구어오류수정에 대한 학습자 인식과 교실 실행

Learners’ perceptions on spoken error feedback and classroom practices: Focus on Japanese learners of Korean as a foreign language

This study aimed at investigating learners’ perceptions of spoken error feedback and examining whether learners were provided with their preferred ways of feedback. Specifically, this study focused on the perceptions of Japanese learners of Korean as a foreign language. To this end, it conducted a survey and analyzed recorded classroom practices. The findings showed that most learners strongly preferred receiving feedback. Specifically, advanced learners preferred teachers’ feedback more, and believed that feedback was helpful to improve their Korean skills. Furthermore, beginners had bigger stresses of being treated publicly and did not want feedback much, which is opposed to the findings of Kim (2008), Kim (2011), and Schulz (2001). Lastly, beginners and intermediate-level learners preferred explicit feedback most, which is similar to the findings of the previous studies, while advanced learners preferred metalinguistic feedback most. The analyses on the 18-minute recorded classroom found 19 errors, and showed that the teacher practiced recast as frequent as 89.5%, followed by implicit feedback and no feedback. These findings indicate that there is a discrepancy between learners’ preferred way and teachers’ practices in KFL Japanese class.