지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
초록· 키워드
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This paper examines the nature of teacher’s corrective feedback as mediation in a Korean EFL beginner writing context. The theories of Vygotsky's socio-cultural learning in the zone of proximal development (ZPD) take into account the background of the study. In particular, socio-cultural interaction on mediational learning by Vygotsky will be main theoretical framework for the study. Four EFL beginner writers were participated in the study for the ZPD situation, which includes teacher-learner tutorial sessions for revision writing after composing a text in regular academic course. The results from the analysis of teacher-learner interactions reveals that teacher’s feedback functions as mediation for EFL beginner learners to co-construct their cognitive process within ZPD in terms of use of target-like linguistic features. This happens when it is provided on appropriate time depending on different individuals.
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참고문헌 (12)
참고문헌 신청
Alialjaafreh, A. / 1994 / Negative feedback as regulation and second language learning in the zone of proximal development / The Modern Language Journal 78 (4) : 465 ~ 483
Doehler, S. P. / 2002 / Mediation revisited : the interactive organization of mediation in learning environments. Mind / Culture and Activity 9 (1) : 22 ~ 42
Gibbons, P. / 2003 / Mediating language learning : teacher interactions with ESL students in a content-based classroom / Tesol Quarterly 37 (2) : 247 ~ 273
Guerrero, M. / 2000 / Activating the ZPD : mutual scaffolding in L2 peer revision / Modern Language Journal 84 (1) : 51 ~ 68
Lantolf, J. P. / 1994 / Theoretical framework: an introduction to Vygotskian approaches to second language research, In Vygotskian approaches to second language research / Ablex : 1 ~ 32
Doehler, S. P. / 2002 / Mediation revisited : the interactive organization of mediation in learning environments. Mind / Culture and Activity 9 (1) : 22 ~ 42
Gibbons, P. / 2003 / Mediating language learning : teacher interactions with ESL students in a content-based classroom / Tesol Quarterly 37 (2) : 247 ~ 273
Guerrero, M. / 2000 / Activating the ZPD : mutual scaffolding in L2 peer revision / Modern Language Journal 84 (1) : 51 ~ 68
Lantolf, J. P. / 1994 / Theoretical framework: an introduction to Vygotskian approaches to second language research, In Vygotskian approaches to second language research / Ablex : 1 ~ 32
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