El feedback correctivo de los profesores nativos de ELE en el aula universitaria coreana
Corrective Feedback from Native Spanish Teachers in a Korean University Classroom
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초록
Corrective (or negative) feedback consists of pointing out an error and providing instructions for students to modify their academic behavior. The key of the corrective feedback process in foreign language teaching is to provide the correct form of the target language, not excessively interfere in the communicative flow of the didactic activity. This study analyses the discourse strategies that native Spanish teachers use to correct the errors of university students in Korea. In total, 84 sequences of error productions and 129 statements issued for corrective feedback were analyzed. The classification of corrective feedback strategies proposed by Lyster and Ranta (1997) has been adopted for the analysis, including the paralinguistic signals. According to the result of quantitative research, self-repair strategies (request for clarification, metalinguistic feedback, elicitation, repetition) were used 84 times, which is a little more than double that of resolutive strategies (explicit correction, reformulation of the response), which were used 40 times. The preferred strategies turn out to be giving a metalinguistic feedback and making an explicit correction.
Abstract
Corrective (or negative) feedback consists of pointing out an error and providing instructions for students to modify their academic behavior. The key of the corrective feedback process in foreign language teaching is to provide the correct form of the target language, not excessively interfere in the communicative flow of the didactic activity. This study analyses the discourse strategies that native Spanish teachers use to correct the errors of university students in Korea. In total, 84 sequences of error productions and 129 statements issued for corrective feedback were analyzed. The classification of corrective feedback strategies proposed by Lyster and Ranta (1997) has been adopted for the analysis, including the paralinguistic signals. According to the result of quantitative research, self-repair strategies (request for clarification, metalinguistic feedback, elicitation, repetition) were used 84 times, which is a little more than double that of resolutive strategies (explicit correction, reformulation of the response), which were used 40 times. The preferred strategies turn out to be giving a metalinguistic feedback and making an explicit correction.
참고문헌 (18)
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