간행물
외국어교육 KCI 등재 Foreign Languages Education
- 발행기관 한국외국어교육학회
- 자료유형 학술지
- 간기 계간
- ISSN 1226-4628 (Print)2384-1427 (Online)
- 수록기간 1995 ~ 2024
- 주제분류 인문학 > 언어학 인문학 분류의 다른 간행물
- 십진분류KDC 705DDC 405
권호리스트/논문검색
제11권 제4호 (2004년 12월) 22건
1.
2004.12
구독 인증기관 무료, 개인회원 유료
The value of dialogue journal use for literacy development has been empirically substantiated from both first and second language studies. This experimental study investigated the effect of dialogue journal writing on the writing quality and reading comprehension ability of EFL college students in Korea. Subjects were 207 freshmen in four reading sections of a freshman English course. For a 10-week period, subjects in two experimental groups wrote dialogue journals, and their progress was compared with the progress of subjects in two control groups who answered comprehension questions in a pretest/posttest format. Writing quality was assessed holistically in two essays. Reading achievement was evaluated with two reading comprehension subtests of TOEFL. Results indicated that the journal-writing groups progressed better in the two areas, although not always to a degree that was statistically significant. Some limitation was also noted. It was concluded that the use of dialogue journals could be an effective technique in EFL instruction, as in L1 and ESL instruction, with general and particularly with reading courses.
6,700원
2.
2004.12
구독 인증기관 무료, 개인회원 유료
In this global era, many Korean parents want to educate their children in an L2 school to acquire communicative competence. In order to give parents and educators educated understanding of what early childhood English education in an L2 preschool involves, this paper makes a detailed description of a Korean preschool child's L2 socialization process. The data were collected through participant observation, interviews, and field-notes, and analyzed qualitatively. The findings briefly illustrate daily routine activities at home and school became a rich source of linguistic input. In particular, daily interactive activities at school helped the child learn many linguistic and sociocultural rules of American society. Yet, given that most nonnative children - including the informant - displayed some emotional distance toward native speakers and thereby did not actively participate in classroom activities, the findings suggest a need for more structured L2 curriculum. The study also indicates that, for young learners, parental assistance can play a key role in their L2 socialization, and in this sense, parents should be able to understand their children's needs at school and provide necessary assistance.
6,400원
3.
2004.12
구독 인증기관 무료, 개인회원 유료
The purpose of this study is to investigate how Korean primary school L2 readers construct intertextual meaning and how they relate their conceptions or beliefs about reading to their intertextualtity. School instructions or home literacy environments in English reading might influence L2 readers' reading conceptions and their reading processes which are in turn associated with their intertextual connections among the multiple texts. Though current literature in L2 reading has focused on great interest in the reading processes of a single story or text, little interest was given to L2 readers' intertextuality among the multiple stories. The researcher first diagnoses four Korean primary school readers' reading conceptions, followed by retrospective miscue reading analyses to investigate their reading processes. Finally, their intertextual connections among the five stories of adventure are examined by conducting think-aloud procedure. The results showed that L2 readers have their own reading conceptions and behaviors, which are influenced by their home literacy environment and school instructions. In addition, Korean EFL readers' conceptions of reading and behaviors are strongly connected with their intertextuality among the multiple stories.
6,600원
4.
2004.12
구독 인증기관 무료, 개인회원 유료
This study investigated whether personal question asking of strangers or close acquaintances is cultural behavior that differentiates Koreans from North Americans as conjectured in Yoo (1997). The investigation entailed two research questions answered in surveys collected from 49 North Americans. One was whether North Americans ask the same personal questions among themselves that Koreans ask of them. The other was to find how North Americans would feel if they were asked such questions by acquaintances. The results and findings show that North Americans do ask personal questions among themselves, though the range of topics
does not coincide with those among Koreans.
6,100원
5.
2004.12
구독 인증기관 무료, 개인회원 유료
This study investigated the foreign language listening test anxiety of 66 Korean high school students. The subjects were randomly assigned to Non-test Group (absence of a test atmosphere) and Test Group (presence of a test atmosphere). Foreign language listening test anxiety in both groups was measured by the foreign language listening test anxiety scale I (FLLTAS I) and they answered questions related to the FLLTAS II after taking a listening test. Based on the change in mean scores of the FLLTAS I and II, the data were analyzed with repeated measures and the results suggested that the subjects indeed felt foreign language listening test anxiety and significantly experienced an increase in anxiety levels after taking a listening test regardless of the absence or presence of a test atmosphere and subject's differences in listening proficiency levels. Regarding the relationship between foreign language listening test anxiety and foreign language listening test performance, the results revealed that they are negatively related. Also, a factor analysis showed that 'tension over English listening or English listening tests' and 'lack of confidence over English listening or English listening tests' are the main factors contributing to foreign language listening test anxiety.
