Heritage and Non-Heritage Korean Learners’ Errors and the Depth of Their Processing of Direct Written Correction
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The present study explored the types of errors heritage and non-heritage Korean learners made in their written production. It also investigated the extent to which and how they processed direct error correction, and how the depth of their processing of the feedback was related to the corrections they made in two revisions (immediate and delayed revisions). The data were collected from 17 heritage language (HL) and 25 non-heritage language (NHL) learners enrolled in intermediate Korean classes at a university in the US. The depth of processing (DOP) of direct correction was measured by the learners’ written reflection on the correction they received to their errors. The study found that the distribution of errors differed across the HL and the NHL groups. When the learners’ DOP was examined in relation to the type of errors across the groups, the group difference was only in the errors related to incorrect use of conjunctional endings or suffixes. In addition, the NHL learners were more likely to utilize the feedback when they processed it deeply (with accurate hypotheses). However, mixed findings were found among the HL learners according to the type of errors. The study shows that learners’ heritage status is related to how they process and utilize direct correction.
Abstract
The present study explored the types of errors heritage and non-heritage Korean learners made in their written production. It also investigated the extent to which and how they processed direct error correction, and how the depth of their processing of the feedback was related to the corrections they made in two revisions (immediate and delayed revisions). The data were collected from 17 heritage language (HL) and 25 non-heritage language (NHL) learners enrolled in intermediate Korean classes at a university in the US. The depth of processing (DOP) of direct correction was measured by the learners’ written reflection on the correction they received to their errors. The study found that the distribution of errors differed across the HL and the NHL groups. When the learners’ DOP was examined in relation to the type of errors across the groups, the group difference was only in the errors related to incorrect use of conjunctional endings or suffixes. In addition, the NHL learners were more likely to utilize the feedback when they processed it deeply (with accurate hypotheses). However, mixed findings were found among the HL learners according to the type of errors. The study shows that learners’ heritage status is related to how they process and utilize direct correction.
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