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
제27권 제4호 (2020년 12월) 8건
논 문
1.
2020.12
구독 인증기관 무료, 개인회원 유료
This study investigated the effect of automated writing evaluation (AWE) feedback on Korean university students’ revision behavior. Specifically, it explored the extent to which the quality of essays differed between first drafts and second drafts. Furthermore, the way individual students dealt with incorrect feedback in revising essays was examined. In this study, ETS’ Criterion program, one of the most popular AWE programs, was employed. In cases where incorrect feedback was detected, the first and second drafts were closely compared to find out how students altered the text in response to the incorrect feedback, and this was classified into one of three categories: successful changes, unsuccessful changes, and text deletion. The results showed that students’ second drafts were rated significantly higher than first drafts by two NS raters, which indicates that many students followed the revision suggestions made by the Criterion program. As students’ Criterion scores increased, their ability to identify and make successful changes in response to incorrect feedback improved. The findings of the study can advance our understanding of AWE use in an EFL context and should contribute to broader examination of how Korean university students engage in revision of their essays.
5,800원
2.
2020.12
구독 인증기관 무료, 개인회원 유료
Despite the validated EIL status, native English accents are commonly regarded as the most appropriate pronunciation-teaching norms, while nonnative accents are still considered inappropriate. This study attempts to explore Korean-speaking elementary teachers’ perceptions of native and nonnative English accents and find out the extent to which the teachers’ ratings of the accents show variance and correlations as regards likeability, familiarity, intelligibility, comprehensibility, and instructional model suitability. For these, 53 in-service Korean-speaking elementary teachers were asked to evaluate two native (American and British) and two nonnative (Filipino and Korean) English accents by the five variables. The results were as follows: 1) The AmE accent was rated most positively, while the FiE accent was least favorable in all the variables; 2) The KoE accent was evaluated to be more familiar, intelligible, and comprehensible than the BrE accent at a significant level. In contrast, the two accents exhibited an insignificant difference in likeability and suitability; 3) Significant correlations were obtained among the variables except for comparisons of likeability-intelligibility, likeability-comprehensibility, and familiarity-comprehensibility; 4) The instructional model suitability had a significant correlation with the four remaining variables. Based on these results, pedagogical implications and implications for teacher education were suggested, followed by this study’s limitations.
6,700원
3.
2020.12
구독 인증기관 무료, 개인회원 유료
This paper aims to investigate the effectiveness of the process-genre approach on EFL learners’ writing improvement. A total of 48 Chinese college freshmen students participated in this study, and they were divided into high-level (n=20) and low-level (n=28) groups. All the participants were instructed by the same teacher in the College English class for 14 weeks, during which they were taught how to compose in three writing genres: narration, exposition, and argumentation. After comparing the writing scores of pre- and post-tests from both groups, it can be concluded that the processgenre approach is helpful in enhancing the EFL learners’ writing competence because both groups of students had significantly improved their writing abilities. Besides, both group learners attained a salient achievement in expository writing after they were trained by the process-genre approach. Compared with the high-level learners, the low-level learners made larger progress in all three writing genres. It indicates that enough teaching time and teacher’s scaffolding systems are crucial for the learners’ writing development.
5,700원
4.
2020.12
구독 인증기관 무료, 개인회원 유료
The purpose of this study was to investigate university learners’ preferences and other related factors for two general English courses, one course focusing on reading and another on conversation, with students divided by their language proficiency level. The participants were 554 students at an engineering university. A 4-point Likert-type scale was used to record general tendency. Students were evaluated and divided into three and four proficiency levels for the reading and conversation course, respectively. 88.1% of participants had a favorable opinion of the level-divided conversation course, and 87.7% had a positive view of the level-divided reading course. Cross tabulation analysis was conducted to examine any relationships between the preferences and other factors such as sex, favorable feelings toward English, students’ majors, and English proficiency. The chi-square analysis showed no significant relationship between level-divided course preference and factors like sex or fondness for English. However, there appears to be a significant relationship between students’ majors and level-divided course preference for both the conversation and reading courses as well as a preference relationship between English proficiency and the reading course. The participants liked the effectiveness of the level-divided course content and the tailoring of educational content according to students’ proficiency.
