몰입식 초등영어교육에서 교정피드백과 업테이크의 상호관련성 연구

A study of inter-relationships between corrective feedback types and uptake types in the primary immersion classroom

  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.