지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
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연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
논문 기본 정보
- 자료유형
- 학술저널
- 저자정보
- 발행연도
- 2013.1
- 수록면
- 441 - 460 (20page)
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초록· 키워드
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There is growing interest in the role of written corrective feedback (CF). Although many studies have investigated the effect of written CF on the development of L2 accuracy, there is still little classroom-based research. Most of studies investigated the effectiveness of focused written CF in laboratory settings, limiting the application of the findings to real classrooms. Thus, the present study investigated whether or not unfocused written CF was useful with respect to L2 accuracy development in four composition classes in a university. More specifically, the study examined written CF practiced in intact classrooms. It focused on the relationships between the effects of CF and types of errors (i.e., verb, noun, article, lexicon, and sentence) and types of error correction (i.e., direct vs. indirect CF). The data were collected from forty university learners enrolled in four composition classes taught by two native English speaking teachers. The research found that learner errors decreased in the use of verb, article, and sentence; but not in noun and lexicon. The reduction, however, was only observed in the classroom where direct CF was provided. In this paper, the findings are discussed with respect to the complexity of grammar rules and the degree of explicitness of instruction. The results of the research added another piece of evidence to the claim that all grammar rules are not learned in the same way; thus, learner errors need to be treated differently according to the nature of the targeted rules. Feedback providers need to carefully consider the relationship among the complexity of the rules, the explicitness of feedback, and given instruction time.
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참고문헌 (24)
참고문헌 신청
[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?
Biber, D. / 1998 / Corpus linguistics: Investigating language structure and use / Cambridge University Press
Bitchener, J. / 2005 / The effective of different types of corrective feedback on ESL student writing / Journal of Second Language Writing 14 : 191 ~ 205
Bitchener, J. / 2008 / Evidence in support of written corrective feedback / Journal of Second Language Writing 17 : 102 ~ 118
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?
Biber, D. / 1998 / Corpus linguistics: Investigating language structure and use / Cambridge University Press
Bitchener, J. / 2005 / The effective of different types of corrective feedback on ESL student writing / Journal of Second Language Writing 14 : 191 ~ 205
Bitchener, J. / 2008 / Evidence in support of written corrective feedback / Journal of Second Language Writing 17 : 102 ~ 118
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