연구

초록

A great deal of research has examined how learners with different field dependent (FD) and field independent (FI) cognitive styles benefit differently from different types of instructions. However, there has been little attention to the issue whether or not learners’ different cognitive styles constrain the efficacy of implicit and explicit oral corrective feedback in second language (L2) development. To shed some light on this issue, the current study explored how FD/FI learners benefited differently from recasts and metalinguistic feedback offered during meaning-oriented activities in the development of English articles. Eighty-nine high school students in five intermediate English classes participated in this study. Two classes received recasts and two classes got metalinguistic feedback to the errors related to the target form, English articles. The other class, as a control group, did not receive any feedback. Participants were classified into FD or FI learners based on their scores on the Group Embedded Figures Test (GEFT). Feedback was offered throughout two treatment sessions, and picture description tests were employed to measure the students’ linguistics gains. It was found that FI students benefited from both recasts and metalinguistic feedback while FD students got benefits only from metalinguistic feedback.

Abstract

A great deal of research has examined how learners with different field dependent (FD) and field independent (FI) cognitive styles benefit differently from different types of instructions. However, there has been little attention to the issue whether or not learners’ different cognitive styles constrain the efficacy of implicit and explicit oral corrective feedback in second language (L2) development. To shed some light on this issue, the current study explored how FD/FI learners benefited differently from recasts and metalinguistic feedback offered during meaning-oriented activities in the development of English articles. Eighty-nine high school students in five intermediate English classes participated in this study. Two classes received recasts and two classes got metalinguistic feedback to the errors related to the target form, English articles. The other class, as a control group, did not receive any feedback. Participants were classified into FD or FI learners based on their scores on the Group Embedded Figures Test (GEFT). Feedback was offered throughout two treatment sessions, and picture description tests were employed to measure the students’ linguistics gains. It was found that FI students benefited from both recasts and metalinguistic feedback while FD students got benefits only from metalinguistic feedback.

참고문헌 (27)

  1. Ammar, A., "One size fits all? Recasts, prompts, and L2 learning", Studies in Second Language Acquisition, 28(4), pp.543~574 (2006)
  2. Chapelle, C., "Ambiguity tolerance and field independence as predictors of proficiency in English as a second language", Language Learning, 36(1), pp.27~45 (1986)
  3. Cohen, J. W., "Statistical power analysis for the behavioral science" (1988), Lawrence Erlbaum
  4. Ellis, R., "Implicit and explicit corrective feedback and the acquisition of L2 grammar", Studies in Second Language Studies, 28(2), pp.339~368 (2006)
  5. Ellis, R., "Reexamining the role of recasts in second language acquisition", Studies in Second Language Acquisition, 28(4), pp.575~600 (2006)
  6. Goo, J., "Corrective feedback and working memory capacity in interaction-driven L2learning", Studies in Second Language Acquisition, 34(3), pp.445~474 (2012)
  7. Heyer, S., "All new very easy true stories" (2006), Longman
  8. Hoffman, S. Q., "Field dependence", independence in second language acquisition and implications for educators and instructional designers, 1997, pp.30(2), 222~234
  9. Keefe, J. W., "Student learning styles:Diagnosing and prescribing programs", pp.1~17 (1979), National Association of Secondary School Principals
  10. 김지현, "Learner Uptake and Perception of Recasts", 영어교육, 66(2), pp.3~21 (2011), 한국영어교육학회[DOI]
  11. Loewen, S., "Recasts in the adult English L2 classroom : Characteristics, explicitness, and effectiveness", Modern Language Journal, 90(4), pp.536~556 (2006)
  12. Long, M. H., "Problems in SLA", pp.75~116 (2007), Lawrence Erlbaum
  13. Lu, C. H., "Assessment approaches and cognitive styles", Journal of Educational Measurement, 32(1), pp.1~17 (1995)
  14. Lyster, R., "Corrective feedback and learner uptake : Negotiation form in communicative classrooms", Studies in Second Language Acquisition, 19(1), pp.37~66 (1997)
  15. Lyster, R., "Oral feedback in classroom SLA", Studies in Second Language Acquisition, 32(2), pp.265~302 (2010)
  16. Messick, S., "The nature of cognitive styles : Problems and promise in educational practice", Educational Psychologist, 19(2), pp.59~74 (1984)
  17. Nicholas, H., "Recasts as feedback to language learners", Language Learning, 51(4), pp.719~758 (2001)
  18. Pica, T., "Methods of morpheme qualification : Their effect on the interpretation of second language data", Studies in Second Language Acquisition, 6(1), pp.69~78 (1983)
  19. Rassasei, E., "Recasts, field dependence", independence cognitive styles, and L2 development, 2015, pp.19(4), 499~518
  20. Riding, R. J., "Perspectives on thinking, learning, and cognitive styles", pp.47~72 (2001), Erlbaum
  21. Robinson, P., "Individual differences, cognitive abilities, aptitude complex and learning conditions in second language acquisition", Second Language Research, 17(4), pp.368~392 (2001)
  22. Schmidt, R., "The role of consciousness in second language learning", Applied Linguistics, 11(2), pp.129~158 (1990)
  23. Schmidt, R., "Cognition and second language acquisition", pp.3~32 (2001), Cambridge University Press
  24. Sheen, Y., "Corrective feedback and learner uptake in communicative classrooms across instructional settings", Language Teaching Research, 8(3), pp.263~300 (2004)
  25. Sheen, Y., "Conversational interaction in second language acquisition: A collection of empirical studies", pp.301~322 (2007), Oxford Press
  26. VanPatten, B., "Processing instruction" (2004), Lawrence Erlbaum
  27. Witkin, H. A., "Cognitive styles : Essence and origins. Field dependence and field independence", Psychological Issues, 51(3), pp.1~141 (1981)

관련 논문AI추천

The Effects of Different Types of Oral Corrective Feedback on the Development of Explicit/Implicit L2 Knowledge of English Articles김지현한국영어교육학회 · 영어교육2016 · 제71권 제3호The impact of cognitive style on errors in English writing through extensive reading: A case studyJin-In Seo한국영어교육학회 · 영어교육2014 · 제69권 제2호Focused written corrective feedback and its roles in learning English articles황정희팬코리아영어교육학회 · 영어교육연구2015 · 제27권 제4호The Efficacy of Different Types of Metalinguistic Information in L2 Written Corrective FeedbackJang Sung-Soo한국영어교육학회 · 영어교육2020 · 제75권 제4호EFL Incidental Vocabulary Acquisition and Retention: Effects of Different Collaborative Output Tasks on Field Independent/Dependent LearnersQian Wang아시아테플 · Journal of Asia TEFL2019 · 제16권 제4호Enhancement in Learners’ Perception of Recasts as Corrective Feedback through Explicit Moves장성수한국영어교육학회 · 영어교육2008 · 제63권 제2호

이 간행물의 다른 논문 (18건)

청소년의 학대경험과 공격성이 휴대폰 의존도에 미치는 영향 - 청소년 활동의 조절된 매개효과 검증정보영, 윤영지, 양혜린, 에머리크리프턴pp. 5-15학교 밖 청소년과 학업청소년의 건강실태 비교 연구김민, 박근수pp. 17-26이탈리아 근대건축에서 청소년 수련시설의 유형적 생성과 그 의미에 관한 연구조성용, 최진희pp. 27-34초·중·고 학생들의 교실환경 및 수업방법의 창의적 역량에 대한 구조모형 비교유경훈pp. 35-43대도시 청소년의 자살생각과 영향요인에 관한 연구조인숙, 채철균pp. 45-55
원문 보기