지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
초록· 키워드
오류제보하기
This descriptive study investigated corrective feedback, especially in terms of recasts versus prompts, and learner uptake during interactions between teachers and students across classes with different pedagogical purposes. In addition, the proportion of non-corrective to corrective feedback, or repetitions to recasts, was examined. 28 students were recruited from a content-based and two exam-preparation classes in a pre-matriculate intensive English language program. 12 hours of audio-recorded data were analyzed based on Lyster and Ranta"s (1997) "error treatment sequence". In agreement with previous studies, the results indicated that the teachers" preferred type of feedback was recast regardless of the foci of the lessons. Contradicting previous findings, however, the students did more uptake in response to recasts than prompts. The teachers also provided non-corrective feedback more often than recasts across the three classes. The study has three pedagogical implications. First, teachers" use of different types of feedback might be affected not only by pedagogical purposes but also by instructional arrangements. Second, the amount of student uptake may increase if students have enough and appropriate opportunities to respond after receiving their teachers" feedback. Lastly, teachers" frequent use of non-corrective repetitions might not prevent students from identifying the corrective nature of recasts in certain contexts where students pay more attention to language forms rather than content.
목차
Ⅰ. Introduction
Ⅱ. Literature Review
Ⅲ. Research Questions
Ⅳ. Method
Ⅴ. Results
Ⅵ. Discussion
Ⅶ. Conclusion
References
참고문헌 (28)
참고문헌 신청
1. [학술지(정기간행물)] - Ammar, A. / 2006 / One size fits all? Recasts, prompts and the acquisition of English possessive determiners / Studies in Second Language Acquisition 28 : 543 ~ 574
2. [학술지(정기간행물)] - Carpenter, H. / 2006 / Learners’ interpretations of recasts / Studies in Second Language Acquisition 28 : 209 ~ 236
3. [단행본] - Doughty, C. / 1994 / Fine-tuning of feedback by competent speakers to language learners, in: Georgetown University Round Table (GURT) 1993 (pp. 96-108) / Georgetown University Press : 96 ~ 108
4. [단행본] - Doughty,C. / 1998 / Communicative focus on form, in: Focus on form in classroom second language acquisition / Cambridge University Press : 114 ~ 138
5. [학술지(정기간행물)] - Ellis, R. / 2001 / Introduction: Investigating form-focused instruction / Language Learning 51 (1) : 1 ~ 46
2. [학술지(정기간행물)] - Carpenter, H. / 2006 / Learners’ interpretations of recasts / Studies in Second Language Acquisition 28 : 209 ~ 236
3. [단행본] - Doughty, C. / 1994 / Fine-tuning of feedback by competent speakers to language learners, in: Georgetown University Round Table (GURT) 1993 (pp. 96-108) / Georgetown University Press : 96 ~ 108
4. [단행본] - Doughty,C. / 1998 / Communicative focus on form, in: Focus on form in classroom second language acquisition / Cambridge University Press : 114 ~ 138
5. [학술지(정기간행물)] - Ellis, R. / 2001 / Introduction: Investigating form-focused instruction / Language Learning 51 (1) : 1 ~ 46
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