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
제26권 제4호 (2019년 12월) 9건
1.
2019.12
구독 인증기관 무료, 개인회원 유료
In a teaching environment where all instructors have to teach the same class materials within limited time, from which they have to create the same test items, it is very difficult to create some space that could foster learner autonomy (LA). The purpose of the study is to examine the effects of LA on college students’ academic achievements, task perceptions, and classroom engagement at a Korean university. The study was undertaken in four sections of the same beginner level college English course over the course of a semester. A total of 84 students enrolled in the college English class participated in the study, of which 41 students were assigned to the control group and 43 students to the experimental group. The students’ learning outcomes between the control and experimental groups, their responses to the LA task, and the instructor’s observations of the students’ learning process were analyzed. The study revealed that the students in the experimental group produced significantly higher scores in their exams than those in the control group. Also, compared to its counterpart, the experimental group appeared to engage in the learning process more actively. Educational implications for promoting LA in EFL college classes are discussed.
5,700원
2.
2019.12
구독 인증기관 무료, 개인회원 유료
The study is aimed at investigating whether learning readiness contributes to university students’ group discussion in English in a flipped classroom. The research questions are: 1) Is there a change in learning readiness before and after flipped learning?; 2) Is there a change in students’ participation in group discussion before and after flipped learning?; and 3) Does learning readiness contribute to participation in group discussion? A total of 52 students participated in the study. Student survey questionnaires and quizzes were collected for data analysis. Wilcoxon matched pairs signed rank test, a non-parametric test for repeated measures t-test, and multiple regression analysis were utilized to answer the research questions. The statistical analyses produced the following results: 1) there was a significant change in students’ participation in learning readiness and group discussion; and 2) learning readiness and quizzes greatly contributed to group discussion. These findings corroborated the previous research that learning readiness is essential for self-directed learning in a successful flipped classroom. This suggests that teachers devise ways to help students engage in online activities for greater learning readiness.
5,800원
3.
2019.12
구독 인증기관 무료, 개인회원 유료
This study sought to investigate factors affecting the English writing performance of 30 Korean ESL students overseas. Also, examined were the relationship between L1 and L2 education levels and L2 writing performance, the relationship between English language proficiency and L2 writing performance and between length of residence and L2 writing performance. The participants were asked to write essays in their L1 and L2 along with a questionnaire. To analyze the data, two-way ANOVA and correlation were performed. The results showed there was no significant relation between L1 educational level and L2 writing performance, but there was a significant relation between L2 educational level and L2 writing performance. Also, English language proficiency and L2 writing performance were highly correlated. The length of residence of the participants in the U.S. and their L2 writing performance showed a weak correlation. Similarly, their L1 writing performance was not related to their L2 writing performance. These imply that students need to have adequate proficiency of English to write in their L2, and they need to receive a considerate number of years of formal education in their L2 for the success of L2 writing.
5,700원
4.
2019.12
구독 인증기관 무료, 개인회원 유료
The present study examines the extent to which key competence and learning competence in particular are promoted in the high school English classes attended by Chinese students. Eight hundred and thirty five college freshmen at a comprehensive four-year university in Jilin Province were surveyed on their experiences in high school English classes. In part 1 of the survey, we found that high school English instruction in China tends to be exam-focused rather than emphasizing the development of key competences. In part 2 of the survey, we found that three aspects of learning competence – attitudes toward learning English, meta-cognitive awareness concerning one’s own English learning, and knowledge about English language instruction – are not consistently instilled in high school English classes. Virtually no differences between ethnic majority and minority students were observed in survey. We believe that because English instruction in Chinese high schools is exam-oriented so that instructors do not have enough time to enhance learning competences. Our conclusion is that reform of instructional methods needs to include greater attention to the aspects of learning competence.
5,800원
5.
