대학에서의 영어 말하기 오류수정 피드백과 학습자 반응 = An analysis of corrective feedback and learner uptake in college EFL class: With a focus on teachers' and learners' attitude

다국어 초록 (Multilingual Abstract)

The present study explores patterns of teachers' corrective feedback and learners' uptake in Korean EFL undergraduate classroom setting It also examines consistencies and discrepancies in the perception of corrective feedback by teachers and learners Teachers' and learners' preferences and perception of corrective feedback are further analyzed to determine whether or not those differ from actual practices on English language learning classrooms The results of the study are as follows First of all, teachers' corrective feedback type varied according to the learners' error type and English proficiency level There was a lack of consistency between the teachers' feedback practices and the learners' error types Second, for the phonological errors, leaners' data witnessed the most frequent uptake on recast For the other error types, however, the learners' uptake rates were high for the explicit corrective feedback Third, the teachers' explicit knowledge of corrective feedback was rather low and the preferences differed from teacher to teacher The teachers' feedback perception and preferences did not consistently reflect their actual practices Finally, patterns of the learners' expectations of corrective feedback varied according to learners' proficiency level Teacher' and learners' expectations of corrective feedback were also compared and some mismatches were detected