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Error Correction Techniques: Conversation-Analytic Perspective
우수정 ( Sujung Woo ) 대한영어영문학회 2012 영어영문학연구 Vol.38 No.2
This study is to examine the actions in the correction relevant turns using Conversation Analysis (CA) framework. I focus on describing a variety of aspects of correction-in-interaction captured in transcripts of recordings of naturally occurring interaction during the phone interviews in the pedagogical context. Also, this paper aims to shed light on the factors affecting the effectiveness of the various types of the error correction techniques. By using CA methodology, it is possible to look at “finely grained architectural details” (Hall, 2007) of interaction in the activity of correction. The three actions that are observed in the correction relevant turns are (1) locating errors (2) doing of correcting, and (3) repeating the target sentence. And the first two actions are examined for the purpose of this study. All the actions are performed either interactionally-salient or interactionally-not-salient1 ways. While phonological emphasis and specific instructions are given to make the activity of correction salient to the caller, simple repetition the correct form of the answer is not salient enough for the caller to understand what the teachers are trying to do at turn-at-talk. This study does not try to demonstrate how language is operationalized in human’s brain as in SLA but illustrates what it does how it is performed in talk-in-interaction from the CA perspective. (Konyang University)
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영어학습자의 텍스트에 나타난 언어자원 사용에 대한 연구
우수정 ( Woo Sujung ) 한국현대언어학회 2021 언어연구 Vol.36 No.4
The study examines the linguistic resources used in the self-introduction produced by English learners at university level. According to Systemic Functional Linguistics (SFL), language is functional. Whether the learners are novices or proficient users, employ language as linguistic resources to make meanings. Moreover, social and cultural contexts play important roles when making choices among those linguistic resources. The study aims to determine what linguistic choices the English language learners make in order to make meanings in their writing. Following the SFL theoretical framework, the study looks at the English linguistic resources in terms of three metafunctions. For the ideational metafunction, the content words, prepositional phrases, and adverbial clauses are examined to see what the learners try to convey through the texts. For the interpersonal metafunction, verbial phrases are looked at to understand how the learners form the relationship with the reader through their linguistic choices. Furthermore, the thematic development of the texts is examined to see how the learners develop their introduction to perform the textual metafunction. The results of the study reveal that the English learners demonstrate a certain degree of limitations in utilizing the linguistic resources in terms of all three metafunctions. (Konyang University)
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온라인 수업에 대한 선호도가 온라인 수업 만족도에 끼치는 영향 분석 : K대학 교양영어 수업의 사례를 중심으로
정혜인(Chong, Hyein),우수정(Woo, Sujung) 한국교양교육학회 2022 교양교육연구 Vol.16 No.2
본 연구는 교양필수 영어과목을 수강한 학생들의 온라인 수업관련 선호도를 살펴보고 온라인 수업 선호도가 영어 수업 만족도에 어떠한 영향을 미치는지와 조절변수인 연령, 교수자, 영어수준, 영어 선호도에 따라 그 영향이 달라지는지 탐색하기 위해 진행되었다. 본 연구의 대상은 교양영어 수업을 수강한 K 대학 학부생 870명이였으며 Google Forms 설문지를 통해 조사를 실시하였다. 본 연구는 온라인 수업 선호도와 실시간 수업 선호도가 영어 수업 만족도에 미치는 영향을 알아보기 위해 독립표본-t검정, 대응표본-t검정과 Pearson 상관분석을 실시하였고, 온라인 수업 선호도가 영어 수업 만족도에 미치는 영향에서 조절변수인 연령, 교수자, 영어 수준, 영어 선호도의 영향을 알아보기 위해 위계적 중다회귀분석을 실시하였다. 연구 결과 학생들의 온라인 수업에 대한 선호도의 경우 온라인 수업에 관한 선호도보다 실시간 온라인 수업 선호도가 더 낮았지만 실제 교양영어수업의 만족도의 경우 온라인 수업방식 만족도보다 실시간 수업에 대한 만족도가 높았다. 또한 수업 선호도에서 실시간 온라인 수업 선호도가 높은 학생이 영어 수업 만족도가 더 높았다. 영어 수업 만족도에는 어떤 요인이 가장 큰 영향을 주는가는 실시간 온라인 수업 선호도, 영어 선호도, 온라인 수업 선호도, 영어 수준 순인 것으로 나타났다. 학습자들이 긍정적 실시간 수업의 경험을 통해 실시간 온라인 수업에 관한 긍정적 인식을 갖게 된다면 이는 실제 실시간 비실시간 병행 방식 온라인 수업의 성공으로 이어질 수 있는 것이다. This study aims to investigate learners’ perception of online learning for a general English course in Covid 19 situation, explore how online class preference affects degree of satisfaction of general English online class and examine whether the influence varies depending on the controlling variables such as age, instructor, English level, and English preference. The subjects of this study were 870 undergraduate students from K University who took the same compulsive general English course, and the survey was conducted through the Google Forms questionnaire. This study processed an independent sample-t test, response sample-t test, and Pearson correlation analysis to discover the effect of bichronous online learning(blending of both asynchronous and synchronous online learning) preference on English class satisfaction, and hierarchical multiple regression to observe the effect of online class preference. The results showed that students preference to online learning was lower than that of online learning, but in the case of their satisfaction of general English online course, satisfaction with the synchronous online class was higher than that of the online class. In addition, There was a high positive correlation between synchronous online learning preference and general English class satisfaction. It was also found that the hierarchy of factors influencing English class satisfaction was in the order of synchronous online learning preference, English preference, online class preference, and English proficiency level.
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