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
제14권 제4호 (2007년 12월) 18건
1.
2007.12
구독 인증기관 무료, 개인회원 유료
This case study examined 10 Korean English teachers who were involved in small group work (SGW) for the purpose of improving their own English language proficiency. Their beliefs about and practices of SGW were closely observed as they actually went through a SGW. A total of 10 teachers (three groups) teaching at elementary or middle schools participated in the SGWs for one year. In the SGWs they were supposed to meet once a week in groups, give a presentation in English on a selected topic, and discuss the topics presented. Throughout the research period, they were interviewed and surveyed periodically. The result of the study showed that teachers generally had positive beliefs about SGWs and were very willing to go on with it in the same way they used to or in a little modified way. Especially, the teachers revealed strong conviction that the most powerful aspect of SGW was that it kept them motivated to continue learning, which has rarely been the case when they tried to study individually.
6,300원
2.
2007.12
구독 인증기관 무료, 개인회원 유료
This study aims to explore the placement practices in five college English programs and four university language institutes. Specifically, the present study investigated the types of placement tests they administer, the degree of the correspondence between course objectives and test content, and validation procedures. This study also examined teachers" perceptions on the appropriateness of placement decisions. The data were collected through web site searches, semi-structured interviews and questionnaires. The results showed that proficiency tests were used for placement purposes in the college English programs. The language institutions administered placement tests only for their speaking courses in the form of oral interviews. The content of placement tests did not largely correspond with the course objectives. All English language programs did not have systematic procedures for identifying misplaced students. Finally, instructors reported that more than one third of the classes included misplaced students. The implications of the findings are discussed.
5,800원
3.
2007.12
구독 인증기관 무료, 개인회원 유료
With restrictions in the target language, taking turns in a timely fashion to participate in class discussions can be a challenging task for L2 learners. In order to understand L2 learners" particular choices and behaviors in taking turns in class discussions, an in-depth investigation of their experiences and views contributed by the learners themselves is called for. This paper pursues a qualitative case study on Korean graduate students" experiences and perceptions of taking turns to participate in class discussions in a content course. Analysis of data from interviews, observations, and documents revealed that Korean students perceived language ability, cultural difference, educational background, context/condition, and personality as responsible for the challenges they faced in taking turns in class discussions in English. The Korean students were also aware of the differences between the native speakers and themselves with respect to the strategies applied to gain turns in discussions noting that the native speakers used certain expressions that eased the turn-takes. Contrary to expectations, the Korean students saw L2 proficiency as just one factor involved in obtaining turns in class discussions and highlighted confidence as a crucial factor for success.
6,100원
4.
2007.12
구독 인증기관 무료, 개인회원 유료
The present study conducted a comparative analysis of use of evaluative adjectives in the essays of Korean EFL learners and native speakers of English. It discussed the characteristics of different types of evaluative adjectives, e.g., frequency, semantic categories, and collocational value of evaluative adjectives. The result of the frequency analysis demonstrates Korean EFL learners’ significant overuse of the limited types of the target items. The analysis of evaluative adjectives by semantic categories shows the similar tendency. For example, the repeated use of a small number of assessment adjectives resulted in the high frequency of adjectives in the assessment category. The present study also demonstrates the collocational associations between the selected evaluative adjectives and intensifiers in the corpus. The descriptive results of the analysis of collocational information indicate that learners employed a less formal/spoken style in the written corpus. As Blagoeva (2004) noted, the differences between the Korean EFL learners and native speakers of English in the characteristics of evaluative expressions might not directly obstruct communication but it is an indication that there is still much to be done in the development of second/foreign language skills.
5,500원
5.
2007.12
구독 인증기관 무료, 개인회원 유료
This paper investigated Korean heritage learners" acquisition of Korean as a second language. In particular, written narratives of 16 Korean heritage learners were analyzed in order to identify errors and strategies observed in Korean heritage learners" second language writing. The findings of the study indicated that learners" errors were not significantly related to their proficiency levels in the target language. Likewise, no significant differences were observed in errors due to their proficiency levels. However, some differences were noted in several grammatical categories. In case- or tense-related areas, learners with higher proficiency levels were not much more accurate than those with lower proficiency levels. However, in terms of the use of inflectional markers, learners with higher proficiency levels exhibited higher accuracy than lower level learners. With regard to their use of strategies, literal translation, code-switching, and approximation were most frequently observed in their writings. The paper concludes with some implications for teaching Korean as a foreign language.
5,500원
6.
2007.12
구독 인증기관 무료, 개인회원 유료
Over the last three decades, various disciplines of discourse analysis have shared a common interest in language use, especially in how people use real language. It is therefore of immediate interest to language teachers when selecting and devising teaching materials or when engaging learners in activities aimed at leading them to be more proficient users of their target language. This paper begins with outlining essential written discourse elements, such as grammatical and lexical cohesive devices, clause relations and larger text patterns which play important roles in syntactic and semantic cohesion and coherence in written texts. Then, the procedure of a written discourse analysis on a news text is described. The paper ends with a discussion on the insights from the written discourse analysis, which might be applicable, in specifiable ways, to language teaching, focusing on how to apply written discourse elements to teaching written English in real classrooms.