6,300원
6.
2004.12
구독 인증기관 무료, 개인회원 유료
This research intends to identify some of the common lexico-grammatical errors Korean secondary school students make in learning English. The data used in this research consists of an about 33,000-word corpus of English written by grade 9 and 10 students. The corpus was scanned to retrieve all examples of misuse of such error-prone word forms as BECAUSE, HAVE, MANY, MUCH, IF, and A LOT OF, using the standard text retrieval software tool, WordSmith Tools. These word forms were compared with those in English textbooks used in middle school English classes in order to investigate how close students' use of these forms is to the taught forms. Overall, it is necessary to provide the students with corpus-based learning methods to acquire some problematic word forms, such as BECAUSE, MANY and A LOT OF. Techniques of drawing students' attention to form or noticing features of targeted items can be useful as well. Although this research could not find all the most common errors the students produce in learning English, it could be one way of identifying significant features of learner errors, in particular areas of common difficulty in writing. It could also play an important role in developing more systematic learner language research and designing learner corpus-based teaching techniques and materials.
6,700원
7.
2004.12
구독 인증기관 무료, 개인회원 유료
The purpose of this study was to investigate the characteristics of the English language learners' interactions while they read the selected text in a cooperative reading group. The driving research questions were as follows: (1) How did members initiate discussion topics, take turns, and finish up their talk for their reading comprehension?, and (2) What characterized the nature of those
learners' participation in the context of cooperative reading group? A qualitative study design served the investigator's main objectives. Participants included four English learning students, two male and two female, in grade 4. The data collection method consisted of on-site observations, informal and formal interviews, and videorecordings of reading sessions. The results of this study suggested that second language learners establish a conversation floor for their own language learning community if teacher's support is available for their meaning-making of the text. Based on these results, some pedagogical suggestions are made for teachers to implement a cooperative reading group as one of the effective instructional strategies in Korean English classroom settings.
5,800원
8.
2004.12
구독 인증기관 무료, 개인회원 유료
The purpose of this study is to investigate the effects of using and authoring web-based vocabulary learning tasks on Korean EFL learners' vocabulary acquisition. The subjects of the study were seventy-seven EFL college students in Korea. They were divided into three groups: a traditional control group, and two experimental groups using and authoring the web-based vocabulary tasks, respectively. The major results of the study were as follows: first, the two experimental groups performed significantly better on the vocabulary recognition and use posttest than the control group did. This result indicates that both the use of the web-based tasks and the participation of students in authoring the web-based tasks are more effective in vocabulary acquisition than the use of traditional vocabulary learning methods. Second, both the experimental groups performed significantly better on the delayed posttest than the control group did. This result provides evidence that using and authoring web-based vocabulary tasks are effective in helping students retain newly acquired words in the long-term memory. Third, the learners' responses of the two experimental groups prove to be positive with respect to the use of the web-based task authoring tools in vocabulary learning. Based on these results, some pedagogical suggestions should be made on the effective use of the web-based task authoring tools in Korean English classroom settings.
6,100원
9.
2004.12
구독 인증기관 무료, 개인회원 유료
The purpose of this study was to explore the effectiveness of strategy training in teaching English for Korean elementary school students. It also attempted to provide some empirical data for more successful strategy training in elementary English education. Sixty six fifth grade elementary school students from two intact classes (33 each) participated in the study as the experimental group and the control group. For 17 weeks, the experimental group was given strategy training in addition to traditional instruction, while the control group was taught in the traditional way only. Some of the major findings are as follows: 1) Strategy-trained group did not show significantly better improvement over the traditionally-taught group in their English proficiency; 2) Strategy-trained group used all categories of learning strategy significantly more frequently at the end of the experimental period than traditionally-taught group; 3) Both the quantity and quality of strategy use was affected by the learner's English proficiency. From these results it was concluded that a strategy training program for elementary school English learners could be fruitful and viable. Suggestions for further studies are presented along with limitations inherent in the present study.
6,400원
10.
