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영어 쓰기 교육에서 내용 및 형태 중심 구두 피드백 효과에 관한 연구
강석창,민찬규 팬코리아영어교육학회(구 영남영어교육학회) 2015 영어교육연구 Vol.27 No.4
This study aims to investigate the effects of form-based and meaning-based feedback in high school English education. To achieve this goal, two groups of high school students, ten students each respectively, were instructed to write seven writing tasks for 8 weeks. The participants were asked to write an essay on a given topic regarding high school life and were then provided with either a form-based or a meaning-based conference. Based on the conference, the students were required to revise their writings. The participants’ writings were analyzed based on the reconstructed ESL Composition Profile. The T-unit analysis was conducted to count the total number of words, the number of T-units, T-units per sentence, the number of sentences, and the average number of words. Overall, the data analysis showed that form-based oral feedback was as effective as meaning-based oral feedback in improving students' writing abilities as well as enhancing their writing fluency and the syntactic complexity of their writings.