교사의 오류 수정 유형에 따른 한국어 학습자 반응에 관한 연구

This thesis investigates the influences the instructor's error correction has on language learner uptake by analyzing in-class discussion between 8 Korean instructors and 91 elementary/intermediate Korean language learners. This study examines the distributions and characteristics of the instructor's error correction types and, based on the results, studies the relationship between each error correction type and learner uptake by quantitatively analyzing transcript material. According to the quantitative research results, 76.7% or the majority of the instructor's error correction type distribution consists of recasting. Secondly, learner uptake type distribution shows 84.3% of learner uptake and 61.6% of repair, which indicates Korean language learners' high focus on form. However, if you look at the lower level of the learner uptake type distribution, most of the instructor's corrective feedback consists of repetition and incorporation, which raises a question as to whether learners properly recognize the instructor's corrective intention. Also, learner-generated repair occupies only 4.6% of the distribution, which shows the lack of opportunity for the learners' active hypothesis test. Thirdly, the proportion of learner uptake followed by the instructor's error correction shows that the negotiation of form techniques occupies a higher ratio than the explicit correction or recasting.