Earticle

초록

영어

This study aims to check the effects of types of corrective feedback about grammar in dialogue journal writing on elementary school students’ accuracy. The 76 students of the three classes who were all sixth graders in an elementary school in Seoul participated in this experiment. Among them, two groups were chosen as experimental groups and the last one was a control group. The Group A in the experimental group received the traditional style of reply in the dialogue journal and the direct feedback such as underline, etc, The Group B got it and the indirect feedback with underlines of different colors by the categories. The Group A showed the significant decrease of the rate in verb errors and the Group B showed a significant decrease in noun ending errors. In the case of the high level students, the rate of verb errors declined in the Group A, and the rate of noun ending errors reduced in the Group B. In the case of the intermediate students, the rate of the verb errors reduced significantly only in the Group B. The students felt satisfaction with the feedback about grammar after writing and they wanted to keep this activity going on and on.

목차

Abstract
 1. 서론
 2. 이론적 배경
  2.1 대화식 저널쓰기
  2.2 문법 오류 분석
  2.3 쓰기 피드백
 3. 연구 방법
  3.1 연구 참여자 및 설계
  3.2 자료수집
  3.3 자료 분석 및 평가
 4. 연구 결과
  4.1 대화식 저널쓰기의 교사 피드백 유형에 따른 학습자의 문법 오류수정 양상
  4.2 대화식 저널쓰기의 교사 피드백 유형에 따른 학습자 수준별 문법오류 수정 양상
  4.3 문법 오류 수정에 대한 학습자의 정의적 반응
 5. 결론 및 제언
 참고문헌
 참고자료

저자

• 김유정 [ Kim, Yu-Jeong | 서울원광초등학교 ] 제1저자
• 홍선호 [ Hong, Sun-Ho | 서울교육대학교 ] 교신저자

참고문헌