Written Corrective Feedback: Its Explicitness, Target Structure and Efficacy in Improving L2 Accuracy

Sung-Soo Jang 팬코리아영어교육학회(구 영남영어교육학회) 2021 영어교육연구 Vol.33 No.3

This study investigated whether the effectiveness of written corrective feedback (CF) in the accuracy of L2 learners’ writing is influenced by interaction of its explicitness and complexity of its target structure. For this purpose, direct CF and metalinguistic explanation (ME) were chosen as CF options distinctive in explicitness. They were compared in terms of effects on L2 learners’ accurate use of two target structures that are distinguished in complexity, the English articles and the hypothetical conditional. One hundred thirty-eight Korean learners of English participated and comprised six groups: one control group and two treatment groups receiving direct CF or ME for each target structure. The participants produced four dictogloss writings and the first, the third, and the fourth one served as the pretest, the immediate posttest, and the delayed posttest, respectively. The results suggested that there were interactional effects between CF explicitness and its target structure complexity. Direct CF and ME were equally effective for promoting the accuracy of the articles both in the short term and the long term. In contrast, ME had a greater effect than direct CF on raising the accuracy of the hypothetical conditional but such superiority of ME was not sustained over time. (198 words)

전동킥보드의 자동차해당여부에 대한 고찰

최병규(Choi, Byeong-Gyu) 한국재산법학회 2019 재산법연구 Vol.36 No.1

보험제도 가운데 상해보험제도는 국민들의 각종 사고나 재해로부터 경제적 수요를 충족하는 중요한 기능을 수행하고 있다. 다른 한편 사회가 발전됨에 따라 이동수단이 다양화하고 있다. 특히 퍼스널 모빌리티 기술 등의 급격한 발전과 정부의 규제완환 정책으로 킥보드의 공원이용허용으로 인하여 퍼스널 모빌리티 이용이 활성화되고 있다. 그런데 이들의 이용증가로 인하여 그만큼 사고위험도 커지고 있다. 특히 전동킥보드의 경우 자동차 관리법이나 도로교통법상 자동차 또는 원동기장치자전거로 볼 수 있는지 여부가 문제된다. 국제적으로 뿐만 아니라 국내에서도 퍼스널 모빌리티 시장은 급성장을 하고 있다. 그런데 퍼스널 모빌리티는 상당히 위험한 교통도구이다. 따라서 실제로 사고도 많이 발생하고 있다. 이 경우 그 손해를 보험으로 처리할 수 있는지가 문제된다. 퍼스널 모빌리티 운행자가 가해가자 될 수도 있지만 피해자도 될 수 있다. 상해보험의 경우 자동차 운전 중의 사고를 보상하는데 과연 전동킥보드를 자동차로 볼 수 있는지가 문제된다. 이 글의 검토대상인 사안의 경우에는 해당 전통킥보드가 자동차에 해당하고 따라서 동 사고는 자동차운행중의 사고에는 해당한다고 보아야 한다. 그런데 이륜자동차운전은 계약전 알릴의무, 계약후 통지의무의 대상이 된다. 다만 그 전제로서 고지의무의 이행의 기회를 주어야 한다. 따라서 이륜차운전여부에 대하여 명시적으로 질문하면서 전동킥보드도 포함된다는 점을 명시하면서 질문하는 것이 실무상 바람직하다. 또한 계약전 알릴의무, 계약후 통지 의무에 대하여 설명을 하여 주어야 한다는 점이 전제로 된다. 보험계약자가 이미 이륜차 운전의 의미 및 그 중요성에 대하여 잘 인지하고 있는 경우에는 설명을 따로 하지 않아도 고지의무 위반, 통지의무 위반의 제재를 가하는 것이 가능하다. 이 논문의 사안에서는 이 점에 관하여는 자세히 언급이 되어 있지 않아 사실관계를 판단하여 고지의무 위반, 통지 의무 위반 및 중요사항 설명의무를 평가하여야 한다. 다만 하급심인 서울고등법원 판결에서 피보험자가 이륜자동차 또는 원동기장치자전거를 계속적으로 사용하여야 하는 경우에는 즉시 회사에 알려야 하고, 그렇지 않을 경우 보험사고가 발생한 경우에도 보험금지급이 제한될 수 있다는 기재가 있었고, 피보험자는 고지의무 및 위반 효과 등 보험가입자의 권리와 의무에 관한 사항에 대하여 설명을 받고 이해하였다는 취지로 확인 항목에 표기를 한 경우에는 보험자가 설명의무를 이행한 것으로 보아야 한다고 판단한 것은 보험업계의 실무 운용상 타당하다고 본다. 앞으로 고지의무, 통지의무, 설명의무 이행과 관련하여 보험업계에서 전동킥보드의 존재 및 그 특성을 반영하여 분쟁발생 여지를 사전에 차단하는 것이 필요하다. Among the insurance systems, the accident insurance system plays an important role in meeting the economic demand from various accidents and disasters of the people. On the other hand, as the society develops, the means of transportation are diversified. In particular, the rapid development of personal mobility technologies and the government s regulatory reimbursement policies have enabled the use of personal mobility due to the Kickboard s use of parks. However, due to the increased use of these, the risk of accidents is increasing. Particularly, in the case of an electric kickboard, whether it can be seen as a car or a motor bike in the automobile management law or the Road Traffic Act is a problem. The personal mobility market is growing rapidly not only internationally but also domestic. However, personal mobility is a very dangerous transportation tool. Therefore, there are many accidents. In this case, it is a question whether the damage can be covered by insurance. The personal mobility operator may be the victim, but it may