구어 오류 처치에 대한 한국어 교사와 학습자의 인식 조사
Investigating the perception of Korean language teachers and Chinese speaking students to spoken errors treatment in second language classroom
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The purpose of this study was to investigate Korean language teachers' and Chinese speaking students' perception about the necessity, frequency, timing, type, delivering agent, and method of error treatment through questionnaires, and based on the findings, to suggest some potential suggestions to treat spoken errors in Korean language oral communication classes. A total of 151 students from two universities in Busan and 67 teachers from 7 universities in Busan and Seoul completed 24-item survey. The results revealed that there is the mismatch between teachers and students perception about the effectiveness of error spoken error treatment in Korean language classroom; (1) students preferred their spoken errors to be treated strongly, (2) preferred to receive error treatment more frequently than their teachers expected, and (3) the best time to treat spoken errors is after they speaks. In addition, (4) students expected to be treated their all kinds of errors, especially frequent errors. But (5) in terms of the delivering agent of error treatment, teachers and students both regarded teachers as the appropriate people to treat errors. And finally (6) students expected to treat their errors via explicit feedback and recast, but teachers expected to treat students' errors via implicit feedback, elicitation and repetition. The overall findings indicate that Chinese speaking students have more positive and strong perception to error treatment than their teachers'.
Abstract
The purpose of this study was to investigate Korean language teachers' and Chinese speaking students' perception about the necessity, frequency, timing, type, delivering agent, and method of error treatment through questionnaires, and based on the findings, to suggest some potential suggestions to treat spoken errors in Korean language oral communication classes. A total of 151 students from two universities in Busan and 67 teachers from 7 universities in Busan and Seoul completed 24-item survey. The results revealed that there is the mismatch between teachers and students perception about the effectiveness of error spoken error treatment in Korean language classroom; (1) students preferred their spoken errors to be treated strongly, (2) preferred to receive error treatment more frequently than their teachers expected, and (3) the best time to treat spoken errors is after they speaks. In addition, (4) students expected to be treated their all kinds of errors, especially frequent errors. But (5) in terms of the delivering agent of error treatment, teachers and students both regarded teachers as the appropriate people to treat errors. And finally (6) students expected to treat their errors via explicit feedback and recast, but teachers expected to treat students' errors via implicit feedback, elicitation and repetition. The overall findings indicate that Chinese speaking students have more positive and strong perception to error treatment than their teachers'.
참고문헌 (27)
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