원문정보
초록
영어
“Differential Effects of Oral Metalinguistic Feedback Given during English Writing Task Performance and Written Metalinguistic Feedback Given after English Writing Task Performance.” Studies in English Language & Literature. 38.3 (2012): 165-196. This study examined whether there would be any difference between the effect of oral and written metalinguistic feedback on learners' accurate use of some English verb tenses in their written production. To help low intermediate-proficiency Korean university students improve the ability to use the simple past, present progressive, and present perfect tense correctly in their written production, oral and written metalinguistic feedback was used. The oral group was provided with oral metalinguistic feedback while the learners were performing a translation task. The written metalinguistic group was provided with written metalinguistic feedback one week after a translation task was completed. The control group received no corrective feedback. The study showed both oral and written metalinguistic feedback had a significant effect on promoting the correct use of the target verb tenses in written production and that oral metalinguistic feedback had a significantly superior effect than written metalinguistic feedback due to differences between oral and written corrective feedback. It was concluded that oral metalinguistic feedback given during writing task performance can be more effective than written metalinguistic feedback given after writing task performance in helping learners gain greater control over already partially acquired forms in their written production and therefore can improve their writing accuracy. (Seoul Christian University)
목차
I. 서론
II. 이론적 배경 및 선행연구
2.1 메타언어 피드백
2.2 구두 피드백과 문자 피드백의 효과 비교에 대한 기존 연구
2.3 영어 동사 시제와 관련한 수정 피드백에 대한 기존 연구들
III. 연구 방법
3.1 목표 구조
3.2 연구 대상
3.3 연구 설계
3.4 연구 질문
3.5 교수 절차
3.6 평가와 채점 방법
IV. 결과 분석 및 논의
V. 결론 및 제한점
인용문헌
부록