문법 토론 학습 활성화 방안 탐색: 온라인 토론과 피드백의 관계를 중심으로

Abstract

Grammar discussion learning approaches the agents of inquiry so that they can form a structure for ‘interpersonal conversation’ as well as ‘conversation among the participants of inquiry’ and understand ‘grammar-language-linguistic life’ repeating introspection and self-reorganization. Particularly, the process of online grammar discussion learning is advantageous in that it provides time to ponder on relations between ‘phenomena’ and ‘grammar’ logically, not to explore things as ‘instant responses’ or in ‘insightful’ dimensions. Here, as part of drawing ways to vitalize grammar discussion learning that is being practiced to ‘construct grammatical knowledge cooperatively’, this author aims to examine the roles and effects of feedback in the process of online grammar discussion. To address the goal, 49 pre-service teachers studying in A University were selected, and in the process of providing 2 sessions of grammar discussion learning, learners were provided with feedback, and the aspects of their introspection, recognition, and use of it were examined. In other words, feedback about the 1st discussion was provided mainly about their participation in discussion, date of posting, and interaction among learners. After inducing them to use it as material for introspection, the results were compared with those of the 2nd discussion. According to the results of analyzing data collected through the 1st and 2nd sessions of grammar discussion learning, the provision of feedback is found to influence their participation in discussion, date of their first posting, and also interaction among learners in different groups significantly. Also, in terms of the learners’ introspection and recognition on it, they showed positive recognition and attitudes about feedback. The results drawn here are expected to be used as positive material to draw ways to vitalize grammar discussion learning afterwards.