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
제12권 제4호 (2005년 12월) 18건
1.
2005.12
구독 인증기관 무료, 개인회원 유료
This study examined composing processes of six graduate ESL writers in timed essay situations. The participants’ composing behaviors were videotaped and they were asked to retrospect their composing processes after they completed their timed essays while watching the video of themselves composing. The stimulus recall data were transcribed and analyzed using coding schemes. The analyses of the participants’ composing processes show that they were not able to go through composing steps they normally do in drafted writing situations. Instead they were forced to go through a linear composing process and were not able to enjoy heuristic discovery. The findings of this study support the claim that timed essay is a special form of writing and that essay exams do not necessarily produce a representative sample of test takers' writing ability in target language use domains.
5,800원
2.
2005.12
구독 인증기관 무료, 개인회원 유료
This study investigated patterns of communication breakdowns (CBs) and use of communication strategies (CSs) in the process of meaning negotiation between a native English speaking teacher and thirty five Korean EFL university students. For over a nine-week period, the classroom was observed and the data were collected through the transcriptions of tape recordings, teacher interviews, and student interviews. The results showed that patterns of CBs for EFL learners were multi-dimensional: syntactic, phonetic, lexical, and affective. Particularly in this class, whereas the teacher tried to choose the most effective and various strategies and tactics to ‘bridge the gap’ in communication, the student did not use CSs in a diverse manner in order to overcome CBs and only used eleven out of 33 CSs in the taxonomy of Dornyei and Scott (1997). Accordingly, it may be necessary for EFL learners to have more experiences in more contextualized classroom interaction or consciousness-raising activities for diverse use of CSs without sacrificing communicative opportunities to learn target language.
6,700원
3.
2005.12
구독 인증기관 무료, 개인회원 유료
The purpose of this experimental study is threefold. First is to investigate how significantly EFL learner’s competence in the English pronoun as cohesive tie correlates with their reading proficiency. Second is to search for pedagogical implications for acquisition of the pronouns with reference to awareness-raising instruction. Third is to examine how narration variation affects EFL learners’ co-interpretative competence in the pronouns created in descriptive or direct speech narration. The subjects were grouped into two by pedagogical variable, i.e. awareness- raising instruction. Both control and experimental groups were given three tests: 1) house-made Toefl as pretest or norm test, and two post-tests: 2) Pronoun Test in which every pronoun was asked to be co-interpreted with its referents in the reading text; 3) Reading Proficiency Test constructed by a close technique. All the test scores were statistically processed in terms of t-test and the Pearson correlation. The statistics revealed a positively significant correlation (0.743 or 0.629) between EFL learners’ co-interpretive competence in the English pronoun and their reading proficiency. Furthermore, the impact of awareness- raising instruction turned out to be significant for co-interpretive competence and thus for reading proficiency. This experimental study concludes that higher competence in the pronoun corresponds to higher proficiency in reading. Thus acquisition of English pronouns must be facilitated at the discourse level by means of intra, inter, and intra-intersentential co-interpretation with their referents.
8,100원
4.
2005.12
구독 인증기관 무료, 개인회원 유료
The aim of the present study was to investigate the impact of two task-processing conditions (10 minutes of pre-task planning time and content familiarity of the task) on spoken performance in terms of the fluency, complexity, and accuracy in a narrative task. The subjects were 20 Korean undergraduate students with a high language proficiency. The results of the two-way interaction effect between the planning and familiarity of the MANOVA were significant in terms of pause length. The univariate test of familiarity in an unfamiliar condition for subordinate clauses in the MANOVA test was significant. The study also found a trade-off effect between complexity and accuracy in terms of the effects of planning time in planned and unfamiliar conditions. These results suggest that the performance of learners could be varied depending on the different combinations of task-processing conditions even in a single narrative task.
5,800원
5.
