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
제15권 제3호 (2008년 12월) 16건
1.
2008.12
구독 인증기관 무료, 개인회원 유료
This study investigates how wikis can promote EFL student writing by providing a real audience and authentic purposes for writing. The activity described in this paper is writing a narrative story on a wiki. Thirty-eight college students participated in this activity. During the activity the students constructed and negotiated meaning collaboratively. They posted a total of 153 versions and made 530 changes over four weeks. This study identifies the students' idiosyncratic writing and editing patterns that appeared on the wiki in the dimension of level, type, and purpose. The study employs both qualitative and quantitative data analysis for a more robust data analysis and triangulation of the data. The final product of the students' writing on the wiki exhibited that peer editing was effective in enhancing the quality of writing. While students viewed writing as a solitary and private activity in many EFL writing classrooms, the students in this study perceived writing as a social and communicative activity when engaged in the wiki writing activity.
6,300원
2.
2008.12
구독 인증기관 무료, 개인회원 유료
The purpose of focus-on-form instruction is to attract learners' attention effectively to linguistic forms of the target language during a meaning-focused activity. However, there is always competition of learners' attention between to form and meaning due to the fact that human attentional resources are limited. Task difficulty is identified asa critical factor which depletes learners' attention during language activities by many researchers. The purpose of the present study is to examine how task difficulty affects the allocation of learners' attention between form and meaning during different types of focus-on-form instruction, which are Textual input enhancement and Dictogloss. The results showed that learners' attention to form during the instruction was not affected by the task difficulty, while their attention to meaning was negatively affected by it. it means that focus-on-form instruction needs to be designed appropriately based on learners' level of language proficiency in order for it not to be focus-on-formS instruction which focus only on linguistic forms separately from meaning.
6,400원
3.
2008.12
구독 인증기관 무료, 개인회원 유료
This study is a follow-up of Hwang's (2007) empirical study, which investigated the role of awareness in Korean high school students' subsequent learning of the English passive. Hwang (2007) found the positive relationship between awareness and subsequent processing of the target structure and claimed the crucial role of awareness in
successful second language learning. The present study explores whether the effects of awareness retain six months after the first post-exposure task of Hwang (2007), which was performed one day after the instruction. The results of the present study revealed the retention of the effects of awareness in the written production task as well as in the multiple-choice recognition task. However, no significant differences were found between the passive group, who were consciously aware of the target structure through a reading text and brief explanation about the English passive, and the preposition group whose attention could be implicitly drawn to the target structure through the reading text only. The results cannot fully support Schmidt's noticing hypothesis and can also be interpreted as providing evidence for the dissociation claim that L2 learning can take place implicitly without conscious awareness.
5,200원
4.
2008.12
구독 인증기관 무료, 개인회원 유료
The present study aims to examine the realization of English reduced vowels by Korean learners. Little seems to be known about the acquisition of reduced vowels by L2 learners in spite of the importance of their correct use in avoiding a foreign accent. Three groups of Korean subjects and native American-English subjects participated in the study, and five types of test materials were created considering phonological position, morphological structure, and English orthography. The frequencies of F1 and F2 were measured and their scatter plots were drawn for the analysis. The findings of the present study are summarized as follows. First, L1 influence was identified in the realization of English reduced vowels by Korean learners. The characteristic of the syllable-timed language of Korean was represented and L1 transfer of the Korean vowel [ ] was shown in the results.
Second, English proficiency of Korean learners was reflected in the production of the reduced vowels. Third, the early experience of staying in English-speaking countries helped Korean learners acquire English reduced vowels.
6,100원
5.
2008.12
구독 인증기관 무료, 개인회원 유료
This study investigates English teacher-learners' perceptions of secondary English teacher roles. Seventy English teacher-learners' responses to a teacher role questionnaire and focus group interviews are analyzed to find out the teacher-learners' perception of the teacher roles in classroom teaching, around school, and outside school in the professional communities. The analysis shows that the teacher-learners perceive their future teacher roles as communication facilitating, and at the same time knowledge transmitting. The teacher-learners seek teacher roles of much control over the classroom, be it communication pursuing or knowledge transmitting, believing in teacher authority and being self-conscious over their English proficiency. In addition, the teacher-learners reveal keen interest in roles in the professional field beyond the confines of school. The study stresses as its conclusion that while positively influenced by communicative language teaching (CLT) principles. The teacher-learners have notable reservations about the student-centered English classroom. Suggestions are made in the areas of secondary English education including teacher support systems, and English teacher education.
6,300원
6.
