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
제23권 제3호 (2016년 9월) 11건
1.
2016.09
구독 인증기관 무료, 개인회원 유료
Examining the experiences of seven preservice teachers enrolled in a materials development class, this qualitative case study aimed to explore the way their participation in the materials development process was connected not only to their increased knowledge of and skills in materials development but also to their self-perceived confidence as prospective teachers, contributing to their professional development. The data were collected from multiple reflection papers and were analyzed qualitatively. The findings demonstrated that the materials development class offered the preservice teachers an opportunity to gain insight into the importance of materials in language education and of teachers being knowledgeable and skilled in materials design and development. They also came to a new realization that teachers were active agents who could take initiatives in adapting and developing materials, rather than passive users following the prescribed textbooks. The materials development class further taught them the need to prioritize the goal of promoting successful language learning when developing materials and to take a critical approach in order to counteract any biased cultural representations and their negative consequences on students’ worldviews. Gaining confidence, the preservice teachers spoke highly of their experiential learning in the class as they thought the experience prepared them to become more competent teachers.
6,700원
2.
2016.09
구독 인증기관 무료, 개인회원 유료
This study examines whether revision mediates the effects of its preceding written corrective feedback (CF) in developing second language (L2) knowledge. For this purpose, effects of direct CF and three sub-types of metalinguistic CF with and without revision were compared in the quasi-experiment with 197 EFL university students. They formed 9 groups (i.e., 4 revision groups, 4 non-revision groups, and 1 control group) and completed 4 dictogloss writings. Written CF and revision were implemented after the first two writings. English articles were the target structure for the written CF. The first, third and fourth writings were measured for the accuracy of article use as the pre-test, the immediate post-test and the delayed post-test, respectively. The results reveal that revision did not affect the efficacy of direct CF while it enhanced that of metalinguistic CF to varying degrees with its subtypes. These findings indicate that, if revision is conducted following written CF with particular metalinguistic information, it may facilitate learning new L2 knowledge beyond manifesting existing L2 knowledge.
6,300원
3.
2016.09
구독 인증기관 무료, 개인회원 유료
This study inquires into the effectiveness of proactive approach to grammaring through explicit grammar instruction in developing linguistic accuracy of Korean EFL college students’ written products. Forty-eight students from two intact sections of mandatory English composition course participated in the experiment for 10 weeks. The control group was taught with traditional process writing methods, whereas a modified version of process writing pedagogy supplemented with two types of grammar instruction―15-minute in-class grammar lessons and individualized online grammar practice―were applied to the experimental group. Linguistic accuracy of the pre- and post-treatment essays was measured by obligatory occasion analysis in the use of subject-verb agreement, pronoun-antecedent agreement, the articles in front of count nouns, the present perfect tense, and passive construction. The statistical analyses show that the experimental group outperformed the control group in three of five grammatical categories. Variations in linguistic accuracy development over a 10-week period support earlier second language acquisition discoveries that some grammatical categories are more resistant to instructional treatment than others and that linguistic characteristic of the structures interact with individual learner’s cognitive maturity
6,100원
4.
2016.09
구독 인증기관 무료, 개인회원 유료
The current study aims to examine whether topic familiarity can be associated with, and can also substantially contribute to, the testlet effect often found among items sharing a common passage in reading comprehension tests, particularly by using the Multidimensional Item Response Theory (MIRT) bifactor model as the main data analytic scheme. Data analyzed in this study were item scores collected from 830 Korean high school students who took a 8-passage, 32-item reading comprehension test (4 items per passage) and a 40-item self-reported topic familiarity questionnaire (5 items per passage). The results of analysis revealed that (a) the bifactor model best fit the test data; (b) the self-reported topic familiarity score was not correlated with the testlet factor scores at a statistically significant level; and (c) the overall topic familiarity score had a positive correlation with the general reading ability score, however. Implications of these major findings are discussed in terms of the usefulness of the bifactor model and the nature of testlet effects in reading tests, along with avenues for further investigation.
7,700원
5.
