다문화가정 유아의 어휘오류에 대한 교사의 수정피드백과 업테이크 연구

초록

This study aimed to identify the types of vocabulary errors that occur in the spontaneous speech of children from multicultural families, and to investigate the effects of teacher’s corrective feedback on children’s uptake. For this purpose, four children from multicultural families aged 4 and two classroom teachers were selected as participants. The communication between the children and the teacher was videotaped and analyzed. The results are as follows. The most frequent lexical errors made by the children were ‘expression failure’, in which the children were unable to find appropriate words or alternative words, or stated ‘I don’t know’. The next most frequent type was the ‘synonym’ error, where children used words with similar meanings. There were five types of corrective feedback used by teachers: recast, clarifying, eliciting, explicit correction, and repetition. Teachers used ‘recast’ the most for all types of vocabulary errors, but it was ‘eliciting’ that received the most uptake from children. Moreover ‘explicit correction’ had the highest rate of inducing children to completely repair the lexical errors. These findings are expected to provide a basis for understanding vocabulary errors of young children in multicultural families and for finding effective corrective feedback strategies to support their vocabulary acquisition.

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