중국어 쓰기 과정에서의 피드백이 한국인 학습자의 쓰기 능력에 미치는 영향 (The effect of error-correction Feedback on Korean Students’ Chinese Writing)

서지정보

· 발행기관 : 한국중어중문학회
· 수록지 정보 : 중어중문학 / 60호 / 415 ~ 437페이지
· 저자명 : 이효영

초록

写作是语言学习中比较复杂的学习项目。对外汉语写作是韩国学生学习汉语的重要内容，也是学生感觉难度最大的一部分。做好写作反馈是提高学生写作能力的一个重要途径，因此写作反馈在对韩汉语写作教学中的作用是不容忽视的。同时，反馈也能够提高学习者的汉语综合能力。反馈的形式是多样的，教师反馈、同伴反馈、自己反馈、直接反馈和间接反馈，形式反馈和内容反馈等等。
本文旨在探讨不同类型反馈的有效性以及不同的反馈形式对学生写作的准确性的不同影响,并探讨了各种反馈类型对提高韩国学生写作能力的影响。本研究采用写作任务和问卷调查两种手段, 共90名来自一所韩国大学的汉语专业学生参与了此次研究。实验将对象分为四组,分别完成六次写作任务和六次作文修改。最后，根据反馈的理论，旨在探讨韩国学生对写作反馈的态度、看法、实际操作情况和期望，这一实验结果肯定了在汉语教学中写作反馈的重要性,并希望在此基础上找到一些对韩汉语写作教学的启示

영어초록

This study investigates the effects of different types of feedback on learners’ Chinese writing ability and affective domain in order to ascertain the most effective feedback type. Also this study is to identify what types of feedback and how students perceive the effectiveness of feedback types and ways of providing feedback on their Chinese writing.
The subjects of this experiment consist of 90 2st graders who attend a university in Busan. At this school, four classes are leveled into three subclasses according to the students’ Chinese proficiency. The experiment took place from may, 2014 to november, 2014.
A survey was given out in order to have a more in‐depth understanding on how students perceive writing in general. To measure the improvement of Chinese writing, writing tests were conducted before and after the experiment. The errors from the tests were categorized by the types of errors suggested by Ferris. et al(2000). Then the number of errors in each linguistic category were compared by using T test on i‐Statistics. First, the students completed a piece of writing. Second, they received a different type of feedback at a different time. Different types of feedback were provided. Lastly, the students had time to study the feedback and applied it to their second draft. The effect of different types of feedback was measured by comparing the number of errors produced and corrected between the first and revised draft. The results were evaluated by repeated measured ANOVA to ensure that the results show any meaningful difference. Finally, another survey was conducted to see any changes in students’ attitudes towards error correction and feedback. Additional open‐ended questions were supplemented to inquire more about students’ opinions about error correction and the reasons for their preference.

참고자료

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