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
제22권 제4호 (2015년 12월) 14건
1.
2015.12
구독 인증기관 무료, 개인회원 유료
The usefulness of self-assessment for evaluation purposes has been controversial among language testers and teachers, pointing to the long-held psychometric concerns of its low-leveled reliability for assessment. This study aimed at exploring the possibility of enhancing the reliability of self-assessment used in a college English classroom (n=32) by diagnosing a cause of deteriorating the reliability quality of self-assessment and seeking measures to offset the negative factor for future use. In order to achieve the goals of the study, internal consistency reliabilities were obtained before and after an improvement was made in the self-assessment. Students’ feedback on the self-assessment was sought through a focus-group interview. Next, a multiple regression analysis was conducted to see if self-assessment can be a significant predictor in students’ final grades in the course. The independent variables used for this study were final exam, midterm exam, and five self-assessments. The results of the analyses are as follows: 1) from the focus-group interview on the 6th week of semester, a subjectivity problem of self-assessments was found and a new set of items in a quiz format were added for its modified version, 2) Cronbach’s α’s of self-assessments have drastically gone up from its original ones (.514-.546) to modified ones (.614-.850), and 3) four variables were included in the final model predicting students’ final grades: final exam, midterm exam, third and second self-assessments. Based on the findings, a new perspective on reliability issues in self-assessment was proposed.
6,100원
2.
2015.12
구독 인증기관 무료, 개인회원 유료
This study uses a sentence recall task to investigate syntactic priming effects in English prepositional object dative (PO) or double-object dative (DO) structures by Korean speakers of L2 English. The purposes were (1) to determine whether syntactic priming occurs during L2 production, and if it does, then to determine how it affects the subsequent utterance of target structures; and (2) to determine whether syntactic priming during production is lexically specific or independent. Thirty-two sets of target-prime sentences were developed using 12 dative alternating verbs, creating DO-DO, DO-PO, PO-DO, PO-PO target-prime pairs. Syntactic priming effects occurred with the PO priming irrespective of targets (whether DO or PO) but only when the verb used in the prime was the same as the verb used in the target. The results suggest that lexical dependency of syntactic knowledge during L2 production does not accord with the lemma stratum model. A pedagogical implication of successful learning of lexical entries is discussed.
6,100원
3.
2015.12
구독 인증기관 무료, 개인회원 유료
This study investigated the effect of implementing the literature circle activities which integrated journal writing practices on college L2 learners’ writing development and their perceptions on integrating literature circle activity in an academic writing classroom. Students’ writing development was measured focusing on complexity, accuracy, and fluency (CAF) through the paired t-test and writing proficiency test In both computer-based analysis and manual analysis, the results showed that there were statistically significant improvements in the participants’ lexical diversity and variation, in such measures as the number of diverse words, type/token ratio, and lexical variation. In the syntactic complexity, in the use of complex nominal phrases per T-unit, complex nominal clauses per clause, coordinate phrases per T-unit and clause per T-unit, statistically significant results were found. All three measures of accuracy showed statistically significant improvement. The participants’ fluency were also found to be improved with statistically significant results. Regarding participants’ perceptions on the journal writing practices and discussion for literature circle activity, over 75% of students positively responded in a questionnaire survey. The results suggest that integration of literature reading and writing can positively influence on L2 learners’ writing development.
6,400원
4.
2015.12
구독 인증기관 무료, 개인회원 유료
This study investigated the test scores and student responses about placement in the General Education English Program by level and major. Using composite scores of College Scholastic Ability Test for English (CSAT) and the in-house speaking test (SEPT), the study placed students into four levels (2–5). It also categorized 1,847 students into three groups: Humanities and Social Science (HS), Business Administration and Law (BL), and Science and Engineering (SE). Higher levels showed significant differences in oral proficiency while having similar results on the CSAT. Lower levels attained similar scores on the SEPT but represented a vast range of CSAT scores. Participants across all levels understood the purpose of the placement test, perceived the content of the SEPT as appropriate, and positively responded toward the accuracy of placement. HS and BL scored higher on the test than SE, confirming the contrast between engineering and non-engineering majors. HS, however, showed more positive evaluation on the accuracy of placement than BL and SE. Across groups and levels, all participants opposed exclusively using CSAT in course placement. This study discusses utilizing data by various variables to enhance differentiated instruction and to meet unique needs of students at all levels with different majors; it also addresses using CSAT scores as the exclusive criterion.
6,300원
5.
2015.12
구독 인증기관 무료, 개인회원 유료
Willingness To Communicate (WTC) is one's volition to enter into communication at a particular time with a specific person or persons using an L2. Despite the growing interests about WTC in ESL and EFL context, there is little research done in the Korean EFL classroom context with young learners. This study investigated variables affecting WTC of young Korean EFL learners in regular English classes. A total of 149 fifth graders participated in the study. Data were analyzed using factor and correlation analysis, cross-tabulation, and the ANOVA. The results confirmed the consensus about the positive correlation of competence and the negative correlation of apprehension to WTC. The most powerful predictor of WTC was communication with the native teacher and the second was prohibition of L1. There were partial statistical differences of WTC, Frequency of Communicative Behavior, and Self-Perceived Communicative Competence according to the age of onset, the amount of studying, and the length of stay in English speaking countries.
