현재 위치
Home
Indirect Feedback : A Plausible Suggestion for Overcoming Error Occurrence in L2 Writing
-
- 발행기관
- 아시아영어교육학회 바로가기
-
- 간행물
- The Journal of AsiaTEFL 바로가기
-
- 통권
- Vol.6 No.4 (2009.12)바로가기
-
- 페이지
- pp.245-262
-
- 저자
-
- 언어
- 영어(ENG)
-
- URL
- https://www.earticle.net/Article/A182258
※ 기관로그인 시 무료 이용이 가능합니다.
5,200원
원문정보
초록
- 영어
- Despite the significant emphasis that process-oriented research has laid on content as compared to mechanical aspects of L2 writing (Raimes, 1983; Spack & Sadow, 1983; Taylor, 1981), many written products are difficult to understand owing to their grammatical inaccuracies (Ferris, 2002). There has been an ongoing controversy in the literature regarding the plausibility of error correction, in general and the extent to which direct vs. indirect error corrective feedback could affect overcoming grammatical inaccuracies in L2 writing, in particular (Ferris, 1999a; Truscott, 1996, 1999). Hence, the present study was an attempt at finding out whether indirect feedback on certain error categories as compared to direct feedback on every single error could have any significant effect on improving the students’ L2 writing ability. Therefore, 44 Ph.D. students of an advanced Academic English writing course were randomly selected from 90 homogeneous students among a total population of 118 students majoring in different engineering fields. Having randomly divided the subjects into two groups of 22 students, the researcher further assigned 8 essays to be written on suggested subjects during one semester. One group was provided with indirect feedback on certain error categories and required to further self-edit the errors marked by the teacher and also provide a revised draft of their texts. The other group was exposed to direct feedback in terms of detailed comments on every single error they had made. Both groups were also required to correct the error categories they could possibly discern in 50 erroneous sentences containing 159 errors from 9 error categories. The results revealed that there was a significant difference regarding the error categories properly identified and corrected by the indirect feedback group. Moreover, there was a significant difference in the writing ability of the indirect feedback group as compared to that of the direct feedback group.
목차
ABSTRACT
ERROR CORRECTION : A BRIEF HISTORICAL OVERVIEW
REVIEW OF LITERATURE
THE PRESENT STUDY
AIMS OF THE STUDY
METHOD
Participants
Procedure
DATA ANALYSIS
RESULTS AND DISCUSSION
CONCLUSION AND IMPLICATIONS
THE AUTHOR
REFERENCES
키워드
error category error correction direct error corrective feedback indirect error corrective feedback저자
간행물 정보
발행기관
-
- 발행기관명
- 아시아영어교육학회 [Asia TEFL]
- 설립연도
- 2004
- 분야
- 사회과학>교육학
- 소개
- The goals of Asia TEFL are to promote scholarship, disseminate information, and facilitate cross-cultural understanding among persons concerned with the teaching and learning of English in Asia. In order to accomplish this, Asia TEFL will pursue the following goals: 1. To link ELT professionals in joint research on issues and concerns regarding English teaching and learning in the Asian context. 2. To publish an academic journal, The Asia TEFL Journal, as an internationally recognized journal in the field of English language teaching. 3. To host conferences and seminars addressing important issues concerning ELT in Asia. 4. To develop proficiency guidelines and assessment methods designed for the needs of the Asian context. 5. To develop programs for Asian learners and teachers of English to build their English language proficiency and cultural understanding and provide them with the skills required to be efficient English teaching professionals.
간행물
-
- 간행물명
- The Journal of AsiaTEFL
- 간기
- 계간
- pISSN
- 1738-3102
- eISSN
- 2466-1511
- 수록기간
- 2004~2026
- 등재여부
- SCOPUS,KCI 등재
- 십진분류
- KDC 740 DDC 420
이 권호 내 다른 논문 / The Journal of AsiaTEFL Vol.6 No.4
피인용수 : 0건 (자료제공 : 네이버학술정보)
함께 이용한 논문 이 논문을 다운로드한 분들이 이용한 다른 논문입니다.
출처 : 네이버학술정보
0개의 논문이 장바구니에 담겼습니다.