be the victim. In case of accident insurance, it is a matter of whether the electric kickboard can be seen as an automobile in order to compensate the accident while driving. It should be considered that it corresponds to an accident while driving a car. However, motorcycle driving is subject to obligation to inform before contract and after notice of contract. However, as the premise, it should give the opportunity of the duty of disclosure obligation. Therefore, it is practically desirable to ask questions explicitly asking whether or not to operate a two-wheeler while specifying that it also includes an electric kickboard. It is also presupposed that the obligation to inform before the contract and the obligation to notify after the contract must be given. If the policyholder is already aware of the significance and significance of driving a motorcycle, it is possible to impose a breach of the obligation of noticing obligation or breaching the obligation of notification without explanation. In the case of this paper, it is not mentioned in detail about this point, so it should judge factual relationship and evaluate the duty of breach of disclosure obligation, breach of notification duty and duty of explanation of important matters. However, the Seoul High Court ruled that if the insured should continue to use bicycles or motorcycle bicycles, the company should inform the company promptly. Otherwise, the insurance payment may be restricted even if an accident occurs. It is the insurer s view that the insurer should be deemed to have fulfilled the obligation of disclosure if the insured states that the insured has explained and understood the rights and obligations of the insured, I think it is appropriate for practical operation. In the future, it is necessary to prevent the possibility of disputes in the insurance industry by reflecting the electric kickboard in relation to the disclosure obligation, notification obligation, and explanation obligation.

Is a Brief Explicit Grammar Explanation Needed in Business English Courses?

김부자 한국영어어문교육학회 2008 영어어문교육 Vol.14 No.3

With a view to seeing whether explicit grammar explanation is necessary for increasing writing accuracy in business English courses, the present study investigated whether incorporating a combination of attention-drawing devices into a business English class may be effective in helping low intermediate-proficiency Korean university learners improve accuracy in their use of sentences with a relative clause structure. The study found that the combination of input enhancement, translation, output practice, and corrective feedback and that of the traditional explanation, input enhancement, translation, output practice, and corrective feedback did not have a significant effect on improved accuracy. However, the combination of the pattern explanation, input enhancement, translation, output practice, and corrective feedback led to significantly improved accuracy. Consequently, it can be said that the pattern explanation, which treats relative clause structures as grammatical patterns based on word order, made a decisive contribution to the significant increase in accuracy. The effectiveness of the pattern explanation may be related to attention. Since the ‘Business English 1’ course the subjects took involved the integration of content and language instruction, their attention was divided over content and form. Therefore, to help them to achieve accuracy in the use of the target structure, the English restrictive relative clause structure, it was necessary to explicitly direct their attention to the target structure. In conclusion, a brief explicit explanation which explicitly draws students’ attention to the knowledge serving for an important factor of the processing of a particular form or structure is needed in business English courses if the form or structure gives many students production problems.

