Earticle

초록

영어

This study was designed to investigate the effects of corpus-based feedback on the learners’ acquisition of collocation knowledge and their processes of lexical error correction. A total of 40 high school students were divided into experimental and control groups. Both groups took a pre-WAF (Word Association Format) and were divided into higher and lower-level groups according to the results. The students wrote 10 compositions in total, using 3 verbs and 6 nouns that are collocated or not collocated with those verbs in each composition. After each writing session for a period of five weeks, the experimental group students were required to correct their verb+noun collocation errors using concordance lines provided in the form of hand-outs, while the control group students were provided with explicit error corrections from their instructor. The results showed that both types of feedback were effective in improvement of WAF test scores and correction of the collocation errors. The processes of using concordance lines for error correction were found to differ according to student level. Lastly, most students generally agreed on the usefulness of corpus-based feedback for error correction, while some of them pointed out difficulty due to their insufficient knowledge of words and grammar.

목차

I. 연구의 목적 및 필요성
 II. 이론적 배경
  1. 어휘 지식의 개념과 측정
  2. 영작문 피드백
  3. 코퍼스와 영어 교육
 III. 연구 방법
  1. 연구 대상
  2. 실험 내용 및 연구 절차
  3. 자료 분석 방법
 IV. 연구 결과 및 논의
  1. 콘코던스 활용 작문 피드백이 연어 지식에 미치는 효과
  2. 학습자 수준별 연어 오류 과정 비교
  3. 학습자들의 정의적 측면 분석
 V. 결론 및 제언
 Works Cited
 Abstract

키워드

저자

• 홍지윤 [ Hong, Ji Yoon | 한국외국어대학교 ] 제1저자
• 윤현숙 [ Yoon, Hyunsook | 한국외국어대학교 ] 교신저자

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 간행물명

  영어영문학연구 [The Jungang Journal of English Language and Literature]

• 간기

  계간

• pISSN

  1598-3293

• 수록기간

  1968~2026

• 등재여부

  KCI 등재

• 십진분류

  KDC 840 DDC 810