다문화가정 유아의 발화 오류에 대한 교사의 피드백과 유아 피드백 흡수에 대한 종단적 연구

초록

The purpose of this study was to longitudinally examine young children’s error correction and feedback uptake in response to teachers’ feedback on utterance errors among children from multicultural families. Participants were four children from multicultural families enrolled in preschool classes for three-year-olds in Seoul and Gyeonggi Province and their two classroom teachers. Data were collected through five rounds of observation and video recording of teacherchild interactions from October 2022 to January 2025. The data were transcribed and analyzed using frequency analysis, focusing on teachers’ feedback types, children’s subsequent error correction, and feedback uptake patterns. The results are as follows. First, grammatical errors accounted for the largest proportion of children’s utterance errors. Second, among the types of teacher feedback, explicit correction and elicitation led to higher rates of successful correction, whereas recasts were associated with lower correction rates. Third, differences were found in teachers’ use of feedback and in children’s error-correction patterns depending on children’s age. Fourth, differences were also observed in teachers’ use of feedback and in children’s errorcorrection patterns according to children’s Korean language proficiency. These findings highlight the importance of teachers’ feedback practices that consider children’s age and Korean language proficiency in supporting the language development of young children from multicultural families.

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