This case study investigates whether written feedback is an effective pedagogical practice for learning a target structure: Korean particles ‘i/ka’, ‘un/nun.’ It also compares the effect of one common type of written feedback direct error correction (DEC) with metalingustic explanation (ME). The effect of different types of written feedback has gained much attention in the research literature. However, few studies have investigated the effect of metalingustic explanation as a feedback type. Six learners of Korean as a foreign language participated in the study. The effect of the two feedback types was analysed by pre- and post error correction tests, one re-writing task and two new writing tasks. In addition, a post-task interview was elicited from the participants. Results reveal that (1) both DEC and ME groups improved on the post error correction test; (2) overall, only the ME group accurately used the target linguistic features in the subsequent writing tasks after receiving the feedback; (3) the interview data shows that the ME group provided proper explanations for their use of the target language features. Suggestions for future studies and pedagogical implications are also provided.
1. 서론
2. 연구 배경
3. 연구 방법
4. 결과 및 토의
참고 문헌
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