지원사업
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.
이용수
초록· 키워드
오류제보하기
This article aims to investigate the effects of the types of teacher feedback and students’ perceptions when responding to them. Particularly, this study was attempted to explore how two different levels of six student-writers—an elementary and a low-intermediate level—respond to teacher comments in order to improve their drafts in a process-oriented approach. Data was collected through the 18 students’ drafts—a first draft and two revisions, individual interviews, and open-ended questionnaires. The teacher feedback was categorized and its paired students’ revisions were rated. The results show that all students, irrespective of proficiency levels, perceived that positive feedback plays a distinct and essential role that aids students’ motivation and willingness to accept criticism in teacher feedback and to continue working with it, although they noted they were also aware of the usefulness of negative feedback. Interestingly, the elementary level students were able to respond to feedback similar to that of their more proficient counterparts in their second revisions after gaining experience with feedback from the first round of teacher feedback. The data also demonstrated that most students placed more importance on receiving content-based rather than error-based feedback in order to develop their drafts in spite of their linguistic limitations. This study has significant implications for a writing classroom and teacher feedback practices.
목차
등록된 정보가 없습니다.
참고문헌 (24)
참고문헌 신청
Brown, D. / 2007 / Principles of language learning and teaching / Pearson Education
Dornyei, Z. / 2007 / Research methods in applied linguistics / Oxford University Press
ETS Global / / TOEIC listening and reading scores descriptors and European CEFR levels
Ferris, D. / 1995 / Student reactions to teacher response in multiple-draft composition classrooms / TESOL Quarterly 29 (1) : 33 ~ 53
Ferris, D. / 1997 / The influence of teacher commentary on student revision / TESOL Quarterly 31 (2) : 315 ~ 339
Dornyei, Z. / 2007 / Research methods in applied linguistics / Oxford University Press
ETS Global / / TOEIC listening and reading scores descriptors and European CEFR levels
Ferris, D. / 1995 / Student reactions to teacher response in multiple-draft composition classrooms / TESOL Quarterly 29 (1) : 33 ~ 53
Ferris, D. / 1997 / The influence of teacher commentary on student revision / TESOL Quarterly 31 (2) : 315 ~ 339
이 논문의 저자 정보
최근 본 자료
댓글(0)
0