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.
논문 기본 정보
- 자료유형
- 학술저널
- 저자정보
- 저널정보
- 한국응용언어학회 응용언어학 응용언어학 제31권 제3호
- 발행연도
- 2015.9
- 수록면
- 65 - 88 (24page)
- DOI
- 10.17154/kjal.2015.09.31.3.65
이용수
초록· 키워드
오류제보하기
Guided by Engestrom’s (1999, 2001) activity theory, this study focused on three contrasting students and examined their participation in teacher feedback over a complete course. This study was to analyze how various factors may have influenced the way EFL students respond to teacher feedback, why students experience contradictions in teacher feedback, and how such contradictions can lead to dilemmas during the feedback process. The study revealed that student response to teacher feedback was an intricate matter, intertwined with the agency of the students" writerly selves. It was also influenced by several teaching factors, including the teacher’s practices, his/her native speakerhood, as well as the instructional context in which the feedback was given. The activity theory analysis showed that students’ different motives for participating in teacher feedback afford disparate representations of the teacher feedback activity. Therefore, while the three students may have appeared to be engaged in the same action, they may in fact have been transforming the given activity for their psychological/social needs and thus have been engaging in different activities. Student response to feedback often took unpredictable and unexpected directions filled with contradictions. These contradictions were a source of dilemma for the students. But, for the most part, they were a source of change or learning.
목차
I. INTRODUCTION
II. BUILDING KNOWLEDGE OF ACTIVITY THEORY
III. THE STUDY
IV. (MIS)ALIGNMENTS IN TEACHER FEEDBACK
V. CONCLUSION
REFERENCES
참고문헌 (56)
참고문헌 신청
[학술지(정기간행물)] - Ashwell, T. / 2000 / Patterns of teacher response to student writing in a multipledraft composition classroom: Is content feedback followed by form feedback the best method? / Journal of Second Language Writing 9 : 227 ~ 258
[학술지(정기간행물)] - Beauchamp, C. / 2009 / Studying doctoral education: Using activity theory to shape methodological tools / Innovations in Education and Teaching International 46 (3) : 265 ~ 277
[학술지(정기간행물)] - Busse, V. / 2013 / How do students of German perceive feedback practices at university? A motivational exploration / Journal of Second Language Writing 22 : 406 ~ 424
[단행본] - Bitchener, J. / 2012 / Written corrective feedback in second language acquisition and writing / Routledge
[단행본] - Chase, S. / 2005 / The SAGE handbook of qualitative research / Sage Publications : 651 ~ 679
[학술지(정기간행물)] - Beauchamp, C. / 2009 / Studying doctoral education: Using activity theory to shape methodological tools / Innovations in Education and Teaching International 46 (3) : 265 ~ 277
[학술지(정기간행물)] - Busse, V. / 2013 / How do students of German perceive feedback practices at university? A motivational exploration / Journal of Second Language Writing 22 : 406 ~ 424
[단행본] - Bitchener, J. / 2012 / Written corrective feedback in second language acquisition and writing / Routledge
[단행본] - Chase, S. / 2005 / The SAGE handbook of qualitative research / Sage Publications : 651 ~ 679
함께 읽어보면 좋을 논문
논문 유사도에 따라 DBpia 가 추천하는 논문입니다. 함께 보면 좋을 연관 논문을 확인해보세요!
-
The Effects of Online-Based Teacher Feedback and Self-Feedback on EFL College Students’ Writing and Their Perceptions
영어영문학
2022 .02
-
L2 Writers’ Response to and Use of Teacher Feedback: An Activity Theory Perspective
Journal of Asia TEFL
2022 .03
-
Senior Students’ Perceptions of Peer Feedback and Teacher Feedback
외국학연구
2020 .01
-
Effectiveness of Teacher and Peer Feedback: Through the Lens of Korean Tertiary Writing Classroom
Journal of Asia TEFL
2018 .01
-
Writing Teacher Views on Teacher Feedback: A Shift from Grammar Corrector to Motivator
Journal of Asia TEFL
2015 .09
-
The effect of teacher feedback on student motivation in an EFL writing class
영어교과교육
2015 .01
-
Native and Nonnative English Speaking Teachers’ Feedback Beliefs and Practices
언어정보
2018 .01
-
교사 피드백과 동료 피드백이 학생들의 작문 수정과 향상에 미치는 영향 비교
영어영문학연구
2015 .01
-
An Analysis of EFL Students’ Uptake to Teacher’s Explicit and Implicit Feedback in an L2 Writing Class
언어학 연구
2022 .01
-
영어쓰기 교사 피드백에 대한 학습자 인식
영어영문학
2019 .08
-
A Study on Perceptions of Feedback between Students and Teachers in English Writing Course
영어영문학연구
2015 .01
-
동료피드백과 교수피드백이 대학생의 영어 쓰기에 미치는 영향: 수준별 학습자의 쓰기 능력 향상도, 선호도, 및 정의적 영역을 중점으로
영미어문학
2021 .01
-
College Students' Revision Behaviors: Are they Motivated by the Inner-drive or Teacher Feedback?
외국학연구
2015 .01
-
The Effect of Different Types of Online Feedback on the Revisions of Korean EFL Students in Their L2 Writing
현대영어영문학
2023 .05
-
한국 대학생의 영작문 피드백 활동에 관한 인식: 자기검토 및 동료 피드백과 컴퓨터 피드백
영어학
2020 .03
-
A Comparison of Teacher’s and Senior Students’ Feedback: Student Attitudes and Their Writing Improvement
Journal of Asia TEFL
2018 .01
-
대학생 EFL 학습자들을 대상으로 한 교정적 피드백 운영에 대한 학습자 인식
현대영어영문학
2019 .01
-
교수피드백과 동료피드백에 대한 예비초등영어교사의 인식 조사
초등영어교육
2015 .01
-
A Way of Using Feedback in University EFL Classes in Korea
현대영어영문학
2015 .01
-
중한순차통역에서 피드백의 학습적 효용성 연구 — 4가지 피드백을 중심으로
중국어교육과연구
2022 .07
이 논문의 저자 정보
이 논문과 함께 이용한 논문
Building Connected Turns in Pedagogical Interaction : Nonnative Discourse Construction
Hye-Kyung Yu
,
Yo-An Lee
응용언어학
2015
.06
Repairing the Form From Corrective Feedback : Based on Recasts, Metalinguistic Clues, and Repetition
Ji-Hye Suh
응용언어학
2015
.06
The Effects of Task Practice and Task Type on L2 English Oral Performance
Bongsun Song
,
Jin-Hwa Lee
응용언어학
2015
.06
An Extensive Reading Approach to Intensive Reading : An Implementation of Modified Extensive Reading in the EFL University Context
Kyung-Mi O
응용언어학
2015
.06
The Overuse of the Copula “Be” in Talk-in-Interaction by Novice Korean Learners of English
Sangwoo Kwon
응용언어학
2015
.06
최근 본 자료
댓글(0)
0
UCI(KEPA) : I410-ECN-0101-2016-701-001905392