6,400원
7.
2007.12
구독 인증기관 무료, 개인회원 유료
This study explored how instructors teaching in the same EFL program rated content in compositions. Twenty-one writing samples written on three different topics were rated by five teacher-raters. The transcribed comments made by the teacher-raters showed that 1) their rating behaviors varied to a great extent as to the ways of commenting on and viewing the content of the compositions, 2) when a composition failed to address the topic given, it negatively affected the assessment of the quality of writing, and 3) the teacher-raters made fewer comments on the content of the formal essays than on the content of e-mails. A couple of suggestions are presented with respect to the necessity of establishing written guides for rating criteria for students" essays and of rater training.
8,100원
8.
2007.12
구독 인증기관 무료, 개인회원 유료
In the language class combined with "creative drama", one of the approaches in educational theatre, the stories told by a teacher are organically developed into an original drama with several drama techniques. Even though there are some research studies on using creative drama in the ESL context, there are few in the EFL situation. Therefore, this study presents the result of a study investigating how creative drama affects young language learners" English learning in a Korean primary school. An English drama class, at after-school program in Seoul, combined with creative drama had been observed once a week for a semester. Seven first graders in the class were presented with 6 different stories, which contain certain phonemes each and dramatized the stories in a creative way. They were assessed through pre-and post- tests and surveys in terms of their linguistic improvements and affective changes and analyzed quantitatively. In addition, participants were individually analyzed according to their characteristics in linguistic and affective aspects by using field notes from classroom observation and interviews. The results show that participants made progress in linguistic aspects including phonics and vocabulary skills and that their affective factors including language anxiety level had shown a positive development throughout the semester. Moreover, each participant showed particular characteristics respectively in terms of linguistic and affective perspectives.
8,100원
9.
2007.12
구독 인증기관 무료, 개인회원 유료
This study aims to identify differences of teachers" attitudes toward World Englishes (WE) for language teaching and language testing, and to investigate their perceptions of various rating criteria for the L2 oral proficiency test. Data were collected through questionnaires from 72 English teachers in the UK, Malaysia, and Japan. The analysis revealed that there are significant differences in their attitudes toward WE among the groups of English teachers depending on their teaching contexts. With regard to the perceptions on rating criteria, it was found that different groups of English teachers considered various rating criteria for the L2 oral proficiency test differently. The English teachers showing negative attitudes toward WE perceive grammar, pronunciation, native-likeness as more important rating criteria than the others such as vocabulary, organization, task fulfillment, and appropriateness for the assessment of non-native speakers" English language oral proficiency compared to the other group of English teachers showing positive attitudes toward WE.
5,800원
10.
2007.12
구독 인증기관 무료, 개인회원 유료
This interview study aims at exploring how two Korean college graduates strive autonomously to manage their English world before, during and after college-graduation. The participants were two very autonomous students out of 34 students the researcher met at a 15-week autonomy-based English Speaking/Writing class at a college in 2003. Two major findings emerged from the interview data collected in April 2005: (1) B"s initial interest in English came from teachers" urgings to get good test scores, but his visit to America and Australia made him more interested in learning communicative English; (2) S"s interest in non-Korean people and countries, inspired by her first English teacher, made her go abroad and practice English very actively in and beyond Korea. The findings shed light on a critical issue concerning the application of the learner autonomy theory with Korean students who learn English in Korean educational contexts: the limit and effectiveness of classroom-English-learning. Pedagogical implications of the findings are added at the end.
6,300원
11.
2007.12
구독 인증기관 무료, 개인회원 유료
In the dearth of pre-service and in-service teacher education in gifted education, particularly in foreign language education, teachers have difficulty in learning theory and principle. This study describes the secondary teachers" perception of gifted education in foreign language after they participated in a teacher training program. The research questions are: 1) How did the teachers perceive gifted education?; and 2) Did the teacher training program influence the teachers" perception of gifted education? If so, in what ways did it influence the teachers? The data include surveys of the 21 teachers, their class assignments and observations. This qualitative case study indicates despite the teachers" initial negative perception of gifted education, the program helped them see it in a renewed perspective. Briefly, through the program, the teachers familiarized themselves with the basic theory and principle in gifted education. More importantly, they gained hands-on experience by discussing various issues in gifted education and creating class materials. The study concludes with pedagogical implications.
6,100원
12.
2007.12
구독 인증기관 무료, 개인회원 유료
This study attends to the importance of performance standards in teacher education and evaluation system and suggests a primitive guideline for English teaching standards in Korea. For this purpose, first of all, the notion of ""teaching expertise"" and ""performance standards"" are reviewed with the previous studies. Second, this study introduces recent changes in Korean teacher education programs and some efforts to develop Korean teacher standards. Third, teaching standards (for ESL/WL) established by NCATE, NBPTS, and INTASC are reviewed to investigate their domains, standards, and evaluation rubric. Finally, this study addresses some implications and suggestions for establishing English teacher standards in Korea. It is hoped that the findings of this study provide subject-specific information on teacher training and assessment to teacher researchers and education policy makers in Korea.