2008.12
구독 인증기관 무료, 개인회원 유료
The present study investigates attitudes, opinions, or characteristics of a group of heritage language learners of Korean in terms of teacher's language use in the US university foreign language classroom compared to those of non-heritage language learners. Data were collected through direct, first-hand observations, students' self-reports and questionnaires. Looking at the process of learning a foreign language, this study considers how foreign language teachers can address the complex histories of language learners by drawing on a qualitative as well as quantitative analysis of a foreign language class. The results of this study reveal that there were indeed no inter-language group (between heritage and non-heritage learners) differences in the perceptions of teacher's language use in the classroom. Both heritage and non-heritage learner groups have quite strong reactions to the teacher's use of L2 for the purposes of giving instructions, evaluating/commenting their oral performances, and building relationships. During the learners' reaction component of the study, most learners indicated that students' ability in the L2 most consistently affected the amount of L2 that teachers could use.
5,400원
7.
2008.12
구독 인증기관 무료, 개인회원 유료
The purpose of this study was to evaluate the effectiveness of a university English conversation program which had employed on-line homework and outside-class interviews with native English instructors. After over 1,200 sophomores took the conversation course for a semester, questionnaires were administered to measure the students' satisfaction for the program and their perceived usefulness and effectiveness of the in- and outside-class activities. The results showed: first, students perceived the in-class lessons and outside-class
interviews with the native English instructors as useful, but not the on-line conversation practice; secondly, the students' perceived usefulness, affective effects, and content evaluation of each activity were shown to have significant effects on their perceived effectiveness of the outside-class activities. Lastly, significant differences were not found by the different groups of proficiency level in their perceptions of the usefulness, affective effects, and content evaluation of the outside-class activities. However, different proficient groups showed different amount of study efforts and preference for activities.
6,700원
8.
2008.12
구독 인증기관 무료, 개인회원 유료
The purpose of this study is to develop an integrated instruction model in primary schools by exploring the process of science theater in English. To accomplish the objective, the researchers set up a program which includes science experiments, drama games, and performance in English by primary school students. The data collected from diverse sources were analyzed using both quantitative and qualitative techniques. There were four results found from this study. First, the scholastic achievement both in Korean and English was improved. In addition, the students' interest and learning style influenced the test scores. Second, children in this study achieved real accomplishment through diverse student-centered activities. For example, they experienced
accomplishment by getting over their mistakes in experiments, fostered a collaborative attitude through process-based tasks, and realized responsibility in their learning by leading their own learning. Third, students experienced a new type of integrated learning in English and science. In other words, they recognized English as a means of learning a subject and regarded science experiments as activities for exploring knowledge. They also considered science theatre as an opportunity for self-realization. Fourth, a model for integrating English
and science in primary schools through science theater is presented. Finally, based on the results, the researchers provided several suggestions for future studies.
8,000원
9.
2008.12
구독 인증기관 무료, 개인회원 유료
The purpose of this study is two-fold. Firstly, it is to examine the perceived effectiveness of using portfolio in the Internet environment. Secondly, it is to explore students' opinions about online English materials and learning experiences. For the purpose, a questionnaire survey complemented with qualitative interviews was conducted. The participants were 211 university students taking the general English courses as a requirement for graduation. The findings show that unlike the expectation, use of portfolio in the internet environment is not effective to teach the general English courses. It has been also found that the students are not satisfied with such courses due to the failure to provide the necessary condition for an effective use of portfolio in
the language classes. Based on the findings, the study argues that for the use of portfolio in the internet environment to be effective, it must be practiced in the right condition. Some pedagogical implications are
provided on how to incorporate the internet into college EFL classes.
6,400원
10.
2008.12
구독 인증기관 무료, 개인회원 유료
This study explores the effect of ethics-focused teacher training through exploratory action research methodology. Issues of ethical assessment has been taught at an university-based research program. The program implementation was planned and carried through continuous reflections-in-action. The following activities were collected or recorded among the participants: participants' journal writing, e-mail exchanges, official documents, and other relevant assessment records. Problems were identified and ethical issues of English language assessment were re-valued in Korean contexts. This research reported how Korean teachers has understood the meaningfulness of ethical dimensions in the field of English language assessment. It was not
easy that they could formulate ethical assessment in their professional lives. The issues for further research were discussed.
7,700원
11.
