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학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
논문 기본 정보
- 자료유형
- 학술저널
- 저자정보
- 저널정보
- 한국응용언어학회 응용언어학 응용언어학 제28권 4호
- 발행연도
- 2012.12
- 수록면
- 187 - 215 (29page)
- DOI
- 10.17154/kjal.2012.12.28.4.187
이용수
초록· 키워드
오류제보하기
This study explores whether student revision made following written corrective feedback (CF) may affect L2 acquisition. In a quasi-experiment designed for this purpose, 91 EFL college students formed one control and six experimental groups that differed in what type of CF to receive and whether to engage in revision. Three types of CF (i.e., direct, indirect, and metalinguistic CF) were considered and English articles were selected as the target features for CF. The learners carried out dicto-comp tasks over three treatment sessions and completed pretests, immediate posttests and delayed posttests which measured both explicit and implicit knowledge. Results revealed that revision was effective in developing both types of knowledge. The positive effects were produced because requirement and acts of revision may have helped promote learner-internal processes necessary for L2 acquisition. The benefits, however, emerged only when it followed direct CF and did not endure in the long term. The limited effects show that the cognitively facilitative role of revision may be constrained by what and how much error-related information its preceding CF provided. These findings suggest that decisions on implementation of revision in L2 writing instruction should be made in consideration of the type of written CF to give and vice versa.
목차
I. Introduction
II. Written CF and Revision in SLA
III. Method
IV. Results
V. Discussion
VI. Conclusion
References
참고문헌 (48)
참고문헌 신청
1. [학술지(정기간행물)] - Ammar, A / 2006 / One size fits all? Recasts, prompts, and L2 learning / Studies in Second Language Acquisition 28 : 543 ~ 574
2. [학술지(정기간행물)] - Ashwell, T / 2000 / Patterns of teacher response to student writing in a multiple-draft composition classroom: Is content feedback followed by form feedback the best method? / Journal of Second Language Writing 9 : 227 ~ 258
3. [학술지(정기간행물)] - Bitchener, J / 2008 / The value of written corrective feedback for migrant and international students / Language Teaching Research 12 : 409 ~ 431
4. [학술지(정기간행물)] - Chandler, J / 2003 / The efficacy of various kinds of error feedback for improvement in the accuracy and fluency of L2 student writing / Journal of Second Language Writing 12 : 267 ~ 296
5. [학술지(정기간행물)] - Chandler, J / 2004 / A response to Truscott / Journal of Second Language Writing 13 : 345 ~ 348
2. [학술지(정기간행물)] - Ashwell, T / 2000 / Patterns of teacher response to student writing in a multiple-draft composition classroom: Is content feedback followed by form feedback the best method? / Journal of Second Language Writing 9 : 227 ~ 258
3. [학술지(정기간행물)] - Bitchener, J / 2008 / The value of written corrective feedback for migrant and international students / Language Teaching Research 12 : 409 ~ 431
4. [학술지(정기간행물)] - Chandler, J / 2003 / The efficacy of various kinds of error feedback for improvement in the accuracy and fluency of L2 student writing / Journal of Second Language Writing 12 : 267 ~ 296
5. [학술지(정기간행물)] - Chandler, J / 2004 / A response to Truscott / Journal of Second Language Writing 13 : 345 ~ 348
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