Linguistic features that are indicative of higher writing proficiency levels can inform many aspects of lanauage assesment such as scoring rubrics, test items, and automated essay scoring(AES). The recent advancement of computer algorithms that automatically calculate indicates based on various linguistic features has made it possible to examine the relationship between linguistic features and writing proficiency on a larger scale. While the ability to use appropriate n-grams - recurring sequences of contiguous words - has been identified as a characteristic differentiating between proficiency levels in the literature, few studies have examined this relationship using computational indices. To this end, this study utilized the Tool for the Automatic Analysis of Lexical Sophistication(TAALES;Kyle&Crossley, 2015) to calcualte eight indices based on n-grams from a stratified corpus consisting of 360 argumentative essays written by Korean college-level learners. First, the indices from the training set of 240 essays were used to design a multinomial logistic regression model in order to identify indices that are significant predictors of writing proficiency levels. Subsequently, the regression model was applied to a test set of 120 essays to examine whether the model could be used to predict the proficiency levels of unseen essays. The results revealed that the mean bigram T, mean bigram Delta P, mean bigram-to-unigram Delta P, and proportion of 30,000 most frequent trigrams indices were significant predictors of proficiency levels. Furthermore, the regression model based on eight indices correctly classfied 52.5% of essays in the test set, demonstrating above-chance level accuarcy.

This paper examined effects of three types of written corrective feedback (CF) on L2 learners’ grammatical accuracy in writing, focusing on the use of verb tense and articles. Within Ellis’ (2008) typology of CF, the present study focused on direct, indirect, and metalinguistic CF. The feedback was provided at each stage of writing, and the participants were to write three new pieces of writing. Changes in the accuracy of the grammatical targets were measured. Results indicated that despite the limitations of the small number of the participants, positive changes in the grammatical accuracy were found with metalinguistic CF for verb tense and with indirect CF for articles in new pieces of writing. In addition, unlike previous studies, a negative role of direct written feedback was observed in the present study.

Schiffrin (1987) defines discourse markers (henceforth DMs) as “sequentially dependent elements which bracket units of talk” (p. 276). DMs have been regarded as a signpost used by a speaker to display a certain attitude or embedded intention in a spoken discourse. However, few studies have investigated how DMs are used in a spoken discourse of English as Foreign Language (henceforth EFL) learning context. The purpose of the present study is to examine how okay is used as a DM by Korean teachers of English in their naturally-occurring discourses of EFL classes. The data for this study was obtained from recorded videos of English classes taught by six Korean teachers of English. The data were transcribed verbatim and analyzed on the basis of the Conversation Analysis framework. The multifunctional use of the DM okay deployed by the teachers can be classified as follows: (ⅰ) getting attention, (ⅱ) signaling approval and acceptance as a feedback device, and (ⅲ) working as a transition activator.

While topics such as the use of English in the Korean workplace and specific industries have been studied widely, there is paucity of research that focus on the voices of various classes within a workplace that influence learners' English needs. In order to fill this gap, interviews and surveys were conducted at a major technology firm in Korea to examine the role of standardized English test, potential discrepancies between learner's perspective of their English needs and the language skills demanded or expected by thier employer. The study also attemped to analyze the needs of the learners to identify the target situations and tasks that can be incorporated into an EBP (English for Business Purposes) curriculum for the target learners. The findings from the interviews and the survey revealed that standardized tests are no longer used inthe hiring process, and there were diffrences between the employer and employees on how English skilss are perceived to influence one's chances of getting a job and being promoted. Based on the results of the needs analysis of the target group studied, examples of contexts and tasks that can be included in an EBP course are suggested. Finally, a renewed role of corporations and universities in meeting the needs of job seeking youths is proposed.

In der vorliegenden Arbeit wird versucht, welche Unterrichtsformen im Deutschunterricht fur die Zusammenarbeit besondersin Bezug auf die Schlusselkompetenzen fur lebenslanges Lernen relevant sind. Der Fremdsprachenunterrict wurde entsprechend den Bedurfnissen oder den Anforderungen der Gesellschaft entwickelt. Heutzutage sind Projektunterricht gute Lehrmethoden zur Problemlosung. Die Projektmethode ist wahrscheinlich die Unterrichtsmethode, die sich vor allem auf die Selbstandigkeit und Eigenverantwortungder Studierenden konzentriert. Projektarbiet ist das selbstandige Bearbeiten einer Aufgabe oder eines Problems durch eine Gruppe. Das Projekt reicht von der Planning uber die Durchfuhrung bis zur Realisierung und Prasentation des Ergebnisses. In diesem Artikel prasentieren wir den Prozess und die Engebnisse des Ergebnisse des aktuellen Projektunterrichts im Deutsch als Fremdsprache. Projektunterricht eignet sich sehr gut, um die Problemlosungsafahigkeiten der Schuler zu verbessem. Der Lehrer ist nur der Helfer dieses Projektunterrichts. Im Verlauf dieses Projekts konnen die Schuler selbstandig lernen und sich selbst reflektieren.

The purpose of this study was to suggest a method for improving writing skills of foreign students through elaborating word definition. We took a position that brand-new teaching methods of writing are needed for specific learning groups, especially for students who study in Korean universities because they are supposed to develop and prove writing skills in order to perform their studies successfully. First, in chapter Ⅱ, we examined the current state of teaching writing in Korean as an L2 in context of teaching tradition and made sure that practical methods of teaching writing for academic purposes are still insufficient. Next, in chapter Ⅲ, we analyzed previous research results focused on word definition and found elaborating word definition useful for improving writing skills for tertiary level students. Finally, in chapter Ⅳ, we presented a practical teaching method for writing through elaborating word definition by showing the results which 15 foreign students (from China and Japan) produced while participating in writing class. In this paper, we introduced a new method for teaching writing in Korean as an L2 related to word learning, and expect much more teaching methods of writing to be developed and presented.