2004.12
구독 인증기관 무료, 개인회원 유료
This study explores solutions for the problems of the current secondary English teacher selection test in Korea. The study was performed in the form of survey including a total of 557 participants, among whom were professors teaching at the departments of English education, students majoring English education, English teachers who had taken the selection test, test-takers of the test, and public officials in charge of English education in the offices of education. The questionnaire consisted of 29 questions which were designed to elicit the participants' perception or belief about the test itself, the relationships between the test and the curricula of the department, the test-making process, and the first stage of the selectional process. Analyzing the results of the survey, the present study proposes possible solutions for the problems regarding the question types of the test, the proportions of each field of the major, the
curricula of the department of English in the college of education, and the test-developing and grading process.
6,400원
11.
2004.12
구독 인증기관 무료, 개인회원 유료
English is now commonly called an international or a global language. Korea starts to face some changes in terms of the situational and functional status of English from EFL to ESL. A bilingual education approach called 'immersion education' to teach English is urgently needed to be taken in Korea, especially in the primary school level. The present paper aims to investigate perceptions of primary school teachers about the introduction of English immersion education program. A total of 171 primary school teachers were surveyed employing a questionnaire asking about their knowledge, opinions and attitudes with regard to the introduction of English immersion education in primary schools in Korea.
It was found that there are lots of things to take into consideration introducing the English immersion education system in the areas of preor in-service teacher training system, governmental assistance, and other practical issues of deciding starting grade and the subjects for immersion, for example. Some suggestions are provided for a practical guide for the introduction of English immersion education.
6,300원
12.
2004.12
구독 인증기관 무료, 개인회원 유료
The main purpose of this study is to investigate effects of writing instruction using comic strips on Korean students' English writing skills and learning attitudes. Using both narrative and descriptive writing tasks, the experiment was conducted for eight weeks with 120 secondyear middle school students. The experimental group had writing activities with comic strips, whereas the control group studied writing using the textbook or free writing. The results showed that the experimental group improved English writing skills more, and had more positive attitudes toward learning English, than the control group. Lower-level students in the experimental group showed a marked improvement in narrative writing, while upper-level students demonstrated a positive change in their attitudes. Through surveys, interviews, observation, and analysis of students' writing, it was revealed that the experimental group reacted differently depending on the contents and type of comic strips, and activity types. Comic strips that dealt with everyday life and were drawn humorously induced more interest, while those demanding cultural understanding diminished the students' motivation. Student participation increased when drawing their own strips and sorting cuts of comic strips into order.
8,000원
13.
2004.12
구독 인증기관 무료, 개인회원 유료
The purpose of this study was to determine the most effective method of forming cooperative small groups for middle school English classes using ICT. To achieve this goal, the two experimental classes composed of 73 middle school 2nd graders were taught in a task-based teaching-learning model using ICT for 12 weeks. Throughout the 12-week period, two types of grouping models were applied to the students: Experimental class A consisted of differentiated heterogeneous group based on the regular English examination marks, and experimental class B was made up of a differentiated heterogeneous group based on the ICT skill standard for student (ISSS). The study discovered the small group based on the ISSS showed significantly different statistical results in the cognitive, affective and information-using skills. The ISSS could be used as an additional criterion in forming small groups for middle school English classes. In fact, the study shows that it creates better results than the traditional grouping based on learners' English grades if the lessons are given in using ICT.
6,100원
14.
2004.12
구독 인증기관 무료, 개인회원 유료
Although interactionists’ input, interaction, and output hypotheses offer a clear picture of what goes on in one's language learning product as well as in one's process, they fail to explain why interaction is not possible or even desirable for certain groups of learners. To explore negative factors which hamper selected Korean learners' oral interaction processes (N=14) in-and-out of class, a one-year ethnographic study was conducted with different methods (interviews, observations, and social network analysis) and multiple sources of data. Participants strongly voiced the importance of interpersonal relationships among students, between the students and the instructor, and their effect on second language learning. The results of this study indicate that both institutional and social contexts impact learning far more greatly than the choice of teaching method, material, or techniques. This result contradicts the popular belief that learners are ready to learn once the educational environment is optimalized. This study is significant in that it raises the importance of understanding the students' group dynamics that originate in their own culture. Based upon the findings of this study, coping strategies for interactional barriers are provided for the future Intensive English Programs (IEP) for students and teachers.
6,900원
15.
2004.12
구독 인증기관 무료, 개인회원 유료
It is commonly observed that Korean students tend to use the English conjunction so more often than any other English conjunction when expressing cause or reason in English. On the other hand, because is the conjunction of choice among native English speakers. This paper attempts to explain why Korean English learners have the tendency to use so over other conjunctions, and to analyze some of the similarities and differences in the use of Korean and English causal connectors. The findings of the study provide an empirical basis for the development of course design and teaching materials, especially for the development of courses in English writing for academic purposes.
