한국어 학습자와 교사의 구어오류수정에 대한 인식 연구

Abstract

This study aimed firstly to investigate perception on spoken error feedback of English speaking Korean learners and their teachers, and that of Chinese speaking Korean learners and their teachers, secondly to compare them to figure out the best type of feedback. There was no big difference between the learner groups except `who corrected errors.` All learners and teachers agreed strongly to receive spoken error feedback. Both American learners and Chinese learners perceived to receive spoken error feedback more frequently than teachers did. The best timing for feedback was perceived to be `after I speak`. Teachers focused on serious and frequent errors to be corrected while learners took every error to be corrected regardless of its seriousness and frequency. There was discrepancy of perception on ways of feedback between teachers and learners. Learners perceived direct way of correction effectively such as explicit feedback and meta-linguistic feedback whereas teachers did indirect way of correction more effectively such as implicit feedback and repetition. The biggest discrepancy was found in explicit feedback. However, both learners and teachers perceived confirmation check very effectively. Both American learners and Chinese learners preferred to be corrected firstly by native Korean teachers, but secondly American learners preferred themselves differently from Chinese learners who preferred Chinese speaking Korean teachers. (Kyunghee University)