2005.12
구독 인증기관 무료, 개인회원 유료
This paper outlines some concerns that must be addressed in writing primary school English curriculum and materials in the Korean context and makes suggestions to better the quality of materials made for the next time around. Literature review of current primary school English materials has shown that setting realistic and appropriate program goals based on needs analysis, early introduction of written skills, adoption of graded reading and writing materials, and more informative teacher's guides are needed. Suggestions are made in terms of the organization of the curriculum, language materials, continuity, diversity of needs, class time modules, and teachers’ roles, as well as trainer and teacher training. These issues need to be tackled at the personal, local, and national levels in order to bring out a better outcome in primary school English education and to maintain continuity into the secondary school.
6,100원
6.
2005.12
구독 인증기관 무료, 개인회원 유료
Face-to-face interview format has been widely used to elicit English language samples in oral proficiency testing. It is desirable to replicate target language use situations in oral testing, and the direct testing format is believed to assess more authentic and interactive language abilities. However, it has been argued that speech samples from unstructured face-to-face interviews are quite different from those in natural communication settings. The purpose of this study was to understand the construct to be assessed through an unstructured face-to-face interview, which was adopted to an English speaking contest. Data from the English speaking contest were analyzed in terms of how they were different from the characteristics of naturally occurring conversations. It was found that the test construct in the English speaking contest did not reflect the features of natural conversation specifically in the areas of turn-taking, adjacency pairs, and topic nomination due to asymmetrical power relations between interviewer and interviewees. Therefore, it was suggested that we need to incorporate diverse discourse-based approaches into current speaking skill assessments, which can interpret spoken language data in many ways.
6,400원
7.
2005.12
구독 인증기관 무료, 개인회원 유료
Past 20 years have witnessed the shift of focus in language teaching from teacher-oriented to learner-centered approach. Although there have been several research studies on cooperative learning, they were limited to the defining of its constructs and pedagogical values, and the surveying of teachers’ beliefs and their practices at school. This paper looks into the experiences that a teacher had in the attempt to change her teaching practice with cooperative learning techniques applied in an EFL reading class. It was also an effort to improve from her previous teaching method which had been grammar-translation mixed with a task-based approach. The process of a teacher’s implementation of a newly adopted class approach including decision-making, operating, interpreting/reflecting is shared through the first-person action research. Various data sources were presented to assess the legitimacy of accepting cooperative learning via group work as a valuable, viable instructional method in the real language classroom. A detailed description of a teacher’s experiences in the self-transforming process is provided along with guidelines to make classrooms successful cooperative language learning places.
6,600원
8.
2005.12
구독 인증기관 무료, 개인회원 유료
The current study has two research questions: 1) Are EFL students’ ratings comparable with the advanced or native TESOL graduates’ ratings? 2) What are the significant variables that discriminate one self-marked proficiency group from another? To address question 1, 90 Korean EFL learners rated 3 sample essays on a 5-scale with four writing features (organization, content, language use, and holistic feature), Twenty-five TESOL graduates also rated the sample essays given the same scoring rubric. The students’ ratings then were compared to the ratings of TESOL graduates. To address research question 2, 100 students’ responses to 10 survey items were analyzed, using discriminant analysis (DA). The result showed 1) that significant difference were observed in a few analytic features between students’ ratings and colleagues’ ratings, and 2) that the students who marked themselves as high-proficient writers were likely to respond with confidence that their ratings were accurate. In conclusion, differing L2 proficiency level is partly, but not fully associated with rating performance in subjects who are able to read and comprehend English sentences. On the other hand, L2 proficiency influenced student raters’ perception.
6,100원
9.
2005.12
구독 인증기관 무료, 개인회원 유료
The deficiency of competent native English speaker raters and the inherent problem with intra-rater and inter-rater reliability of the oral proficiency interview (OPI) has precluded the full-fledged implementation of English performance testing, inevitably ushering in the computer- based oral proficiency interview (COPI) as its viable alternative with the help of automatic speech recognition (ASR). The plausibility and feasibility of implementing ASR-based COPI has recently been investigated with favorable results, which warrants more sophisticated research focusing on development of desirable test methods that will meet the rigorous criteria required by high-stakes language tests. In this respect, employing varied statistical methods as correlational, regression analyses, and ANOVA, the present study attempts to explore strengths and limitations of test method facets and to identify valid test methods to maximize the validity and reliability of ASR-based COPⅠ. Within the theoretical framework of communicative language components to be measured, the statistical findings reveal that some test methods prove to be more effective than others in producing COPI test results with better discriminability and reliability. The survey of students and teachers also suggest their favorable attitudes toward utilizing the COPI for in-class evaluation. Both findings strongly corroborates potential of the COPI in question as a valid performance testing tool to measure overall communicative competence. The current research is expected not only to shed light on advancement of performance testing, but also to serve the purpose of enhancing communicative English teaching.
