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Preference of Corrective Feedback Approaches Perceived by Native English Teachers and Students

첫 페이지 보기
  • 발행기관
    아시아영어교육학회 바로가기
  • 간행물
    The Journal of AsiaTEFL SCOPUS 바로가기
  • 통권
    Vol.7 No.4 (2010.12)바로가기
  • 페이지
    pp.29-52
  • 저자
    Gipyo Park
  • 언어
    영어(ENG)
  • URL
    https://www.earticle.net/Article/A182298

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원문정보

초록

영어
This study investigated teachers’ choice and students’ preference of corrective feedback by 24 native English teachers and 51 university students taking English conversation in the EFL context of Korea, utilizing both quantitative and qualitative data. The results of the quantitative data analysis were: 1) all of the groups―teachers, students, the high proficient students (HPSs), and the low proficient students (LPSs)―preferred recast the most out of the five approaches of corrective feedback proposed by Lyster and Ranta (1997) and 2) the explicit correction approach was the only statistically significant variable in the comparison between groups: teachers versus students and the HPSs versus the LPSs. The results of the qualitative data analysis were: 1) both teachers and students showed individual differences as well as group differences of corrective feedback, which might result in statistical insignificance in the overall group comparison in the quantitative data and 2) some of the teachers and students perceived clarification request, elicitation, and repetition as measuring the same construct of implicit correction. This study concludes with teaching implications and future study areas for corrective feedback.

목차

ABSTRACT
 INTRODUCTION
 BACKGROUND
 PROCEDURE
  Participants
  Instruments
  Data Collection Procedures and Data Analysis
 RESULTS
  Corrective Feedback by the Teachers and the Students
  Corrective Feedback by the High Proficient Students and the Low Proficient Students
  Reasons for Choosing Each Corrective Feedback by the Teachers and the Students
 DISCUSSION
 CONCLUSION
 THE AUTHOR
 REFERENCES
 APPENDIX

키워드

second/foreign language learning corrective feedback error correction individual difference

저자

  • Gipyo Park [ Soonchunhyang University, South Korea ]

참고문헌

자료제공 : 네이버학술정보

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.7 No.4

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