This study is to see the effect of self-feedback and teacher feedback in pronunciation error attention and correction of Chinese Learners of the Korean languages. In second language learning, most of adult learners have difficulties in acquiring proper pronunciation.
During conversation, Korean native speakers or teachers do not usually correct the pronunciation errors of learners unless they hinder the communication. Even if Korean native teachers want to do something with the learners' pronunciation errors, there is simply not enough time to do it. In addition, correcting pronunciation errors usually takes longer than any other error correcting like grammatical errors but the result is not much satisfying. That is, pronunciation errors are hard to defeat. Therefore, it is necessary for learners to develop capabilities of self-correcting their own errors.
Schmidt(1990, 1993, 1995, 2001) asserted that conscious awareness or paying attention is necessary in second language learning. Taking this point of view, this study assumes that, since we can have learners notice their own errors, it will be possible for learners to develop capabilities of paying attention to their errors and correcting them by themselves. This research designs an experiment to probe into whether self feedback and teacher feedback raise the learners awareness to their pronunciation errors and how they affect error correction.
Two female Chinese Learners of the Korean languages participated in the experiment during 6 months, including 2 month suspension due to winter vacation. They are the graduate students of B university in Seoul, majoring Teaching Korean as a Foreign Language. The experiment is composed of pretest, training, and posttest, all accompanied by real-time recording. On training, a news script is given to the subjects with a reference which is a native announcer's sound record of the news. The participants' reading the news is to be recorded three times. At first reading, they imitate the announcer. They listen to their recordings marking the errors and writing down the correct pronunciation. Then they practice reading and record it again. They get the teacher feedback with the second recording and compare it with their self feedback. They practice again and record it for the last time(posttest). The participants are to record their news reading three times per one news script. When they finish three-times recording, another news script is given to them. The researcher is to observe the whole performance of the participants and interview them if necessary.
The results of the study are as follows:
The experiment was effective for the both participants. Although they show some differences in their error awareness and correction due to personal factors, through this experiment both of them were able to pay attention to more errors than they did at the beginning of this experiment. They paid more attention to the errors on which teacher feedback was given, and picked up and even corrected them on the next reading. The participants seem to put their trust more in teacher feedback than their own self feedback. Although they marked some errors in self feedback but did not correct when there is not teacher feedback given on that error. When the teacher feedback was given, most of the participants' pronunciation errors were corrected. Some errors remained even after teacher feedback was given. Those are the like these: the ones that the participants have real difficulties to pronounce, the ones that they do not know how to modify their phonemic rules and articulators, and the ones that they did not pay attention on recording.
The pedagogical implications of this study are as follows:
First, self feedback is worth paying attention in Korean language learning in order to develop learners' abilities. It is useful tool especially when the teachers are not able to correct pronunciation errors due to time limitation. Teacher feedback is very effective in correcting pronunciation, in case that learners are not aware of their pronunciation errors or that they do not pay attention to the errors they have already been aware. Secondly, this study has been intended to arouse interest in 'paying attention' and language learners' attention to 'self feedback' which is practiced in this study. Paying attention has been emphasized in the second language learning so that it also should be emphasized in learning Korean as a foreign language. Thirdly, though the results indicates that this experiment was effective for both of the participants, the number of the subjects were too small to generalize the result. Therefore, the researcher proposes more researches with the perspective of improving language learners' capabilities of paying attention through awareness in the future.
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