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Writing Teacher Views on Teacher Feedback : A Shift from Grammar Corrector to Motivator

첫 페이지 보기
  • 발행기관
    아시아영어교육학회 바로가기
  • 간행물
    The Journal of AsiaTEFL SCOPUS KCI 등재 바로가기
  • 통권
    Vol.12 No.3 (2015.09)바로가기
  • 페이지
    pp.33-59
  • 저자
    Sookyung Cho
  • 언어
    영어(ENG)
  • URL
    https://www.earticle.net/Article/A254557

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원문정보

초록

영어
This study aims to examine how Korean writing teacher views on teacher feedback change during the course of a graduate class focused on the role of feedback in second language writing classrooms. Although the content of teacher feedback, such as focus and form as well as feedback’s effects on students, has been extensively studied (Conrad & Goldstein, 1999; Ferris, 1997, 2001), the act of giving feedback from the teacher’s perspective has not been investigated. This study traces the changes in eight writing teachers’ reflections on the role of feedback as well as their actual feedback practices over one semester. The data include 1) participants’ written reflections during the semester, 2) samples of their written feedback collected at the beginning and end of the semester, and 3) their personal histories regarding feedback. Data analysis reveals that teacher feedback changed from focusing on the written text to focusing on the student writer. This finding was confirmed in the written feedback, as the end-of-semester feedback showed a greater emphasis on teacher concern for the writer. It demonstrated through use of hedges, compliments and honorifics (i.e., expressions of esteem and respect when addressing a person). Suggestions for writing teacher training and future research are provided.

목차

Abstract
 Introduction
 Literature Review
 Writing and Writing Teacher Education in Korea
 Method
  Context and Participants
  Data Collection
  Data Analysis
 Results
  Perceptions of Teaching Feedback
  Focus on writing: Grammar correction
  Focus on the writer: Individual feedback
  Teacher Feedback
 Discussion and Conclusion
 The Author
 Acknowledgment
 References
 Appendix A
 Appendix B

키워드

writing teachers feedback second language writing

저자

  • Sookyung Cho [ Hankuk University of Foreign Studies, 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

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