5,500원
16.
2004.12
구독 인증기관 무료, 개인회원 유료
This research examines the L2 output of young Korean ESL learners with respect to early child English grammar. From the comparison of the frequency of clause elements between L1 and L2 clause elements with respect to semantic theta roles, both language data showed that the ""agent-action-object"" structure was most prevalent. The dominant clause structures of Korean ESL language data were the SVO and the SVA structure. The frequencies of the V, the VO, and the SV structure in EFL language data were higher than those of Korean ESL utterances. The syntactic development of the Korean ESL language data was formed around the SVO and the SOA structure, whereas the EFL language data did not reveal any specific order of the development. Much more English language input should be provided to the students in natural ways for their acquisition and we should take into consideration the language difficulty and the natural development of English clause structure at the same time when developing EFL textbooks.
6,300원
17.
2004.12
구독 인증기관 무료, 개인회원 유료
There are two types of unaccusative verbs in English: change-type verbs and happen-type verbs. Korean learners of English seem to have serious acquisition problems of these verbs. The purpose of this study is to find the way to increase the acquisition rate of these verbs depending on two kinds of teaching methods: explicit focus-on-form instruction and implicit focus-on-form instruction and to observe which instructional technique is more effective in the Korean EFL learners' acquisition of these verbs. Through 10 weeks of instruction, this study showed that the learners who received the explicit focus-on-form instruction performed better than those who received the implicit instruction regarding the learning of English unaccusative verbs. Therefore, these results can be interpreted as providing evidence for facilitating the effectiveness of input enhancement for the L2 learning of English unaccusative verbs.
6,600원
18.
2004.12
구독 인증기관 무료, 개인회원 유료
Facing the 7th National Curriculum revision, this study aims to suggest the ideas for the curriculum design for the second foreign languages education. For this purpose, the theoretical analysis of curriculum theory and examination into commentaries, guidebooks, training materials and curriculum documents related to the foreign languages education are carried out. The theoretical analyses carried in the study are as follows: The analysis of curriculum objectives and contents for foreign languages education in terms of the findings and implications the existing researches suggested is carried and so the current issues and major ideas are identified. The contents analysis for the foreign languages education implemented in foreign countries is carried and so the future directions for curriculum objectives and contents of the second foreign languages education in Korea are suggested. The major suggestions are made through above analysis as follows: The differentiation of the subjects for the second foreign languages education by the curriculum objectives and contents is required. Whether the oral language communicative competence focused or the written language communicative competence focused should be considered in establishing the curriculum objectives and contents. The curriculum objectives and contents are required to state clearly and effectively. The directions for culture education are required to change and the contents for culture education are required to be reorganized systematically.
6,700원
19.
2004.12
구독 인증기관 무료, 개인회원 유료
This paper deals with false friends-the source of their sound image (signifiant) is the same, but the concept image (signifie) is differentfound in Korean and Chinese. It is well-known that these false friends frequently cause negative transfer. I demonstrate that the false friends between Korean and Chinese can be classified into four types: ① no semantic resemblance type, ② partially overlapping type, ③ semantic inclusion type I (Korean over Chinese), and ④ semantic inclusion type II (Chinese over Korean). The result of the contrastive analysis of each type shows a striking difference. In the actual communications, false friends between these two languages may lead to misunderstanding. In order to prevent negative transfer due to false friends, students are advised to carefully check the differences in meaning and function.
4,600원
20.
2004.12
구독 인증기관 무료, 개인회원 유료
This research examines the use of the ellipsis in 30 telephone conversations and shows the reason for the use of the ellipsis in aspects of functionality in the area of study of Korean and Japanese. It also demonstrates if the supplementary of utterance has which type of format at each functionality and if there are the format of the supplementary of utterance repeated. The results below are described in detail 1. The functionality of the ellipsis at the end of sentence in both languages (1) Demanding Behavior: request, recommendation, proposition, (2) Demanding Information: question, confirmation request, (3) Providing Information: self-information, the third person, reason, conveying a story to the others, and (4) Expressing will: revision/ evaluation, self-behavior in future, compliance/support, apology, greeting. 2. The format of the supplementary of utterance of the ellipsis at the end of sentence in both languages. In regard of the format of the supplementary of utterance, Korean has the connection formats, which are「－고」「－ㄴ데」「－니까」and so on, Japanese has「－けど」「－から」「て」「って」and the like. The study shows that formats repeated are existed in the ellipsis at the end of the sentences in both languages.
5,400원
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