ESL 환경에서 영어일기쓰기에 나타난 오류분석
Writing Errors in English Journals
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참고문헌
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초록
This study examines writing errors and self-corrections in two college ESL learners' journals and tries to answer following questions. (1) What kind of errors do Korean ESL learners make frequently? (2) Can learners' writing skills be improved without teacher's feedback? (3) Are there any differences in error types and self-corrections between advanced learners and less advanced learners? The results showed that Korean ESL learners make the most errors in the use of articles. The advanced learners and less advanced learners showed different error distribution, which suggests they need different approaches to teaching and feedback. Both groups showed improvement in writing through English journals, but the so-called treatable category such as nouns, articles and verbs still require teachers' feedback. Advanced learners showed that some errors are fossilized, which could be easily corrected with teacher's little help. Less advanced learners turned out to require direct error correction. To improve writing skills, it is suggested that teachers make learners write journals without feedback for some time, provide them with their error distribution table, have them recognize repeated errors themselves, and explain ESL learners' common errors compared with their native language.
Abstract
This study examines writing errors and self-corrections in two college ESL learners' journals and tries to answer following questions. (1) What kind of errors do Korean ESL learners make frequently? (2) Can learners' writing skills be improved without teacher's feedback? (3) Are there any differences in error types and self-corrections between advanced learners and less advanced learners? The results showed that Korean ESL learners make the most errors in the use of articles. The advanced learners and less advanced learners showed different error distribution, which suggests they need different approaches to teaching and feedback. Both groups showed improvement in writing through English journals, but the so-called treatable category such as nouns, articles and verbs still require teachers' feedback. Advanced learners showed that some errors are fossilized, which could be easily corrected with teacher's little help. Less advanced learners turned out to require direct error correction. To improve writing skills, it is suggested that teachers make learners write journals without feedback for some time, provide them with their error distribution table, have them recognize repeated errors themselves, and explain ESL learners' common errors compared with their native language.
참고문헌 (23)
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