The Effect of Written Corrective Feedback and Learner Differences on Korean Learners’ Acquisition of English Articles

서지정보

· 발행기관 : 학습자중심교과교육학회
· 수록지 정보 : 학습자중심교과교육연구 / 17권 / 24호 / 951 ~ 975페이지
· 저자명 : 정유진, 김현정

초록

The aim of this study was to investigate the effectiveness of direct written corrective feedback and further examined whether learner differences in grammatical sensitivity and knowledge of metalanguage mediates the effect of written feedback in improving the use of English articles for generic and specific plural reference. Forty-five Korean university students from two intact classes participated in the study and each class was assigned to the direct feedback only and direct metalinguistic feedback group. The study used a pretest-posttest design, with two treatment sessions. The direct feedback only group was given the correct constructions on the linguistic target, while the metalinguistic feedback group received additional metalinguistic explanation along with direct corrections. The two groups were assessed using a text summary and a truth value judgement test to measure developments in the use of the target articles. The results showed that both groups gained from pretest to posttest in the use of articles for specific plural reference, but not for generic. Additionally, grammatical sensitivity and knowledge of metalanguage showed no significant impact on either of the two groups. The results support previous research in favor of written corrective feedback as an effective tool in developing the use of articles.

참고자료

· 없음