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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
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This study investigates the effects of different types of feedback on learners’ Chinese writing ability and affective domain in order to ascertain the most effective feedback type. Also this study is to identify what types of feedback and how students perceive the effectiveness of feedback types and ways of providing feedback on their Chinese writing.
The subjects of this experiment consist of 90 2st graders who attend a university in Busan. At this school, four classes are leveled into three subclasses according to the students’ Chinese proficiency. The experiment took place from may, 2014 to november, 2014.
A survey was given out in order to have a more in?depth understanding on how students perceive writing in general. To measure the improvement of Chinese writing, writing tests were conducted before and after the experiment. The errors from the tests were categorized by the types of errors suggested by Ferris. et al(2000). Then the number of errors in each linguistic category were compared by using T test on i?Statistics. First, the students completed a piece of writing. Second, they received a different type of feedback at a different time. Different types of feedback were provided. Lastly, the students had time to study the feedback and applied it to their second draft. The effect of different types of feedback was measured by comparing the number of errors produced and corrected between the first and revised draft. The results were evaluated by repeated measured ANOVA to ensure that the results show any meaningful difference. Finally, another survey was conducted to see any changes in students’ attitudes towards error correction and feedback. Additional openended questions were supplemented to inquire more about students’ opinions about error correction and the reasons for their preference.
The subjects of this experiment consist of 90 2st graders who attend a university in Busan. At this school, four classes are leveled into three subclasses according to the students’ Chinese proficiency. The experiment took place from may, 2014 to november, 2014.
A survey was given out in order to have a more in?depth understanding on how students perceive writing in general. To measure the improvement of Chinese writing, writing tests were conducted before and after the experiment. The errors from the tests were categorized by the types of errors suggested by Ferris. et al(2000). Then the number of errors in each linguistic category were compared by using T test on i?Statistics. First, the students completed a piece of writing. Second, they received a different type of feedback at a different time. Different types of feedback were provided. Lastly, the students had time to study the feedback and applied it to their second draft. The effect of different types of feedback was measured by comparing the number of errors produced and corrected between the first and revised draft. The results were evaluated by repeated measured ANOVA to ensure that the results show any meaningful difference. Finally, another survey was conducted to see any changes in students’ attitudes towards error correction and feedback. Additional openended questions were supplemented to inquire more about students’ opinions about error correction and the reasons for their preference.
목차
1. 서론
2. 피드백의 효과와 유형에 대한 이론적 배경
3. 연구내용 및 방법
4. 연구결과
5. 결론
參考文獻
中文提要
Abstract
참고문헌 (30)
참고문헌 신청
1. [학술지(정기간행물)] - 김나연 / 2009 / 대학에서의 영어 말하기 오류수정 피드백과 학습자 반응: 교사와 학습자의 태도를 중심으로 / 영어어문교육 15 (4) : 237 ~ 264
2. [학술지(정기간행물)] - 김미옥 / 2007 / 쓰기 오류 수정에 관한 연구 / Foreign Languages Education 14 (3) : 429 ~ 451
3. [학술지(정기간행물)] - 김양희 / 2010 / The effectiveness of diverse types of written feedback: Comparative study of teacher and student feedback / 영어어문교육 16 (4) : 133 ~ 152
4. [단행본] - 김영숙 / 1999 / 영어 쓰기 교육론 / 한국문화사
5. [학위논문] - 명민경 / 2009 / 한국어 과정 중심 쓰기 교육에서의 학습자 오류 분석을 통한 교사 피드백 효율성 연구 / 석사 / 한양대학교 교육대학원
2. [학술지(정기간행물)] - 김미옥 / 2007 / 쓰기 오류 수정에 관한 연구 / Foreign Languages Education 14 (3) : 429 ~ 451
3. [학술지(정기간행물)] - 김양희 / 2010 / The effectiveness of diverse types of written feedback: Comparative study of teacher and student feedback / 영어어문교육 16 (4) : 133 ~ 152
4. [단행본] - 김영숙 / 1999 / 영어 쓰기 교육론 / 한국문화사
5. [학위논문] - 명민경 / 2009 / 한국어 과정 중심 쓰기 교육에서의 학습자 오류 분석을 통한 교사 피드백 효율성 연구 / 석사 / 한양대학교 교육대학원
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UCI(KEPA) : I410-ECN-0101-2016-820-001610016