7,800원
6.
2015.12
구독 인증기관 무료, 개인회원 유료
The aim of the present study was to examine factors affecting Korean university EFL learners' English reading comprehension across two reading tasks (i.e., literal vs. inferential reading). To this end, five latent factors (linguistic, cognitive, affective, social, and English reading) were targeted, and the structural relationships among these five factors were analyzed through structural equation modeling (SEM) technique. Results of the present study demonstrate that for literal reading comprehension task, linguistic, cognitive, and social factors made a significant and direct impact on Korean university students' English reading performances, whereas the effect of affective factor was not significant. Regarding the inferential reading task, only linguistic and cognitive factors were significantly and positively associated with Korean university students' English reading comprehension. Implications for pedagogy as well as for future research directions were also provided.
5,800원
7.
2015.12
구독 인증기관 무료, 개인회원 유료
The goal of the present study is to examine EFL English teachers' intercultural communicative competence (ICC) and its relation to their English language proficiency (LP). Data was collected from 81 in-service and pre-service Korean English teachers (N=81) who participated in an one-month overseas training program in the U.S.A. The participants were asked to diagnose their own levels of ICC and LP through the questionnaires whose reliability and validity were confirmed by the factor analysis. The major findings from analyses were as follows: 1) in general, participants appeared to consider themselves possessing a high level of ICC, showing an average score of 3.99 out of 5.0 on the ICC questions, 2) participants' willingness and readiness to engage in different cultures/speakers were found to be in a higher level than the other four factors of ICC, such as an ability to interact in intercultural situations, an ability to identify an importance of ICC, a degree of acceptance by other cultures/speakers, and a degree of contribution to mediating intercultural situations, and 3) chi-square, correlational, and regression analyses showed significant associations between ICC and LP of the participants. Pedagogical implications and suggestions are discussed.
6,300원
8.
2015.12
구독 인증기관 무료, 개인회원 유료
The present study aims to compare teacher talk and the course book used as a source of vocabulary input. For the research purpose, part of Yenny Corpus (Kwon, 2013) was used to analyze the vocabulary content of the two input sources. Yenny Corpus consists of a total of 247,398 words collected from EFL classes of four native and five non-native university lecturers. In this study, however, the data of 1,416 words by the native teachers and 1,651 words by the non-native teachers with their course book scripts were used. To analyze the quantity and quality of the vocabulary use (e.g., level, diversity) of the two input sources, some representative word lists such as BNC-COCA 25,000 word family list topped on Range Program (Heatley & Nation, 2002) were applied. The results show that the teachers (including both native and non-native teachers) orally provide 8,090 word types while their course books introduce 4,713. The non-native teachers provide a little more vocabulary input compared with the native teachers’ talk. In addition, the level of the vocabulary provided by the non-native teachers seems more appropriate for their students’ vocabulary ability. Nevertheless, in order to generalize the findings further research is needed in different settings.
5,500원
9.
2015.12
구독 인증기관 무료, 개인회원 유료
This study investigates the effects of working memory capacity (WMC) and the types of vocabulary learning, i.e., explicit vs. implicit, on the acquisition of English multi-word verbs. For this purpose, a total of 60 middle school students, divided into two groups (control and experimental), participated in the study. The participants in the control group were taught multi-word verbs in a traditional and explicit manner, whereas the participants in the experimental group were exposed to multi-word verbs with short passages. The results manifested that both of the instructional styles had positive effects on the learners’ acquisition of multi-word verbs in the short-term. Although there was not a significant interaction between WMC and the overall scores on the immediate post-test, according to the scores on the gap-fill tasks which tested learners’ productive knowledge, there were significant differences between the low-WMC and high-WMC groups. High-WMC students learned more target multi-word verbs than low-WMC students on average. The results also showed that WMC and the two different learning types did not affect the students’ acquisition of multi-word verbs in the long-term. Further, the interaction effect between WMC and learning type in the long-term was not significant.
6,300원
10.
2015.12
구독 인증기관 무료, 개인회원 유료
This study investigated the effects of different gloss locations in extensive reading readers on English reading abilities of elementary students. It examined four groups of sixth graders in an elementary school and an extensive reading class was conducted over sixteen weeks. The four groups were given graded readers with four different types of glosses, such as non-gloss, marginal gloss, footnote gloss, and endnote gloss. To verify the effects of this experiment, pre- and post-reading ability test for the cognitive domain and pre- and post-questionnaire for the affective domain were administered to see if there were any achievement in reading ability and affective domain. The findings were as follows: (1) The four groups showed improvement in the reading ability tests. This result indicates that extensive reading was effective in improving students' reading ability; (2) The footnote gloss group showed the greatest change. This result indicates that footnote glosses influenced the most in improving students' reading ability; (3) All the groups showed positive results in the affective domain including attitude, self-confidence, interest, expectation, and value. In conclusion, extensive reading made a positive effect on all four groups and footnote glosses proved to be the most effective in both cognitive and affective domain.
