영작문 피드백으로서의 모델글과 주목 유도 활동

• 영문명: Model writings and noticing-triggering activities as feedback to English composition
• 발행기관: 한국외국어교육학회
• 저자명: 제선미(Jae, Sunmi) 손태호(Sohn, Taeho) 조윤경(Cho, Yunkyoung)
• 간행물 정보: 『Foreign Languages Education』Vol.21 No.3, 129~154쪽, 전체 25쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2014.09.30

영문 초록

Recognizing the importance of output and noticing in the second language acquisition, the present study investigated whether model writings and noticing-triggering activities can serve as one form of written feedback to learners’ writing. Particularly, it was interested in whether two different noticing-triggering activities would have different effects on learners’ noticing and incorporation in immediate and delayed revisions. To this end, 93 university students in three English composition classes in Busan were asked to take part in four-staged picture-cued narrative writing task (i.e., drafting, comparison, immediate revision, and delayed revision). The three classes engaged in different activities (i.e., note-taking, underlining, or reading) while they were comparing their own writing and the given models. The results indicated that models as written feedback have led learners to notice linguistic forms that they have previously found problematic or have not thought of as problematic. Furthermore, the note-taking activity in the comparison stage seemed to help learners better incorporate the linguistic forms included in the subsequent input.

목차

Abstract

Ⅰ. 서론

Ⅱ. 이론적 배경

Ⅲ. 연구방법

Ⅳ. 결과 및 논의

Ⅴ. 결론

참고문헌

키워드

출력 주목 모델글 피드백 제2 언어 작문 output noticing model writing feedback L2 writing