오류 정정에 대한 영어 학습자의 태도 및 선호도

Abstract

The purpose of this study is to examine the English learners' responses about the attitude and preference to error correction in EFL classroom. The ultimate goal of research on error corrections in language learning is to find which correction methods do actually facilitate learning. Since human attitudes and behavior are obviously present in learning, we believe it is important to ascertain what students and teachers assume to be the most effective methods for correcting errors. Such knowledge is an important factor in our efforts to understand the role of error correction plays in second language learning. In this study a questionnaire was administered to 163 EFL high school students. The questionnaire was designed to address seven research questions: (1) How important the learners think the error in learning English? (2) How necessary the learners think the error in learning English? (3) Who the learners want to correct their errors? (4) What kinds of mistakes the learners think most important to correct? (5) When the learners want their errors to be corrected? (6) How much the learners want to be corrected their error? (7) How the learners want to be corrected their errors? The result of this study is as follows: First, according to statistics, most of students think the error is important in second language learning and want their errors to be corrected apart from their proficiency level. Second, they show specific preferences for the optimal condition and the person who correct their errors according to the student's English proficiency. As the proficiency level is low, students think that teacher's correction is more helpful after they made an error, on the other hands, more higher proficiency level students prefer to self-correction and they wanted to be corrected immediately when they make an error. Third, There was no significant difference on the type of error. Students wanted pronunciation, grammar and word choice errors to be corrected from global error to local error. Findings from the study indicate that most of students think the error is important in second language learning and want their errors to be corrected. Also they showed specific preferences on the optimal moment, the type of error, and the person who correct their errors. In this respect, foreign language teachers should be aware of students' reactions toward error correction, remain flexible as well as consistent, and take into account students needs so that EFL classroom could be more effective and successful.