5,700원
13.
2007.12
구독 인증기관 무료, 개인회원 유료
This study reports on an experimental study that investigates Korean EFL college students" acquisition of English verbs (such as break and change) that participate in the transitivity alternation. The experiment was devised specifically to examine how the distinction of the three types of transitivity alternation verbs - unaccusatives, middles, and passives (all with non-agent subject on the surface) - is revealed in the development of learners" interlanguage. A total of 80 college students were divided into two proficiency groups and asked to perform a production task and a grammatical judgment task on the target structures. The overall results show that the learners acquire passives earlier than unaccusatives and middles. The results also reveal that with increased proficiency, the learners perform better on all the target structures regardless of the task type. The results show, however, that even higher proficiency learners are not sensitive to lexico-syntactic properties associated with unaccusatives and middles. Another finding from the results is that the major type of the learners" interlanguage error is overpassivization of unaccusatives and middles, which confirms that Korean EFL learners, like learners with other L1 backgrounds, rely on a universal mechanism of subject―agent and object―patient/theme mapping.
6,700원
14.
2007.12
구독 인증기관 무료, 개인회원 유료
Even though we have learned a foreign language after many years of studying, it"s rare to see people speak the language fluently that they have learned. There must be some reason why this happens repeatedly to many people. In this paper we analyse the process of speaking or understanding a certain language from the point of linguistic theory, in order to compare the learning of foreign languages with the acquisition of mother tongues. From the results of this comparison, we suggest that the learning of foreign languages must be performed not by the aid of the mother tongue but directly by way of the languages in question. If the learning of foreign languages is done with the aid of the mother tongue, the students can"t reach the conceptual level where comprehension is operated, and it doesn"t help students develop communicative competence. In case that we attach importance to communicative competence, we must find occasions which let students use the expressions that they have learned. It also means that we must have suitable circumstances for the development of communicative competence.
5,800원
15.
2007.12
구독 인증기관 무료, 개인회원 유료
The study focuses on analyzing the situation how 1) to precede a sentence, 2) to structure the dialogue, and 3) to acquire conversation frame by the learners. Furthermore, the purpose of this study is to examine whether common discourse errors exist on the way of structuring the dialogue and if they exist, the tendency of errors comes from universality and individuality. The result of this study is to show the tendency of errors in order; connection investigations, surplus, style, tense, the point of view, defect, conjunction, direction, and sequence. Through this study, it is proved that essential language factors mentioned in the discourse structure are required on developing writing skills. Particularly, More than half of learners shows the common errors in the connection investigations, ellipsis, tense, style, conjunction, the point of view, addition. As a result, those language factors should be set up as essential language factors to be trained.
4,500원
16.
2007.12
구독 인증기관 무료, 개인회원 유료
The purpose of this study was to explore optimal flow experiences of students in an online learning environment for the Chinese language. Based on prior studies, the study adapted the framework of flow theory which consists of 9 sub-factors: challenge, awareness, goal-oriented, feedback, concentration, control, self-consciousness, sense of time, and intrinsic rewarding. The study showed that students had flow experiences in an online learning environment for the Chinese language. The findings by correlation analysis and hierarchical regression analysis indicated that all the sub-factors of the flow construct are positively co-related to overall learning satisfaction as well as students" perceptions on online learning processes and their task accomplishments. In particular, one flow sub-factor is called "control" was identified to have more predictive power to explain perceived satisfaction for online foreign language learning, which might eventually influence students" actual learning outcomes.
6,300원
17.
2007.12
구독 인증기관 무료, 개인회원 유료
This study quantitatively investigates foreign learners" acquisition of double particles in Korean. Some of the particles in Korean are jointly used with other particles and some are not, and the sequence of the particles determines the grammaticality of the double particles. Chinese and Japanese learners of Korean participated in the experiment in which they were asked to judge the grammaticality of a combination of a noun and double particles. The participants" judgment of the grammaticality of the double particles and their reaction time for the judgment were analyzed. The results of the study revealed that Japanese learners whose native language has a particle system similar to that of Korean performed better in the grammaticality judgment than Chinese learners whose native language shows no use of double particles. The advanced learners of Korean, regardless of their native languages, showed better judgment on the grammaticality of the use of double particles. This study also found that the type of double particles also affected the learners" judgment and that in the grammaticality judgment of ungrammatical joint of adverbial particles, most of the participants, regardless of their native languages and their Korean proficiency, scored much lower than in the judgment of the other types of double particles. The analyses of the participants" reaction time for the judgment showed congruent results with those of their grammaticality judgement.
6,400원
18.
2007.12
구독 인증기관 무료, 개인회원 유료
6,600원
