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학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
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연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
초록· 키워드
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Previous research has investigated models as feedback to examine what learners notice and revise when comparing their initial texts against models, reporting that their attention largely lies in the order of lexis, content, and grammar. However, these researchers used learners’ self-reports as the measure for assessing learners’ noticing and its subsequent effects on revisions. Thus, this study looked at their actual text revisions for what they notice and revise from a model, with their written reports as the secondary data. Employing a picture-based narrative task with sixteen Korean adult learners, this study investigated the use of English articles to examine in what circumstances the learners correctly revise articles, leave them uncorrected, or incorrectly revise them as well as what general aspects of language, other than articles, they notice and revise in their initial texts. Results indicated that article-related factors included proficiency, prior article knowledge, language awareness, selective attention, input processing priorities, limited attentional capacity, language learning strategies, first language (L1) interference, and location mismatches between learner phrases and model phrases. As for their attention to other general aspects of language, they noticed and revised lexis, content, and grammar sequentially, while organization, a newly added aspect, produced mixed results depending on what aspects of organization were assessed. This paper
concludes with future research directions with an aim of diversifying attention to different aspects of language.
목차
ABSTRACT
1. Introduction
2. Literature Review
3. Method
4. Results
5. Discussion
6. Conclusion
References
참고문헌 (34)
참고문헌 신청
박수정 / 2017 / 영어 관사 사용에 대한 피드백으로서의 모델글, 시각적 입력강화 및 메타언어적 설명의 효과 연구 / 영어교육연구 29(3):141~163
Cánovas Guirao, J. / 2015 / The use of models as a written feedback technique with young EFL learners / System 52:63~77
Celce-Murcia, M. / 1999 / The Grammar Book: An ESL/EFL Teacher’s Course / Heinle & Heinle
Coyle, Y. / 2018 / Identifying the trajectories of young EFL learners across multi-stage writing and feedback processing tasks with model texts / Journal of Second Language Writing 42:25~43
Coyle, Y. / 2014 / Exploring the role played by error correction and models on children’s reported noticing and output production in a L2 writing task / Studies in Second Language Acquisition 36(3):451~485
Cánovas Guirao, J. / 2015 / The use of models as a written feedback technique with young EFL learners / System 52:63~77
Celce-Murcia, M. / 1999 / The Grammar Book: An ESL/EFL Teacher’s Course / Heinle & Heinle
Coyle, Y. / 2018 / Identifying the trajectories of young EFL learners across multi-stage writing and feedback processing tasks with model texts / Journal of Second Language Writing 42:25~43
Coyle, Y. / 2014 / Exploring the role played by error correction and models on children’s reported noticing and output production in a L2 writing task / Studies in Second Language Acquisition 36(3):451~485
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