Is a Brief Explicit Grammar Explanation Needed in Business English Courses?

Bu-Ja Kim 한국영어어문교육학회 2008 영어어문교육 Vol.14 No.3

With a view to seeing whether explicit grammar explanation is necessary for increasing writing accuracy in business English courses, the present study investigated whether incorporating a combination of attention-drawing devices into a business English class may be effective in helping low intermediate-proficiency Korean university learners improve accuracy in their use of sentences with a relative clause structure. The study found that the combination of input enhancement, translation, output practice, and corrective feedback and that of the traditional explanation, input enhancement, translation, output practice, and corrective feedback did not have a significant effect on improved accuracy. However, the combination of the pattern explanation, input enhancement, translation, output practice, and corrective feedback led to significantly improved accuracy. Consequently, it can be said that the pattern explanation, which treats relative clause structures as grammatical patterns based on word order, made a decisive contribution to the significant increase in accuracy. The effectiveness of the pattern explanation may be related to attention. Since the "Business English I" course the subjects took involved the integration of content and language instruction, their attention was divided over content and form. Therefore, to help them to achieve accuracy in the use of the target structure, the English restrictive relative clause structure, it was necessary to explicitly direct their attention to the target structure. In conclusion, a brief explicit explanation which explicitly draws students" attention to the knowledge serving for an important factor of the processing of a particular form or structure is needed in business English courses if the form or structure gives many students production problems.

The Effects of Different Types of Form-Focused Instruction on Korean University Students" Writing Accuracy

Bu-Ja Kim 한국영어어문교육학회 2007 영어어문교육 Vol.13 No.2

  The present study investigated what combination of three form-focused options―explicit explanation, production practice, and corrective feedback―may be effective in helping low-proficiency learners improve accuracy in communicative writing. The subjects were 34 Korean university students enrolled in "Business English 1" and the study lasted 11 weeks. The relative clause structure was selected as the target structure. The study found that the combination of explicit explanation, sentence-level production practice, communicative writing practice, and recasts had a significantly greater effect on improved accuracy than the combination of communicative writing practice and recasts and that of explicit explanation, communicative writing practice, and recasts. Because the second and third combinations didn"t lead to significantly improved accuracy, it can be concluded that of the form-focused options forming the first combination sentence-level production practice made a decisive contribution to the significant increase in accuracy. It also found that the provision of self-correcting opportunities before providing recasts on errors committed in sentence-level production practice resulted in significantly greater accuracy in communicative writing than the provision of recasts alone on them. The results of the study suggest that we should make low-proficiency Korean learners have sentence-level production practice which is intensive and focused and make them self-correct targeted errors before providing them with narrowly focused recasts in order to help them to improve writing accuracy.

The Effects of Different Types of Form-Focused Instruction on Korean University Students' Writing Accuracy

Kim, Bu-Ja The English Teachers Association in Korea 2007 영어어문교육 Vol.13 No.2

The present study investigated what combination of three form-focused options - explicit explanation, production practice, and corrective feedback - may be effective in helping low-proficiency learners improve accuracy in communicative writing. The subjects were 34 Korean university students enrolled in 'Business English 1' and the study lasted 11 weeks. The relative clause structure was selected as the target structure. The study found that the combination of explicit explanation, sentence-level production practice, communicative writing practice, and recasts had a significantly greater effect on improved accuracy than the combination of communicative writing practice and recasts and that of explicit explanation, communicative writing practice, and recasts. Because the second and third combinations didn't lead to significantly improved accuracy, it can be concluded that of the form-focused options forming the first combination sentence-level production practice made a decisive contribution to the significant increase in accuracy. It also found that the provision of self-correcting opportunities before providing recasts on errors committed in sentence-level production practice resulted in significantly greater accuracy in communicative writing than the provision of recasts alone on them. The results of the study suggest that we should make low-proficiency Korean learners have sentence-level production practice which is intensive and focused and make them self-correct targeted errors before providing them with narrowly focused recasts in order to help them to improve writing accuracy.

The effects of direct error correction and metalinguistic explanation on learners’ explicit and implicit knowledge of the English article in EFL Contexts.

