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RISS 인기검색어
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- 저자 : 고보애 ( Bo Ai Ko ) (검색결과 2 건)
- 무료
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- 유료
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Effectiveness of Three Different Error Correction Methods on ESL Korean Children’s Recount Writing
Ko, Bo-Ai(고보애) 팬코리아영어교육학회(구 영남영어교육학회) 2010 영어교육연구 Vol.22 No.3
This case study aims to explore effective error correction methods for two Korean ESL children’s writing skills (recounting task), in terms of accuracy, fluency and attitude. Three different error correction methods—written comments by the researcher, focusing on meaning (Case 1), direct error correction by the researcher, focusing on the form (Case 2), and self-directed error correction by the participants, using checklists (Case 3)—were applied over a period of 7 months in an Australian context. The results of the analysis showed that for participant B, who was 7 years old and a more advanced writer of English than participant A, self-directed error correction using checklists (Case 3) was the most effective method for assessing fluency and accuracy as well as attitude. Yet, for participant A, who was 5 years old and an early beginner in her writing, Case 1 seemed to be more effective in terms of fluency and attitude, and Case 3 was likely to be more effective in terms of accuracy.
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사이버대 학습자의 구어 코퍼스에서 나타나는 구절동사 오류 분석을 통한 효과적인 영어교수방안 연구
고보애 ( Bo Ai Ko ),천승미 ( Seung Mi Cheon ) 글로벌영어교육학회(구 호남영어교육학회) 2015 Studies in English education Vol.20 No.1
This study aims to investigate a range of phrasal verb errors frequently made by adult Korean learners of English in spoken contexts as well as explore effective instructional methods for dealing with phrasal verb error patterns. The data collection process included analyzing a spoken learner corpus established through online conversation sessions among a native English speaking instructor and 4 groups of Korean cyber university students. This systematic analysis used Wordsmith 6.0 to sort out the different syntactic and semantic patterns of phrasal verb errors and usages. In addition to the academic and pedagogical focus on the syntactic and semantic analysis of phrasal verb errors, the findings of this study indicate that most Korean learners studying the usage of phrasal verbs mainly through written English materials and contexts need to be aware of the pragmatic information on how spoken and written English can differ as a socio-linguistic aspect. As a pedagogical solution for dealing with English phrasal verbs, this study suggests that integrated instruction include a three-dimensional grammar framework, such as syntactic, semantic, and pragmatic aspects, in Korean EFL contexts. Finally, for adult Korean learners of English, this study emphasizes the need for more active utilization of a phrasal verb dictionary to keep them up-to-date with the ever-changing English phrasal verbs.
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