EFL 쓰기 오류와 원어민-비원어민강사의 오류수정 비교
EFL Writing Errors and Differences in NS-NNS Teachers' Feedbacks.
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참고문헌
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초록
This study aims to answer three questions: 1) What kind of errors do EFL learners make frequently? 2) Do learners improve their accuracy and fluency through error corrections? 3) Are there any differences in native and non-native speakers'(NS-NNS underneath) feedbacks? The study examined 10 college students' writing tasks from the ‘Interview English' class. The results showed EFL learners made errors in the order of articles > sentence structures > prepositions > verb morphology > capitalization > non-English expression. Learners improved fluency(19.5% increase in the sentence length) and accuracy (10.9 to 7 errors per 100 words) from task 1 to task 2. The NS teacher gave 1.4 times more error corrections than the NNS teacher. Both NS-NNS teachers gave corrections in the order of grammar > mechanical errors, which disagrees with the hypothesis that NS teachers will give more content error corrections than NNS teachers. However, they showed differences in the subcategories and comments, and this will give some guidance for NNS teachers' future feedback as it observed NS-NNS teachers' feedbacks on the same task.
Abstract
This study aims to answer three questions: 1) What kind of errors do EFL learners make frequently? 2) Do learners improve their accuracy and fluency through error corrections? 3) Are there any differences in native and non-native speakers'(NS-NNS underneath) feedbacks? The study examined 10 college students' writing tasks from the ‘Interview English' class. The results showed EFL learners made errors in the order of articles > sentence structures > prepositions > verb morphology > capitalization > non-English expression. Learners improved fluency(19.5% increase in the sentence length) and accuracy (10.9 to 7 errors per 100 words) from task 1 to task 2. The NS teacher gave 1.4 times more error corrections than the NNS teacher. Both NS-NNS teachers gave corrections in the order of grammar > mechanical errors, which disagrees with the hypothesis that NS teachers will give more content error corrections than NNS teachers. However, they showed differences in the subcategories and comments, and this will give some guidance for NNS teachers' future feedback as it observed NS-NNS teachers' feedbacks on the same task.
참고문헌 (21)
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