영작문활동과 교사의 Feedback에 관한 연구 = A Study of Teacher Feedback Types on English Writing among Korean Students.

목차 (Table of Contents)

• Abstract
• 1. 연구의 필요성 및 목적
• 2. 이론적 배경
• 2.1 쓰기 지도의 필요성
• 2.2 쓰기 평가 및 피드백
• 3. 연구방법 및 절차
• 3.1 연구 대상
• 3.2 연구 자료
• 3.3 연구 방법 및 절차
• 4. 연구 결과
• 4.1 피드백 이전의 작문 결과
• 4.2 영작문 피드백의 효과 및 효과적인 피드백 유형
• 4.3 레벨분류에 따른 피드백 효과
• 5. 결론 및 시사점
• 참고문헌
• 부록

참고문헌 (Reference)

1 송미정, "문자 피드백의 유형과 영작문 실력 향상간의 관계" 53 (53): 135-256, 1998

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5 Rojas, P, "Write to learn" 2 : 127-129, 1968

6 Weaver, C, "Understandung Whole Language" Heinemann 1990

7 Rivers, W. M, "The psychologist and the foreign language teacher" The University of Chicago Press 1964

8 Byrne, D, "Teaching writing skills" Longman 1988

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10 Rivers, W. M, "Teaching foreign language skills" The University of Chicago Press 1981

11 Fathman. A. K, "Teacher response to student writing: Focus on Form versus Content, In Second Langage Writing: Research insights for the classroom" Cambridge University Press 178-190, 1990

12 Semke, H. D, "Effects of the red pen" 17 : 195-202, 1984

13 Leki. L, "Coaching from the margins: Issues in written response, In Second Language Writing: Researching insights for the classroom" Cambridge University Press 57-67, 1990

14 Kepner, C.G, "An experiment in the relationship of types of written feedback to the development of second-language writing skills" 75 : 305-313, 1991

15 Hudelson, S, "A tale of two children: Individual differences in ESL children’s writing" Longman 84-99, 1989