동료 피드백이 한국어 학습자의 쓰기에 미치는 영향 연구

다국어 초록 (Multilingual Abstract)

One of the examples of providing feedback while conducting process-oriented writing from late 1960s might be given a peer feedback. This was defined as an activity between learners when they proceed writing activities, which means that they exchange their opinions, give and take their critique each other in a small group. In teaching korean as a foreign language (KFL), a study on peer feedback has limitations with that the feature of utility has not been analyzed but only suggested in the real classroom situation.
According to this, this present research practically investigated peer feedback on KFL learners' writing. Writing activities through peer feedback analyzed how feedback offers and feedback reflection showed the aspect of learners' writing ability, and affected the improvement of learners' writing abilities. If there had improvement, it might analyze which part shows a rise in peer feedback. At the last, researcher examined students' reaction through the peer feedback experiment.
Subjects of this study were 18 students of the beginner level attending a university located in Seoul. After splitting three levels - advanced, intermediate, and beginner level of writing, three groups were named by A, B, and C. Group A consisted of students who were superior than their level, group B had students who had similar levels of their abilities, and group C consisted of students who were lower than their levels, and then researcher investigated the aspect of feedback offers and reflection in each group. In addition, researcher analyzed the degree of improvement in each part of following; context, structure, grammar, vocabulary, and spelling. Researcher used frequency analysis, and paired t-test.
This study revealed three results. Firstly, as a result of the analysis of the quantity of peer feedback offers, it showed the higher the level of the learners, the more the quantity of the feedback. Students of the advanced level have more focused on context, and structure, students of the beginner level have brought grammar, vocabulary, and spelling into focus. Students who were in the intermediate level provided aggressive and various feedback offers, advanced students have got grammar correction feedback in the format area, and beginner level students have got contextual area feedback.
Secondly, 48% of the reflection showed offered feedback. students in the advanced level gave more feedback to beginner level of students, students in the similar level had higher proportion except for beginner level students. Advanced students had high reflection of format area from similar level student provided, did not have high reflection of other areas. Intermediate level students have high reflection of most of the areas which advanced and beginner students provided feedback. Beginner students had the highest degree of reflection, and they reflected more intermediate students' feedback than advanced students' one.
Thirdly, peer feedback were generally significant in the korean writing improvement. However there had no significance in the use of appropriate words and variety of vocabulary in the vocabulary area, and the use of punctuation and spacing words in the spelling area. Especially, the result which vocabulary and spelling area did not have any improvement arose from students did not pay attention to these areas when they participated in the peer feedback activities. Feedback offers between peers and the reflection also affected students' writing improvement.
This present research had the importance of applying peer feedback to korean language educational situation based on the real statistical figures. This study analyzed the degree of feedback offers and reflection from the students' writing first draft and revision between groups, and examined various writing improvement by analyzing types and areas of their writings. Based on this result of the study, Korean writing education as foreign language should move its direction from teacher-oriented to student-oriented, an interaction between learners might develop the efficiency of the educational methods in the other areas as well as writing area in the end.

목차 (Table of Contents)

• 1. 서론 1
• 1.1 연구의 필요성 및 목적 1
• 1.2 선행연구 3
• 1.3 연구의 내용 8
• 2. 이론적 배경 10
• 2.1 과정 중심 쓰기 교육 10
• 2.2 피드백과 수정 13
• 2.2.1. 교사 피드백 14
• 2.2.2. 동료 피드백 16
• 3. 연구 방법 21
• 3.1. 연구 대상 21
• 3.2. 연구 절차 21
• 3.2.1. 예비 실험 22
• 3.2.2. 본 실험 23
• 3.3. 분석 도구 28
• 3.3.1. 쓰기 능력 평가 기준 28
• 3.3.2. 평가자 간 신뢰도 검증 31
• 3.4. 분석 자료 33
• 4. 연구 자료 분석 및 논의 34
• 4.1. 동료 피드백 제공도 34
• 4.2. 동료 피드백 반영도 41
• 4.3. 쓰기 향상도 48
• 4.3.1. 총괄적 평가 49
• 4.3.2. 분석적 평가 50
• 4.4. 학습자 반응 조사 60
• 4.5. 분석 결과 논의 75
• 4.5.1. 동료 피드백 양상 75
• 4.5.2. 한국어 교육에서의 시사점 82
• 5. 결론 85
• 참 고 문 헌 87
• 부 록 94
• Abstract 111