7,800원
10.
2005.12
구독 인증기관 무료, 개인회원 유료
This paper reports the current situation of English and English education in North Korea. Two approaches are taken to achieve the goal: One is to examine social attitudes and government approaches to English education. Interviews with defectors from North Korea, newspaper reports and other related literature are used. The other is to analyze middle school English textbooks and research articles to reveal the current practice of English language teaching at schools. The results show that North Korean government and people are interested in learning and teaching English and they take various measures to improve English learning to meet national or individual goals. English seems to be considered as a way of improving their economic situations and finding a better opportunity for many North Korean people. However, English education in North Korea is still limited in terms of resources including learning materials and native teachers of English. Also academic research and practices in English education are still heavily influenced by Kim Ilsung and Kim Jungil’s words so that scientific investigations are limited. It is an impending issue to narrow a gap in English education between South and North Koreas to overcome difficulties encountered in the future.
7,700원
11.
2005.12
구독 인증기관 무료, 개인회원 유료
With the increasing prevalence of e-learning courses in higher education, it is important to investigate how the courses are being run and examine students’ perceptions of e-learning courses to provide an optimal learning environment. An end-of-course, summative evaluation and log files in an e-learning system were used in order to describe the characteristics and students’ perceptions of three e-learning English courses in a university. The section of background information in the evaluation showed that the majority of the students taking the courses are seniors, majoring in humanities and social sciences. Factors were found to influence students’ satisfaction with the courses such as use of various multimedia, interactions between instructor and students, and among students, and instructors’ evaluation of students’ achievement. A post-hoc analysis showed evidence significant differences existed by course. These findings of the study suggest that quality assurance is an issue in setting and managing e-learning English courses, which are expected to grow rapidly in a near future due to students’ increasing need for e-learning.
5,100원
12.
2005.12
구독 인증기관 무료, 개인회원 유료
The purpose of this paper is to investigate English education experts’ current general views on the college English curriculum at Korean provincial universities and elicit their consensus of opinion on the distinctive characteristics of the curriculum. For that purpose, two rounds of the delphi survey were presented to forty experts, with thirty one experts’ responses in the first round and nineteen in the second. Based on their responses, the following characteristics of the Korean college English curriculum for provincial universities were deduced as a consensus of opinion: the curriculum is supposed to be more intensive, practical, proficiency-based, and university-specific than the curriculum for the universities in the Metropolitan area; it is supposed to be English for Specific Purposes (ESP) rather than English for General Purposes (EGP) in order to promote the future career of the individual provincial university students and the competitiveness of the provincial universities themselves.
6,300원
13.
2005.12
구독 인증기관 무료, 개인회원 유료
This study attempts to examine the existence of foreign language anxiety in e-Learning situations, and then identify relationships between the anxiety and learner background factors. A total of 162 EFL learners participated in the survey. Their anxiety was measured by the e-Foreign Language Classroom Anxiety Scale (e-FLCAS). The results suggest that foreign language learners do indeed experience anxiety in e-Learning classrooms. A majority of the participants acknowledged having experienced specific kinds of anxiety in cyber classes: worry over e-Learning education, online test anxiety, learning style conflicts, and apprehension of native teachers. In addition, e-Learning anxiety was found to be significantly related to three background factors (gender, academic backgrounds, and English proficiency). The results also provide a potential explanation of anxiety-producing contexts in cyber classrooms, the sources of anxiety, and coping strategies that students use to lower their anxiety.
7,800원
14.