2016.09
구독 인증기관 무료, 개인회원 유료
This study examined the effectiveness of integrated language instruction using dictogloss on vocabulary knowledge and retention. Forty EFL students from two classes of an elementary school participated in the study. The integrated language class and segregated language class were examined by looking into the effect of each instructional type on the vocabulary knowledge development and retention. A total of 10 target words were selected from a storybook related to their textbook. Four types of vocabulary knowledge were measured: passive recognition, passive recall, active recognition, and active recall. The pretest and posttest were performed to measure the vocabulary growth. The retention rate of each instruction was examined by conducting a delayed posttest on the same words after two weeks. The results of this study indicate that integrated language instruction using dictogloss works better in vocabulary retention. They also suggest that further classroom research is required to prove that dictogloss is an effective way for vocabulary learning.
5,800원
6.
2016.09
구독 인증기관 무료, 개인회원 유료
This paper examines the effects of student-centered collaborative project programs using digital media for the EFL university students. To compare the effectiveness of a digital storytelling project program (127 students) and a topic-research presentation program (126 students) we used pre- and post-TOEIC English speaking tests. We also administrated a survey on students’ attitude towards their learning, interviewed students and observed the programs. The results showed that there was a significant improvement of the students’ English speaking ability in the two programs. The score of the topic-research presentation program improved more than that of the digital storytelling program. However, the students in the digital storytelling program were more motivated to engage in the collaborative project than those of topic-research presentation program in terms of interest and participation. Based on the results of the two programs, this paper suggests the educational implications for those who want to develop and implement collaborative projects using digital media for the EFL university students.
6,600원
7.
2016.09
구독 인증기관 무료, 개인회원 유료
The purpose of this study is to explore changes in university students’ self-directed learning attitude through the implementation of self-assessment in a classroom setting. The current study adopted Guglielmino’s (1977) characteristics to investigate changes in students’ self-directed learning attitude over time: self-directedness, responsibility, creativity, and problem-solving. A class of 24 students enrolled in Current English Practice was observed for 15 weeks, where four self-assessment sessions were administered. After mid-term exam, a questionnaire was conducted to find out whether self-assessment helped students with their self-directed learning attitude. Additionally, in-depth interviews were conducted with four students of a group regarding possible changes in self-directed learning attitude through self-assessment in the course of time. The findings are as follows. First, the results of the survey indicated that students felt positive changes in those four characteristics of self-directed learning attitude by the implementation of self-assessment in the classroom. Second, the analysis of in-depth interviews supported the findings of the questionnaire that self-assessment provided students with opportunities to strengthen their self-directed learning attitude. However, there is a research limitation that the impact of self-assessment cannot be singled out because of the flipped learning method in class.
7,000원
8.
2016.09
구독 인증기관 무료, 개인회원 유료
This study examined the reading passages of the National Assessment of Educational Achievement (NAEA) and middle school English textbooks in terms of their readability and lexical difficulty. The readability was measured by using Flesch-Kincaid Grade Level Index, while their lexical difficulty was measured in terms of STTR (standardized type-token ratio), frequency of tokens per type, and vocabulary frequency levels by using VocabProfile and Oxford WordSmith Tools 7.0. The results showed that there was a gap between the readability of the English textbooks and that of the NAEA conducted from 2012 to 2014, while the readability between the English textbooks and that of the 2015 NAEA reached a comparable level. However, the textbooks from one publisher showed substantively lower readability than those from the other publishers and the NAEA. Secondly, regarding vocabulary frequency levels, the words in 1K and 2K accounted for more than 90% of the textbooks and the NAEA, while the NAEA had a higher STTR and lower frequency of tokens per type than the textbooks. It suggests that the NAEA employed more various words with less repetition than the textbooks. Pedagogical implications are discussed.
6,000원
9.
