An action Research Final Paper
*혜*
다운로드
장바구니
소개글
교육대학언 영어 교실 수업 및 지도 과목에서 작성한 Action Researh Final Paper입니다.정말 고생해서 만들고 정리한 자료 입니다.
점수는 최고점 받았습니다.
목차
없음본문내용
RESEARCH DESIGNResearch Question
1. What kinds of feedback do I and my co-teachers give to the learners for interaction with them?
2. Does the amount of teaching experience affect the amount of implicit feedback provided to learners in a dyadic task?
Context & Participants
- Teachers group
: Three teachers who have different teaching experiences have participated in this research. I chose all Korean ESL teachers for this research because their nationality might affect and change the result.
1. Teacher A: A woman who has been working as a language teacher for 6months.
2. Teacher B: Me who have been working as a language teacher for 19months.
3. Teacher C: A man who has been working as a language teacher for 27months.
- Students group
: Three male students who are in their twenties were chosen for this study. The reason why I chose all male students who are all in twenties is because their sex or age might affect and change the result. The students were all in the same level, Level 2. The students` English speaking proficiency in level 2 is novice-high because they are able to satisfy partially the requirements of basic communicative exchanges by relying heavily on learned utterances but occasionally expanding these through simple recombination of their elements.
참고 자료
Bohannon, J. N., & Stanowicz, L. (1988). The issue of negative evidence: Adult responses to childeren’s language errors. Developmental Psychology, 24, 684-689.Doughty, C., & Varela, E. M. (1998). Communicative focus on form. In C. Doughty & J. Willians (Eds.), Focus on form in classroom second language acquisition (pp.114-138). New York: Cambridge University Press.
Gass, S. M. (1997). Input, interaction, and the second language learner. Mahwah,NJ: Erlbaum
Gass, S. M. (2003). Input and interaction. In C. Doughty & M. H. Long (Eds), the handbook of second language acquisition (pp.224-255.) Oxford: Blackwell.
Iwashita, N. (2003). Negative feedback and positive evidence in task-based interaction: Differential effects on L2 development. Studies in Second Language Acquisition, 25, 1-36.
Johnson, K. (1992). Leraning to teach: Instructional actions and decisions of preservice ESL Teachers. TESOL Quarterly, 26, 507-534.
Leeman, J. (2003). Recasts and second language development: Beyond negative evidence. Studies in Second Language Acquisition, 25, 37-63.
Long, M.H. (1996). The role of the linguistic environment in second language acquisition. Handbook of research on language acquisition: Vol.2.Second language acquisition (pp. 413-468). San Diego, CA: Academic Press.
Lyster R. (1998a) Negotiation of form, recasts, and explicit correction in relation in to error types and learner repair in immersion classrooms. Language Learning, 48, 183-218.
Lyster R. (1998b). Recasts, repetition, and ambiguity in L2 classroom discourse. Studies in Second Language Acquisition, 20, 51-81.
Mackey, A., & Philip, J. (1998). Conversational interaction and second language development: Recasts, responses, and red herrings? Modern Language Journal, 82, 338-356.
Polio, C., Gass S. M., & Chapin, L. (2006). Using stimulated recall to investigate native speaker perceptions in native-nonnative speaker interaction. Studies in Second Language Acquisition, 28, 237-267.
Saville-Troike, M. (2006). Introducing Second Language Acquisition. New York: Cambridge University Press.