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논문 기본 정보
- 자료유형
- 학술저널
- 저자정보
- 저널정보
- 한국응용언어학회 응용언어학 응용언어학 제32권 제3호
- 발행연도
- 2016.9
- 수록면
- 107 - 128 (22page)
- DOI
- 10.17154/kjal.2016.9.32.3.107
이용수
초록· 키워드
오류제보하기
The purpose of this study was firstly to investigate the relationship between written corrective feedback and task complexity and secondly, to determine whether language aptitude mediates the effect of written feedback or task complexity in the acquisition of indefinite article. Seventy-nine college students from three classes participated in this study. First, they were assigned to one comparison group and two experimental groups i.e., direct feedback and metalinguistic feedback. Then, all three groups were randomly divided into two groups i.e., complex [+Reasoning demands] and simple [-Reasoning demands], according to task complexity level. They were assessed by grammatical judgment test and writing tasks, and language aptitude, LLAMA-F (Meara, 2005) for grammatical inferencing. The results showed no interaction effect between feedback group and task complexity. The most effective feedback was metalinguistic option, which was meaningful in writing tasks. Furthermore, the language aptitude was related to both feedback group and task complexity, only in writing tasks. Complex task triggered complex sentence structure and contents. Thus, learners improve their accuracy through meaning-making activities under time pressure. Practitioners need to devise different tasks and treatment for learners with different abilities.
목차
I. INTRODUCTION
II. RESEARCH BACKGROUND
III. METHODS
IV. RESULTS
V. DISCUSSION
VI. CONCLUSION
REFERENCES
참고문헌 (30)
참고문헌 신청
[학술지(정기간행물)] - Akakura, M. / 2012 / Evaluating the effectiveness of explicit instruction on implicit and explicit L2 knowledge / Language Teaching Research 16 (1) : 9 ~ 37
[학술지(정기간행물)] - Baralt, M. / 2013 / The impact of cognitive complexity on feedback efficacy during online versus face-to-face interactive tasks / Studies in Second Language Acquisition 35 : 689 ~ 725
[단행본] - Ellis. R. / 2012 / Language teaching research and language pedagogy / Wiley-Blackwell
[학술지(정기간행물)] - Erlam, R. / 2005 / Language aptitude and its relationship to instructional effectiveness in second language acquisition / Language Teaching Research 9 (2) : 147 ~ 171
[학술지(정기간행물)] - Ferris, D. R. / 2010 / Second language writing research and written corrective feedback in SLA / Studies in Second Language Acquisition 32 : 181 ~ 201
[학술지(정기간행물)] - Baralt, M. / 2013 / The impact of cognitive complexity on feedback efficacy during online versus face-to-face interactive tasks / Studies in Second Language Acquisition 35 : 689 ~ 725
[단행본] - Ellis. R. / 2012 / Language teaching research and language pedagogy / Wiley-Blackwell
[학술지(정기간행물)] - Erlam, R. / 2005 / Language aptitude and its relationship to instructional effectiveness in second language acquisition / Language Teaching Research 9 (2) : 147 ~ 171
[학술지(정기간행물)] - Ferris, D. R. / 2010 / Second language writing research and written corrective feedback in SLA / Studies in Second Language Acquisition 32 : 181 ~ 201
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UCI(KEPA) : I410-ECN-0101-2017-701-001091519