2005.12
구독 인증기관 무료, 개인회원 유료
Effective foreign language learning accompanies the learning of the target language’s culture. But English is said to be not a foreign language, but a global language. What should culture learning be like in teaching English as a global language (EGL)? This paper aims to make some suggestions for the directions of cultural learning in EGL. First, the features of EGL learning are explored in comparison with those of EFL learning. Second, it is discussed why EGL learning does not match the communicative competence on which the communicative approach has been based. Instead EGL learning needs intercultural communicative competence (ICC). Third, it is considered what culture education should take into account for ICC. The main section seeks out the ways in which cultural contents involved in teaching materials contribute to develop ICC. Four (4) series of Korean middle school English textbooks are analysed in respect of the ownership of cultures, the types of culture and the cultural activities, from the intercultural perspective. The result admits the cultural contents of the textbook are not suitable for developing ICC. Finally, some directions will be deduced on how and what teaching materials are equipped to develop ICC in teaching English as a global language.
6,400원
15.
2005.12
구독 인증기관 무료, 개인회원 유료
The purpose of this study is to examine the effects of English oral presentation strategy training (OPST) in EFL contexts. For this study, eight university students of 4 high and 4 low proficiency level are selected. The participants were provided with an OPST over 5 weeks including 8 times of training. During the OPST, the participants learned 25 strategy, 17 verbal and 8 non-verbal strategies. The verbal strategies were again divided into two parts: general verbal strategies and genre specific strategies. For the validity of the present study a “triangulation” was achieved through the use of video recording, classroom observation, questionnaire, in-depth interview, and the native English speaker’s evaluation. The results of the study demonstrated that the participants showed some improvement in the use of presentation strategies, especially organizational and verbal components of the strategies rather than nonlinguistic components. The proficiency level of the participants had an effect on the frequency of use of strategies after the OPST. Overall, the OPST was found to have positive effects on the participants’ attitude toward English oral presentations. On the basis of the results of the study, some teaching implications for improving presentation skills in university EAP contexts are provided.
8,300원
16.
2005.12
구독 인증기관 무료, 개인회원 유료
El propósito de este estudio es analizar los 1,471 errores recopilados en las clases de conversación española de una universidad y señalar cómo el análisis del error desempeña un papel relevante en el proceso de la enseñanza/aprendizaje de español. Después del análisis a todos los errores, se clasificaron cuatro categorías según su origen: errores simples (morfológicos), errores por la interferencia, errores gramaticales y errores lógicos. A su vez, cada categoría incluyó subdivisiones, según el contenido gramatical, y por último se seleccionaron veintiún tipos de errores a los que se les dio un porcentaje. Algunos de los resultados obtenidos en este análisis son: primero, cerca del 63 ó 75% (según los niveles) de los errores derivan de confusiones gramaticales y apenas un 9 ó 12% se atribuyen a interferencias de la lengua materna y del inglés; segundo, en algunos casos o tipos, los estudiantes de nivel alto cometen más errores que los de nivel bajo y esto se puede explicar a partir de una estrategia de ‘evitación’, empleada por los últimos; tercero, con respecto a los estudiantes del nivel bajo, muchos de los errores no satisfacen el mínimo de los requisitos estructurales; así que para ellos, antes de la corrección del error, se debe ofrecer mucha atención a los modelos de la oración española.
6,400원
17.
2005.12
구독 인증기관 무료, 개인회원 유료
The pronunciation of Sino-Korean is different from Modern Chinese, which brings negative mother tongue transfer effect to Korean students‘ pronunciation, listening and speaking abilities. To reduce the negative transfer effect and to improve Korean students’ listening ability, the author compares and analyzes the initial consonants of Sino-Korean with 2500 frequently used initial consonants of Chinese words taken from the Modern Chinese Common Character List, instituted on January 1988, by the State Language Commission and the State Education Commission of China. This comparative study presents a full overview of the pronunciation difference between Chinese Mandarin and Sino-Korean, which provides valuable guidance for students in learning and understanding those differences.
4,600원
18.
2005.12
구독 인증기관 무료, 개인회원 유료
5,800원