2016.09
구독 인증기관 무료, 개인회원 유료
Taking the cognitive psychology approach, this study sought to investigate the aspect of Korean learners’ French text reading. Especially, it examined the readers’ eye movements (i.e., fixation and saccade) recorded by the eye-tracker. To this end, 14 Korean students of the French language at the language level of A2 and B1 or even higher, and three Frenches participated in the experiment. The results showed that when reading, the learners’ eyeballs did not follow the text but moved irregularly (i.e., ‘saccade’). The six major results were observed: (1) decoding a word in a syllable unit; (2) more fixation on grammatical words of Korean learners compared to French speakers; (3) reading repeatedly with numerous regressions; (4) irregularity of the duration of fixation; (5) numerous fixed points of long gaze duration; and (6) diversity of reading strategies. This suggest that readers pay a lot of attention when they process words, sentence structure, etc. Therefore, it is necessary to instruct Korean learners of French to reconcile spelling and phoneme as well as to reduce the learners’ anxiety towards French texts. Cette recherche, s’inscrivant dans le domaine de la psychologie cognitive, a pour objet de mieux connaître la lecture de textes français chez des lecteurs coréens. Nous avons étudié en particulier les mouvements oculaires (fixation et saccade) des lecteurs, enregistrés à l’aide de l’oculométrie. Pour ce faire, nous avons mené une expérimentation auprès de 14 coréens, étudiants du français, de niveau A2, B1, voire plus, et de 3 français. Le résultat nous a montré que la lecture ne se fait pas de façon linéaire, mais de manière saccadée. En outre, six phénomènes sont particulièrement observés chez les coréens: (1) décodage en syllabique d’un mot; (2) fixation attribuée plus fréquemment aux mots grammaticaux par rapport aux français; (3) lecture répétitive venant des saccades régressives; (4) irrégularité de la durée de fixation; (5) nombreuses fixations de longue durée; et (6) diversité des tactiques de lecture. Ces phénomènes montrent que les lecteurs ont attribué beaucoup d'attention aux traitements des mots, des structures de phrase, etc. Par conséquent, il est nécessaire d’enseigner la correspondance entre graphie et phonie et de supprimer une attitude craintive à l'égard des textes français, chez les apprenants coréens.
6,600원
10.
2016.09
구독 인증기관 무료, 개인회원 유료
The present study sought to examine the meanings and the discourse functions of the auxiliary particle ‘man’ in Korean texts and discourses in order to apply to Korean language education. To this end, 3,994 examples extracted from Korean written and spoken corpus were examined. The results suggest that the particle ‘man’ has three meanings: (a) limits of objects, events and situation, (b) limits of scope, and (c) emphasis of degree. The particle ‘man’ has the implication of negation of all excluding the preceded words. Furthermore, the distributions of the particle ‘man’ are changeable according to its meanings and contexts. The grammatical items related the particle ‘man’ are ‘man+un (만은), man+i (만이), man+do (만도), man+uro (만으로)’ and ‘ppun+man+anira (뿐만 아니라), N+man+V+umyun (N만 V으면)’ etc., considering the degree of fossilization and transition of their meanings. The particle ‘man’ also has many discourse functions: (a) revising a hearer’s premised expectation or general premised expectation, (b) expressing a speaker’s negative attitudes towards given events or situations, and (c) serving as a discourse strategy to express a speaker’s politeness and to reduce the burdens of a hearer.
8,000원
11.
2016.09
구독 인증기관 무료, 개인회원 유료
This paper aimed to discuss the operative aspects of politeness from two perspectives (i.e., social duty and intentional strategy) by examining the Korean public perceptions presented within the Korean literature texts. As the Korean social duties for politeness presuppose the recognition of status, the speech and behaviors of superiors and inferiors are distinct and fixed. Thus, the truth is concealed to respect superiors’ status while inferiors are forced to do self-depreciation. In addition, speech and behavior for solidarity and fellowship are considered as ones that inferiors dare not perform to superiors, and instead are replaced by obedience and permission to superiors. The intentional strategies of inferiors to superiors for individual profits run outwardly in parallel with polite behaviors performing social duties. However, when they do not bring any profits, the polite speech and behavior disappears, thus bringing about relative betrayal. On the other hand, the intentional politeness of superiors to inferiors is marked in Korea. It is performed to trade profits with each other and recognized according to a hearer’s subjective perspective and emotion. In this way, Korean politeness in terms of the social norms operates in the boundary between harmony and betrayal.
7,800원
