교사 피드백 방법이 한국어 학습자 작문의 형태 오류 감소에 미치는 영향

The Effect on Reduction of Form Errors in Student Writing According to Teacher Feedback Methods

This study investigates in processoriented writing, (1) whether feedbacks by a teacher on student writing of Korean are effective and (2) which is effective for reduction of students' form errors between two different feedback methods. Thirty(30) Korean language students at a beginner's level were classified into three groups with; (a) explicit feedback treatment, (b) implicit feedback treatment and (c) no-feedback as a control group. All the participants had two writing tasks, original and subsequent writing, and the study compared two writings. The results of the study are as follows. First, there is a difference on　error reduction between two groups; one with a treatment of teacher feedbacks on form errors and the others with no treatment of teacher feedbacks. Secondly, the explicit feedback treatment group and the implicit feedback treatment group are compared to examine which feedback method is effective on form error reduction. As a result, there is a significant difference between two groups, however, only grammar errors shows a significant difference when respective categories of form errors are examined. Based on the result, teacher’s feedbacks are effective on reduction of grammar errors, but it should be considered methods, period and categories of errors for providing feedbacks.