6,000원
11.
2015.12
구독 인증기관 무료, 개인회원 유료
The present study has sought to analyse students’ perceptions and needs of intercultural learning in the level of college. Specifically, it examined how culture is conceived and what has been experienced and needed with regard to cultural or intercultural learning by college students. To this end, 120 students from three colleges located in Gwangju and Jeonnam area were asked to respond to a closed (4 Likert-scale) questionnaire which consists of 19 items. The major findings from the analysis are summarized as follows: (1) The students conceived culture as products rather than practices or perspectives; (2) the respondents experienced learning culture mostly in terms of products and practices as well and they are assessed by traditional test methods; and (3) the students were in favor of the multimodal and intercultural approaches to learning culture, although they have seldom learned the concepts such as intercultural communication, intercultural communicative competence etc. They wanted to learn the multiliteracy such as cultural and critical literacy too. Pedagogical implications and desirable directions of the design for teaching culture are discussed.
6,300원
12.
2015.12
구독 인증기관 무료, 개인회원 유료
French teaching-learning methods for creativity and character education. Foreign Languages Education
Le nouveau programme d'enseignement du français de 2015 encourage le développement de la créativité et du caractère des apprenants. Le but de cette étude est d'explorer les moyens de développer la créativité et le caractère des lycéens qui apprennent la langue française comme deuxième langue étrangère en Corée. Nous avons d'abord examiné la situation actuelle et quelques problèmes de l'enseignement du français qui entravent le développement de la créativité et du caractère. Cette analyse nous amène donc à exploiter le travail en petit groupe et l'apprentissage par les tâches. Ensuite, nous avons examiné la notion de tâche actionnelle qui remplace celle de tâche communicative. La tâche actionnelle fournit un contexte, une raison « sociale » pour acquérir une langue. Elle est une série d'activités complexes et authentiques qui aboutit à un produit final, destiné à être présenté oralement et/ou par écrit, et donc adressée à un public réel. Enfin, nous avons proposé une tâche actionnelle sur le thème du logement. L'enseignement du français par les tâches actionnelles permet aux apprenants de développer une pensée créative et la diversité avec plus d'occasion de s'exprimer. Et ils peuvent aussi avoir des responsabilités et de la considération pour les autres en interagissant les uns des autres afin d'atteindre l'objectif commun du groupe.
5,800원
13.
2015.12
구독 인증기관 무료, 개인회원 유료
Les apprenants coréens de français langue étrangère ont, en Corée, rarement l'occasion d'utiliser le français en dehors de la salle de classe. Cependant, le développement des outils de Communications Médiatisées par Ordinateurs (CMO) leur fournissent un environnement d'apprentissage plus favorable pour surmonter les contraintes d’isolement et les aident à améliorer leurs capacités à communiquer en français. Notre travail de recherche porte sur l’utilisation de ressources en ligne. Ce parcours est divisé en trois segments selon les stades atteints dans l'apprentissage de la prononciation : la présentation, la pratique, la production (3P). En outre, des questionnaires et des entretiens ont été menés pour mesurer l'utilité perçue de ce site. Sur dix semaines, les principaux résultats de cette étude sont les suivants: la prononciation a d'abord été analysée à travers un pré-test et un post-test par des enregistrements. Les résultats du post-test ont montré une nette amélioration de leur prononciation, en particulier en lecture à haute voix plus qu’en expression libre. Cela souligne la difficulté de parvenir à un usage automatique d’une prononciation apprise consciemment. Ces ressources en ligne ont montré leur utilité dans l'apprentissage des caractéristiques prosodiques. A la lecture des enquêtes, les étudiants reconnaissaient un effet positif en prononciation, pour l'écoute et la prise de parole. Cette amélioration serait due à la possibilité de télé-charger, d’écouter et de répéter des fichiers authentiques, mais aussi aux taches communicatives proposées, qui intégraient des conversations en ligne.
6,600원
14.
2015.12
구독 인증기관 무료, 개인회원 유료
This paper attempts to stress the importance of teaching Chinese proverbs by comparing proverbs of Korea and China. The study divides the proverbs into two broad categories: equivalent switch and non-equivalent switch. The equivalent switch refers to the proverbs with various forms but the same meaning. Accordingly, they are divided into four types: 1) the same form and the same meaning, 2) similar form and the same meaning, 3) different form but the same meaning, and 4) those with local names but the same meaning. Likewise, non-equivalent switch, the proverbs with different meanings, are divided into three types: 5) the same form but different meaning, 6) those with strong influence of local names, and finally 7) those with strong influence of food cultures. The paper suggests that Korean leaners should improve their understandings about Chinese proverbs and their abilities to use those proverbs appropriately in real situations of communication.
5,400원
