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교사의 피드백 방식에 따른 한국어 학습자의 고쳐쓰기 양상 연구 - 구어 피드백과 문어 피드백을 중심으로 -

원문정보

A Study of Students’ Revisions Regarding Feedback on KFL Students’ Writing : Based on Spoken Teacher Feedback and Written Teacher Teedback.

임형옥, 전형길, 이인혜

피인용수 : 0(자료제공 : 네이버학술정보)

초록

영어

This study examined drafts, revised drafts and structured interview results of advanced KFL students in order to assess whether the revisions actually improved the papers and observe the different revisions and perceptions after receiving spoken teacher feedback and written teacher feedback. A total of 20 students participated in this study. Results show that both spoken and written feedback by the teacher influenced students’ revisions positively, however, two groups which were given different feedback showed different aspects cognitively and meta-cognitively. Moreover, individual students show different aspects of perceptions and revisions from teachers’ feedback. Our findings found that types of teachers’ feedback such as spoken feedback and written feedback influenced students perceptions and revision in a different way due to the features of inputs.

목차


 1. 서론
 2. 선행 연구
 3. 연구 방법
  3.1. 대상 및 절차
  3.2. 자료 분석 방법
 4. 분석 결과
  4.1. 인지적 양상
  4.2. 상위인지적 양상
 5. 결론 및 제한점
 참고문헌

저자정보

  • 임형옥 Lim, Hyung-ok. 고려대학교
  • 전형길 Jeon, Hyeoung-Gil. 고려대학교
  • 이인혜 Lee, Inhye. 고려대학교

참고문헌

자료제공 : 네이버학술정보

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