본문 바로가기
HOME> 논문 > 논문 검색상세

학위논문 상세정보

The Effects of Peer-feedback and Self-correction on the Development of Adult EFL Learners' Pronunciation 원문보기

  • 저자

    Kim, Na Yeong

  • 학위수여기관

    韓國外國語大學校 TESOL大學院

  • 학위구분

    국내석사

  • 학과

    교수학습지도학과

  • 지도교수

    Kim, Hyun Jung

  • 발행년도

    2014

  • 총페이지

    116 p

  • 키워드

    pronunciation peer-feedback self-correction;

  • 언어

    eng

  • 원문 URL

    http://www.riss.kr/link?id=T13538933&outLink=K  

  • 초록

    Pronunciation acquisition has been one of the major concerns of Korean EFL learners in English speaking classrooms. The significance of suprasegmental features, such as intonation and stress, has been emphasized in studies on intelligibility of pronunciation (e.g., Molhot, 1998; Suzuki, 1994). However, Korean EFL learners find it difficult to speak with intonation and stress because Korean and English have different language characteristics. Korean is a non-stressed language, whereas English is a stressed language. One way to remedy this is by providing peer-feedback or self-correction, which provides opportunities for learners to become aware of English intonation and stress, as well as their English speaking performance. There are many studies on pronunciation learning using peer-feedback (Brown, 2001; Crookes and Chaudron, 2001; Harmer, 2001; Long and Porter, 1985) and self-correction (Brown, 2001; Davis, 1997; Willis, 1996). There are, however, few studies, that focus on the effects of peer-feedback and self-correction on EFL learners to improve speaking with intonation and stress. Furthermore, the research examines to what extent the peer-feedback and self-correction groups exhibit a difference in stress and intonation while performing the “read the text aloud” and “short conversation” tasks. That is, the development of speaking English with intonation and stress between the two different groups, peer-feedback and self-correction groups, are compared through the pre-and post-test results. Also, the research investigates to what extent each of the peer-feedback and self-correction groups has improved speaking with stress and intonation within each group after the three-week treatment. Lastly, the participants' opinions on peer-feedback and self-correction were interviewed to observe the participants' perception on the treatment as well as their performance that might have influenced their pre-and post-test results. The study involved 53 college students from two different universities, and they were divided into two intact groups for different treatments, peer-feedback and self-correction. Each group received two training sessions of peer-feedback or self-correction for thirty minutes on each day of one week. After a week of training, the feedback treatment and TOEIC speaking lesson began. This treatment session was conducted for three weeks. In every class session, both groups were instructed with intonation and stress. However, after instruction, the two groups conducted different treatment. The peer-feedback group practiced intonation and stress by giving feedback as a pair. On the other hand, the self-correction group corrected their own speaking by listening to the audio sample file. The pre-test that measures students' speaking proficiency with intonation and stress was given on the first week. In addition, the post-test was given on the fourth week, the last day of the treatment. Lastly, after the post-test, the semi-structured focus group interviews were administered. The interviewees were the two highest scorers and the two lowest scorers from each group. The interview asked for interviewees' experiences and opinions on intonation and stress proficiency improvement after the peer-feedback and self-correction. The pre-and post-test results indicated that both peer-feedback and self-correction groups showed statistical significance on the scores of post-test. However, the peer-feedback group especially showed greater intonation and stress improvement on the post-test. In addition, the highest scorers within each group spoke better English with intonation and stress. As a result, the peer-feedback might be a better method to acquire intonation and stress. Interview results revealed that peer-feedback and self-correction are beneficial to L2 learners to acquire speaking with intonation and stress. However, there were different opinions from the highest and lowest scorers in both groups. For example, the highest and lowest scorers in peer-feedback group commented that the peer-feedback was supportive in acquiring intonation and stress. However, the lowest scorers in self-correction group noted that self-correction method was helpful in acquiring some intonation and stress as well as learning new English expressions. Another different opinion was that, the highest scorers in both groups commented that the repetitive practiced helped them acquire intonation and stress. On the other hand, the lowest scorers in both groups had difficulty finding their errors because they were uncertain of what to correct. There were also different feedbacks or self-corrections within different levels in both groups. These findings contribute toward a better understanding of how Korean EFL learners can properly speak English with intonation and stress with peer-feedback and self-correction. Furthermore, this finding may ultimately aid educators in facilitating other English speaking classes.


 활용도 분석

  • 상세보기

    amChart 영역
  • 원문보기

    amChart 영역