2019.12
구독 인증기관 무료, 개인회원 유료
This study examines the claim that vocabulary learning and retention are dependent on a task's involvement load (i.e., need, search, evaluation), as proposed by Hulstijn and Laufer (2001a). The study aims at comparing the effects of task types and task involvement load on vocabulary retention for Korean EFL university students. More specifically, this study was designed to test whether differential levels of task involvement loads lead to equally effective results to vocabulary retention when the total involvement index being equal. Three types of productive word-focused tasks (gap-filling using a dictionary, writing original sentences, and gap-filling through word transformation) were used to examine the interplay of involvement index and task types. The result indicated that there were significant main effects of task types, test types, and proficiency levels. The results also indicated that there were significant interaction effects of task types on the retention tests, proficiency levels on the retention tests, and task types×proficiency levels on the retentions. The pedagogical implications and further research directions are discussed.
6,000원
6.
2019.12
구독 인증기관 무료, 개인회원 유료
This paper analyses the lexical verbs in the guided word list of the 2015 Revised English Curriculum and high school English textbooks on the basis of the high frequency 200 lexical verbs extracted from the core academic words in the Corpus of Contemporary American English [COCA]. Lexical verbs are key words in determining sentence structures and meanings. In particular, this research focuses on academic verbs the knowledge of which is important for EFL learners’ academic achievement. The following questions are dealt with in this paper: 1) What changes occur in the distribution of high frequency core academic verbs in the guided word list? 2) Which verbs are classified as career development and technical words? 3) What are the properties of the academic verbs used in the high school textbooks of <English>, <English I> and <English II> in terms of frequency? and 4) With regard to EFL learners’ vocabulary learning, why should we be concerned with academic verbs classified as elementary-level words? The findings reveal that 35% of the 200 core academic verbs are used in the series of high school English textbooks, which means that a thorough learning of the general lexical verbs is important from a pedagogical perspective in the EFL situation. Furthermore, a diverse use of more core academic verbs is required in high school English textbooks.
5,700원
7.
2019.12
구독 인증기관 무료, 개인회원 유료
This study examines practical and effective teaching and learning methods in the field, focusing on the integrated language and culture classes in the Arabic curriculum of secondary education. The purpose of this study is to find out the methods of integrative teaching-learning of the Arabic language and culture to develop learners’ communicative ability based on the understanding of the context of culture for Arabic secondary education students. With a high school textbook Arabic I, the current study presented teaching and learning method of convergence of language and culture. The educational values of secondary language learners in the integrated language and culture class are as follows. First, the target language can be learned from the sociocultural perspective. Second, we can train creative and convergent human resources. Third, discourse ability is improved. Fourth, intercultural competency is improved. This study is of academic value because it has not been previously studied in the field of the Arabic education. Field research can serve as a guide to instructional research.
4,800원
8.
2019.12
구독 인증기관 무료, 개인회원 유료
The purpose of this study is to examine the current situation of Latin education in Korean universities. The Latin language should be appreciated in the education since it is an important part of foreign language as the foundation of Western culture, and as a liberal education forming the foundation of academic knowledge. In the beginning, I will confirm the need for Latin education in Korea today, citing two important preceding studies. Latin education should now pursue the universality of knowledge and be directed toward education for the public majority. In Korean universities, Latin education can be oriented in the new direction of ‘a liberal education for the future intelligent public’ without falling into the elitist debate in Europe or in the United States. During the last century, Latin education in the West was criticized as elitism because of the public recognition that it would be a way for students to enter the ruling class. However, Latin education in Korea today is understood to have both the name of the pursuit of liberal arts knowledge that finds the roots of Western culture and the practicality of acquiring a tool language that approaches various modern Western languages.
5,100원
9.
2019.12
구독 인증기관 무료, 개인회원 유료
This study investigated the use of L1(English) by L2(Korean) learners’ interaction with their native-speaking conversation partners from a sociocultural perspective, using the lens of conversation analysis. The data included 64 hours of recorded interactions of 16 conversation pairs of nonnative learners of Korean and their native conversation partners as well as learners’ diary entries. Findings gleaned from qualitative analysis of learners’ use of their L1 (i.e., English) during native-nonnative pair interactions outside the classroom showed that the overall use of L1 by L2 learners found to be facilitative of their L2 learning. The results proposed a model of L2 learners interaction with their conversation partners that attempted to link learner’s use of L1 and their L2 proficiency, and concluded that learners’ interactions played a key role in improving L2 learners’ language proficiency. In addition, pedagogical recommendations based on the research findings were proposed.
6,400원
