몰입식 초등영어교육에서 교정피드백과 업테이크의 상호관련성 연구 = A study of inter-relationships between corrective feedback types and uptake types in the primary immersion classroom

다국어 초록 (Multilingual Abstract)

The purpose of the present study is to analyze the effective types of teacher"s corrective feedback by incidental focus on form teaching methods for English immersion classes, Specifically, it focuses its objective on learner uptake in relation to teachers" corrective feedback in language arts in the primary immersion classroom. In this study, strategies were measured by using class observation and recording. The data concerned was analyzed based on various inter-relationships elements: the frequency and distribution of different feedback types and types of learner uptake. As a result, direct prompts and expansion in FFEs were likely to be effective in associating similar words and building on sentences that would be added by learners, especially in case of vocabulary and sentence learning. The differentiated strategies that the teacher employed could enhance cognitive uptake for lower graders in elementary English immersion school. To produce proficiency and accuracy simultaneously, incidental preemptive focus on form methods can be significant in the immersion classroom.

목차 (Table of Contents)

• Ⅰ. 서론
• Ⅱ. 이론적 배경과 선행연구
• Ⅲ. 연구방법
• Ⅳ. 연구 결과 및 논의
• Ⅴ. 결론 및 제언
• 참고문헌

참고문헌 (Reference)

1 교육인적자원부, "초등학교 교육과정 해설(고시 제2007-72호)" 교육인적자원부 2007

2 정동빈, "유아 영어의 통합적 교수요목 모형 개발" 8 (8): 219-243, 2002

3 이병천, "역할놀이 중심 영어체험학습시설 활용방안에 따른 초등영어 수준별 과제 활동의 필요성" 13 (13): 5-33, 2007

4 정동빈, "똑소리 나는 우리아이 영어 3살부터 시작하자" 해피 하우스 2007

5 박광노, "교사와의 상호작용에 나타난 초등학생의 영어 발화 분석 연구" 11 (11): 157-184, 2005

6 Swain, M., "Three functions in output in second language learning in Focus on form in classroom second language acquisition" Cambridge University Press 64-81, 1995

7 Schmidt, R., "The role of consciousness in second language learning" 11 : 129-158, 1995

8 Lyster, R., "Research on form-focused instruction in immersion classroom: Implications for theory and practice" 14 : 321-341, 2004

9 Vygotsky, L. S., "Mind in Society: The development of higher psychological processes" Harvard University Press 1978

10 Ellis, R., "Learner uptake in communicative ESL lessons" 51 (51): 281-318, 2001

11 Lochtman, K., "Korrekturhandlungen im Fremdsprachenunterricht" AKS-Verlag 2002

12 Day, E. M., "Integrating formal and functional approaches to language teaching in French immersion: An experimental study" 41 : 25-58, 1991

13 Long, M., "Input in Second Language Acquisition" Newbury House 377-393, 1985

14 Segalowitz, N., "Individual differences in second language acquisition in Tutorials in bilingualism: psycholinguistic perspectives" Lawrence Erlbaum 85-112, 1997

15 Guo, Y., "Incidental focus on form in interaction" 4 (4): 22-27, 2006

16 Austin, J. L., "How to do things with words" Oxford University Press 1962

17 Allwright, D., "Focus on the language classroom" Cambridge University Press 1991

18 Long, M. H., "Focus on form: A design feature in language teaching methodology in Foreign language research in cross cultural perspective" John Benjamins 39-52, 1991

19 Slimani, A., "Evaluating of classroom interaction in Evaluating second language education" Cambridge University Press 197-221, 1992

20 Mori, H., "Error treatment sequences in Japanese immersion classroom interactions at different grade levels" University of California 2002

21 Lyster, R., "Does teacher feedback make a difference in second language learning?" Rikkyo University 2005

22 Ellis, R., "Corrective feedback in theory, research and practice"

23 Lyster, R., "Corrective feedback and learner uptake: Negotiation of form in communicative classroom" 19 : 37-66, 1997

24 Sheen, Y., "Corrective feedback and learner uptake in communicative classrooms across instructional settings" 8 : 263-300, 2004

25 Ammar, A., "Corrective feedback and L2 learning: Elicitation and recasts" McGill University 2003

26 Jeong-ryeol Kim, "An Analysis of Researches on Content and English Integrated Teaching in Elementary Schools" 한국초등영어교육학회 13 (13): 229-250, 2007