김지현 팬코리아영어교육학회 2015 영어교육연구 Vol.27 No.4

The effectiveness of written corrective feedback (WCF) has long been a center of discussion inthe field of second language (L2) learning and there is now growing evidence which shows thatWCF contributes to the improvement of L2 accuracy. However, whether this improvementcomes from the acquisition of explicit knowledge (i.e., conscious and declarative knowledge)and/or implicit knowledge (i.e., intuitive and procedural knowledge) has been understudied. Forthis reason, the present study examined the effects of two types of WCF, direct correctivefeedback (DCF) and metalinguistic explanation (ME), on developing explicit and implicitknowledge of the English article. Fifty-four adult intermediate learners of English were dividedinto three groups (i.e., DCF, ME, and control groups) and the learners in the experimentalgroups received either DCF or ME during the treatment sessions. Error correction tests andpicture description tasks were employed to measure learners’ explicit and implicit knowledgerespectively. The study found that the learners in the experimental groups outperformed thecontrol group in both tests and the learners in the ME group surpassed the learners in the DCF. These findings highlight the role of WCF on the development of both explicit and implicitknowledge of the English article.

명시적 설명 및 참여 학습 기반 영문법 수업에 관한 학습자 인식 연구

서영미 한국언어과학회 2013 언어과학 Vol.20 No.3

The purpose of this study is to explore how Korean college students feel the ways of explicit explanation and participatory learning in English grammar course. For the study, 34 students who enrolled in a grammar course for 2012 spring semester were encouraged to explain their own personal history and expectations of learning English grammar. After 16 weeks of the classes based on explicit explanation and participatory pair or group work, the students were asked about their feelings of the ways of learning English grammar. They showed positive attitudes of explicit explanation by the teacher, discussion with their classmates in the class, and group presentation. They were especially challenged by the task of finding some sentences in authentic materials. However, they learned how to negotiate and to collaborate in order to complete the task successfully. As a result, they enhanced their grammar ability at the same time. Pedagogical implications of this study are also addressed.

명시적 영어문법 지도가 문법성판단시험과 학습전략에 미치는 효과

류란,황선유 현대영어교육학회 2009 현대영어교육 Vol.10 No.3

This study investigated effects of explicit English grammar teaching on the results of both grammaticality judgment test and learners' strategy use. This study was conducted with 70 participating freshmen at a 2-year college in Daejeon area, 20 of whom were at an intermediate English level, the other 50 students being at a beginner level. All participants were taught grammar for a semester and given grammaticality tests and strategy questionnaires to complete before and after the grammar instruction. Results showed that explicit grammar teaching is likely to enhance explicit grammar knowledge as expected. For strategy use, the beginner students used a greater variety of strategies more frequently compared to pre-instruction, showing increase in strategy use in almost all categorized strategies, while the intermediate students showed difference in metacognitive and social strategy use only. It is significant from communicative context that the strategy of seeking practice opportunities is closely related to language use and the cooperative strategy involves interacting with others. The increase in use of these strategies is therefore meaningful in that it may show transfer from linguistic knowledge to language use and indicate more enjoyable learning and more rapid achievement.

형태 초점 교수법의 명시성이 중국어 과거 표현 학습에 미치는 실험 연구 - 명시적 규칙 설명 집단과 의식 상승 과제 집단을 중심으로

정소영,홍의 한국중국언어문화연구회 2021 한중언어문화연구 Vol.- No.62

본 연구는 형태 초점 교수법의 기법인 명시적 규칙 설명과 의식 상승 과제가 한국인 학습자들의 중국어 과거 표현 학습에 어떠한 영향을 미치는 지에 대해서 알아 보기 위해 설계되었다. 이를 위하여 두 개의 분반으로 나누고 사전 테스트를 실시하여 동질한 집단인지 확인하였고, A집단은 명시적 규칙 설명을 사용하여, B집단은 의식 상승 과제 기법을 사용하여 중국어 과거 표현에 대해서 수업을 하였다. 결과, 두 집단의 차이는 많지 않았지만, 심리동사와 관련된 항목에서 A집단의 평균이 유의미하게 높았다. 또한 이 교수법의 효과를 알아보기 위하여 대응표본 t검정을 실시한 결과, 두 집단 모두 평균에 유의한 차이가 나타났다.