2008.12
구독 인증기관 무료, 개인회원 유료
As writing skill is considered important in globalised societies nowadays, the skill is taught and assessed in English classrooms in Korea. As for assessment, however, there are no authoritative rating schemes suggested for classroom testing contexts. Given this lack, this study investigates the applicability of one of the existing scales, the FCE rating scale for writing assessment, to Korean high school contexts through both theoretical considerations and an empirical study. From both the theoretical perspectives and the empirical study, in which three English teachers at Korean high schools were asked to assess 6 writing samples using the FCE scale and to do think-aloud during the assessment, it was found that the FCE scale in this context tends to cause problems for the validity of the assessment. It was, therefore, concluded that, for the sake of validity, this kind of scale cannot be applied to the context for which it was not developed, and that there is a need to develop a rating scale, taking into account the characteristics of test-takers, raters and assessment context in question.
6,400원
12.
2008.12
구독 인증기관 무료, 개인회원 유료
In the early reading stage, readers should be supported both orally and conceptually so that they are equipped with the basic skills and knowledge about word recognition. Thus, a lack of systematic support in the early reading developmental stage impedes the natural growth of reading ability. This article investigated how children were supported in reading from their teachers in the primary English classrooms. To accomplish this purpose, eleven reading-focused classrooms were analysed. Observations, video recordings, and interviews were
conducted for data collection. Field notes and checklists were also used during the observations. Qualitative analyses revealed that children were poorly supported in learning to read: teachers used few limited teaching techniques and their uses were not effective on reading. The data from the interviews revealed that teachers were rarely trained for reading instruction, and that they possessed a limited knowledge about the English language system as well as about the reading development of young learners. Hence, the teachers' poor background knowledge and lack of skills led to less effective reading instruction. Based on these findings, it is suggested that teachers require training such as in basic knowledge about the English writing system and reading development in order to deliver effective reading instruction to early readers.
6,700원
13.
2008.12
구독 인증기관 무료, 개인회원 유료
This article reports on research into self-directed English leaning of Korean university students, focusing on their motivation and metacognition. In general, university students in Korea undertake independent learning to improve their English competence outside the classroom, rather than relying on English courses provided by their
universities. Although much of their English learning is self-directed, little has been known about how they carry out their out-of-class English learning. To obtain a better understanding of their self-directed
learning, this study, employing a qualitative approach, analyzed reflective journals written by 25 university students during one semester. From the analysis, students’ motivation and metacognition emerged as important themes involved in the students’ self-directed learning. The findings of this study suggest that student motivation continuously ebbs and flows as a result of its complex interrelationship with contextual factors. In addition, it was found that students’ metacognitive knowledge played a crucial role in directing their out-of-class learning as students adopted learning strategies based on their metacognitive knowledge, which was again formed and revised in the course of their learning process. Finally, this article presents suggestions for promoting students’ self-directed English learning.
6,900원
14.
2008.12
구독 인증기관 무료, 개인회원 유료
Despite the advantages of the shadowing method in language learning, there has been little research on the use of the method in Japanese language education. Therefore, the current study investigated the effectiveness of shadowing for the pronunciation and listening skills of Korean learners of Japanese. The study was conducted with the beginner and intermediate learners of Japanese in a college in the second half of the academic year (September to November, 2007). The results indicate an improvement of the listening skills for 80% of the students (20 students). Furthermore, the false using of the pronunciation in 7 categories disappeared. The study suggests implications for the adequate application for Japanese education in Korean universities.
4,600원
15.
2008.12
구독 인증기관 무료, 개인회원 유료
Despite the advantages of the shadowing method in language learning, there has been little research on the use of the method in Japanese language education. Therefore, the current study investigated the effectiveness of shadowing for the pronunciation and listening skills of Korean learners of Japanese. The study was conducted with the beginner and intermediate learners of Japanese in a college in the second half of the academic year (September to November, 2007). The results indicate an improvement of the listening skills for 80% of the
students (20 students). Furthermore, the false using of the pronunciation in 7 categories disappeared. The study suggests implications for the adequate application for Japanese education in Korean universities.
6,700원
16.
2008.12
구독 인증기관 무료, 개인회원 유료
This study points out that introducing and teaching semantic functions of Korean demonstratives 'i', 'ku', and 'ce' have not gained the attention of scholars and practitioners, although demonstratives are effective tools for expressing the speaker's psychological attitude towards object indication and for establishing coherence in delivering discourse. The study examined which semantic functions of Korean demonstratives, such as 'i', 'ku', and 'ce', should be incorporated as the content of teaching and how these could be taught in an effective way. As a principle of teaching, fostering learners' language awareness of the structure of semantic functions of 'i', 'ku', and 'ce' at these different strata was pursued. This made it possible to avoid giving out the glossary of each demonstrative or selectively delivering very simplified usage of them. Considering that the semantic functions of demonstratives are used in three different strata, metalingistic activities
to foster learners' language awareness of these issues were suggested.
5,800원
