제2언어 상호작용과 부정적 피드백에 대한 고찰 - 피드백 지각의 문제를 중심으로

Revisiting L2 interaction and negative feedback with a focus on noticing the feedback

  The purpose of the paper is to consider the role of negative feedback in terms of the learner"s noticing the feedback. For the purpose, three previous studies on the issue of noticing the negative feedback were critically examined. In Mackey, Gass, & McDonough"s think-aloud study (2000), the subjects didn"t noticed the interlocutor"s response to the morpho-syntactic errors as negative feedback. In Philp"s study (2003) using immediate recall technique, the learner"s noticing the negative feedback was affected by the learner"s L2 proficiency level, the length of the feedback, and the number of the correction. In Lowen"s (2004) study, the characteristics of the feedback affecting the uptake were investigated: it was inferred that the feedback was noticed when it was given more than once, immediate, and eliciting the target form from the learner. In the conclusion, the significance of the learner"s noticing the negative feedback in L2 development is discussed.