한국인 초급 일본어 작문에서 교사와 학습자간의 오류 피드백의 프로세스

Abstract

This research studied feedback processes between educators and learnersbased on 144 composition works of 18 beginner-level Japanese-learninguniversity students. These are the study results. In a beginner-level Japanesecomposition, there was a high frequency of interaction in expressions andwords. Since mutual understanding of expressions and words is essential forunderstanding a whole sentence, mutual interaction easily occurs. In the past,composition error feedbacks were carried out as a one-way feedback. fromeducator to student. When devising a mutual feedback process in this research,however, an active two-way mutual feedback occurred. There were many timeswhen the educator promoted mutual interaction due to difficulty in understandingthe intention of a composition, more specifically in cases of letter, word, andexpression errors. On the other hand, learners promoted mutual interaction incases of grammar errors and conversation composition errors. Consequently, itis necessary for educators to pay more attention and explain carefully whengiving feedback on grammar and conversation errors. Overall, in order to carryout an effective feedback during composition education, it is required that thefeedback be a mutual interaction between the educator and student, instead of aone-way feedback.