This study deals with the case of education of storytelling with activation of diffuse thinking using mind map. Through this case study, we can confirm that mind map is a useful method for smooth progress of storytelling work and for producing 'meaningful' result for learners. As a result of studying the products of the learner's activities, it was confirmed that the mind map stimulates stimulation for storytelling, theme, transition to new vision, insight into life, and writing to maturity. Through this case study, we were able to reaffirm the fact that mind map encourages diffuse and free thinking which are core functions. Furthermore, it was a meaningful time for both teachers and learners to confirm that it was possible to work on storytelling smoothly. This study suggests that mind map is the work of activating diffuse thinking to create creative ideas, but on the other hand, it is possible to write a story based on a topic that can be done at the level of university student learners.

In this study, a multiliteracy model is proposed that can be applied to foreign language education in the era of artificial intelligence (AI), in which language-related technologies are rapidly developing. Artificial intelligence-based translation and interpretation technologies are lowering the threshold of foreign language use, and speech recognition (SR) technology and text-to-speech (TTS) technology break down the boundary between spoken language and written language. With such Information Communication Technology (ICT) literacy, therefore, foreign language literacy along with first language literacy tends to be integrated into multiliteracy. Besides, as our society has become specialized, the importance of content literacy of each specialized field is emphasized more and more. As a result, in foreign language education, a multiliteracy model is needed with Content-Language Integrated Learning (CLIL) methodology. With introducing a multiliteracy model, in this study, a translation course between first and foreign languages and a content course of book publishing are introduced as samples of the application of the multiliteracy model.

This study investigates individual verb differences in Korean learners‟ use of English non-alternating unaccusatives as well as the factors that influence various errors. Specifically, it focuses on the effects of L1 transfer and animacy of subjects on overpassivization errors. Concordance lines from a learner corpus consisting of 6,572 essays written by Korean college-level learners were analyzed to observe the syntactic distribution across ten non-alternating unaccusative verbs. The results revealed that overpassivization errors show disproportionate dispersion across the ten unaccusative verbs, and that Korean L1 influence is not a significant factor while inanimate subjects influence overpassivization. Furthermore, salient error patterns such as transitivization and overgenerated be were identified from the Korean learners‟ use of unaccusative verbs. This study proposes that some unaccusative verbs are more susceptible to overpassivization errors, and that Korean learners of English will benefit from being able to identify the factors contributing to errors for each unaccusative verb.

This study was conducted to investigate the effects of the sentence-writing task on English vocabulary learning of Korean high school students. The effectiveness of the sentence-writing task can be explained based on the Involvement Load Hypothesis (Laufer & Hulstijn, 2001); yet, there has been no consistency in the results of the previous studies on this hypothesis. In the present study, the effects of the sentence-writing task on vocabulary learning were re-examined in comparison with the gap-filling task. In addition, considering that there have been no studies addressing the effects of autobiographical elaboration (relating the meaning of a certain word to one’s own experience) on memory, the effects of the autobiographical sentence-writing task were compared to those of the imaginary sentence-writing task. Forty high proficiency and 40 low proficiency learners were randomly assigned either of the sentence-writing or the gap-filling task. The results demonstrated that the sentence-writing task is more effective in vocabulary learning than the gap-filling task, regardless of the learners’ proficiency levels. However, no significant difference was found between the effects of the autobiographical sentence-writing task and the imaginary sentence-writing task. Based on the results, the pedagogical implications were discussed in the conclusion chapter.

L'apprentissage des langues étrangères s'accompagne inévitablement d'erreurs. Compte tenu du fait qu'il faut beaucoup de temps à un enfant pour parler couramment sa langue maternelle, il est évident que la production linguistique à cet âge n'est pas une forme parfaite sans erreurs. On peut voir aussi que dans la production d'une langue étrangère avec un temps d'acquisition court, les erreurs sont inévitables, plus fréquentes, et interfèrent occasionnellement avec la communication. Les erreurs des apprenants sont classées selon la langue maternelle, la stratégie d'apprentissage, l'environnement socioculturel, etc. Dans cette étude, on s'intéresse tout d'abord à l'influence du coréen et de l'anglais dans le processus d'apprentissage chez les apprenants de français coréens, enfin, on porte attention à l'influence des règles du français que les apprenants ont déjà apprises. L '«interférence», qui est revendiquée dans la théorie de l'analyse constrastive, apparaît principalement au début de l'apprentissage des langues étrangères, elle est donc très utile pour comprendre la langue des apprenants tout débutants. Cependant, puisque la théorie de l'analyse constrastive ne peut à elle seule rendre compte de toutes les erreurs de l'apprenant, nous avons appliqué la théorie intralinguistique de l'analyse des erreurs, qui est apparue après la théorie de l'analyse constrastive. Bien que l'étude des erreurs dans la cause de l'interférence ait été réalisée de diverses manières et qu'elle ait accumulé beaucoup de résultats, le type d'erreur est aussi varié que la production de la langue du locuteur. L’analyse des erreurs est toujours intéressante. Enfin, bien que les erreurs des apprenants aient été plus susceptibles d'être interférées en coréen ou en anglais, il a été constaté qu'il y avait plus d'erreurs à cause des règles de la langue cible qu’ils connaissaient déjà. Il est vrai que les grandes différences de structure entre le français et le coréen rendent l'apprentissage difficile, mais les stratégies réelles des apprenants pour la production de la langue montrent qu'elles sont des références aux règles dans la langue cible plutôt que dans la langue maternelle.