교사의 오류 수정 유형에 따른 한국어 학습자 반응에 관한 연구

다국어 초록 (Multilingual Abstract)

This thesis investigates the influences the instructor's error correction has on language learner uptake by analyzing in-class discussion between 8 Korean instructors and 91 elementary/intermediate Korean language learners. This study examines the distributions and characteristics of the instructor's error correction types and, based on the results, studies the relationship between each error correction type and learner uptake by quantitatively analyzing transcript material. According to the quantitative research results, 76.7% or the majority of the instructor's error correction type distribution consists of recasting. Secondly, learner uptake type distribution shows 84.3% of learner uptake and 61.6% of repair, which indicates Korean language learners' high focus on form. However, if you look at the lower level of the learner uptake type distribution, most of the instructor's corrective feedback consists of repetition and incorporation, which raises a question as to whether learners properly recognize the instructor's corrective intention. Also, learner-generated repair occupies only 4.6% of the distribution, which shows the lack of opportunity for the learners' active hypothesis test. Thirdly, the proportion of learner uptake followed by the instructor's error correction shows that the negotiation of form techniques occupies a higher ratio than the explicit correction or recasting.

참고문헌 (Reference)

1 진제희, "한국어 수업에 나타난 교사의 수정적 피드백과 학습자 반응 연구" 이중언어학회 28 (28): 371-390, 2005

2 진제희, "한국어 교실 구두 상호작용에 나타난 문제 해결을 위한 의미 협상:교사 학습자 대화를 중심으로"

3 김상희, "특집-국어화법과 대화분석-한국어 교실의 의사소통 양상" 2 : 9-34, 2000

4 한상미, "외국어로서의 한국어교육에서 교사말 연구"

5 손희연, "수업 담화의 바로잡기 연구"

6 이석란, "교사의 오류 수정 유형에 따른 한국어 학습자 반응에 관한 연구"

7 Fanselow,J.F., "The treatment of error in oral work" 583-593, 1977

8 Long, M., "The role of implicit negative evidence in SLA: Models and recasts in Japanese and Spanish" 357-371, 1998

9 Ohta,A.S., "Second language acquisition processes in the classroom [electronic resource]: Learning Japanese" Mahwah, NJ: Lawrence Erlbaum 128-178, 2001

10 Moroishi Wei,M., "Recasts, noticing, and error types: Japanese learners' perception of corrective feedback" 24-41, 2002

11 Allwright,D., "Problems in the study of the language teacher's treatment of learner error. In M. K. Burt & H. C. Dulay (Eds.), On TESOL '75: New directions in language learning, teaching, and bilingual education" Washington, DC.:TESOL 96-109, 1975

12 Panova, I., "Patterns of corrective feedback and uptake in an adult ESL classroom" 36 (36): 573-595, 2002

13 Ellis, R., "Learner uptake in communicative ESL lessons" 281-318, 2001

14 Mackey, A., "Interactional input and the incorporaion of feedback: An exploring of NS-NNS and NNS-NNS adult and child dyads" 35-66, 2003

15 Mackey, A., "How do leraners perceive interactinal feedback?" 471-497, 2000

16 Carroll, S., "Explicit and implicit negative feedback: an empirical study of the learning of linguistic generalizations" 357-386, 1993

17 선효경, "Eocus on Form 의사소통 수업과 유치 7세 학습자의 Uptake" 한국외국어교육학회 15 (15): 431-457, 2008

18 Van den Branden,K., "Effects of negotiation on language learners' output" 589-636, 1997

19 Lyster, R., "Corrective feedback and learner uptake: Negotiation form in communicative classrooms" 37-66, 1997

20 Mackey, A., "Conversational interaction and second language development: Recasts, responses, and red herrings?" 338-356, 1998

21 Doughty, C., "Communicative focus on form. In Doughty, C., & Williams, J. (Eds.), Focus on form in classroom second language acquisition" Cambridge, UK; New York : Cambridge University Press 114-138, 1998

22 Oliver,R., "Age differences in negotiation and feedback in classroom and pairwork" 119-151, 2000

23 Han,Z-H., "A study of the impact of recasts on tense consistency in L2 output" 543-572, 2002

24 Chaudron,C., "A descriptive model of discourse in the corrective treatment of learners' errors" 29-46, 1977