6,100원
5.
2020.12
구독 인증기관 무료, 개인회원 유료
The benefit of language play for language learning is not recognized in English education. Based on the idea that teachers’ perception of teaching and learning affects their teaching practices, this study sought to examine teachers’ perception of language play in the English classroom. The specific purposes of the study were to discover commonalities and differences in elementary teachers’ and pre-service teachers’ perception of language play and to provide suggestions for including language play in teacher education and classroom instruction. Separate group interviews were conducted with 7 in-service and 9 pre-service teachers at the elementary level, in which the participants shared their responses to 3 language play texts that highlight rhyme, rhythm, and nonsense compound words. The topical analysis of the data revealed that both the teachers and pre-service teachers focused on understanding the words in the texts and did not recognize their playful aspects. However, the in-service teachers interpreted the texts more actively than the pre-service teachers and shared ideas for using language play texts in the English classroom. Based on the findings, the paper emphasizes that pre-service English teacher education needs to include language play as one of curricular contents, which should continue into teacher education.
5,700원
6.
2020.12
구독 인증기관 무료, 개인회원 유료
The study investigates the effects of corpus-based formulaic sequences learning on developing learners’ writing skills and attitudes. For this purpose, fifty-four high school students participated in the study and were divided into two groups. The experimental group learned formulaic sequences with the corpus-based method, while the control group learned the target items through the definition-centered method. The results of the study showed that no significant difference in writing ability was found between corpus-based formulaic sequences learning and traditional formulaic sequences learning. The corpus-based formulaic sequences learning showed a greater effect on improving grammatical accuracy of writing. The traditional formulaic sequences learning was effective in the acquisition of productive knowledge of formulaic sequences. The results of the survey questionnaire showed that the students showed a positive attitude toward corpus-based formulaic sequences learning, which may mean corpus-based learning can play an important role in increasing students’ motivation. These results may suggest that various corpus-based activities for EFL class need to be developed.
6,300원
7.
2020.12
구독 인증기관 무료, 개인회원 유료
In the current elementary Chinese education, the implementation of the perspective of multi-cultural education has great significance since it can positively bring the multi-cultural characteristics of Korean society into class and can develop students’ competence for cosmopolitans living in the age of multi-culturalism. Against this backdrop, this study aims to seek the directions of the development of elementary Chinese textbooks needed for the integrated operation of elementary Chinese education and multi-cultural education. As a baseline study for the ultimate goal, elementary Chinese textbooks currently used at schools were analyzed for evaluation. Then, the results of the analysis were used to propose the directions of the development of textbooks on multi-cultural education in the following areas: the purpose of the textbooks, the presentation of contents, and learning activities. It is expected that, from this study, there will be active discussions on Chinese education, which will not only develop students’ linguistic competence of Chinese but also cultivate the multi-cultural competence at the elementary school in the future.
8,600원
8.
2020.12
구독 인증기관 무료, 개인회원 유료
The purpose of this study is to examine phonetically if the spelling errors produced by foreign Korean learners are related to learners’ pronunciation by analyzing the pronunciation of plain, tense, and aspiration sounds of foreign Korean learners using a Praat. A statistical analysis was performed on the listening, reading, and writing data produced by 18 foreign university students at the beginner level. The results are summarized as follows. First, foreign Korean learners accounted for the majority of errors in plain and aspiration sound among initial obstruent words. This can be interpreted as an extremely strong or very weak pronunciation of the word, because learners do not properly recognize the intensity of range in plain sounds. Second, the more accurate the learner’s perception was, the more accurate production can be made. Statistically, it was found that the production rate increased by 0.178 each time the perception rate increased by 1. Therefore, the correlation between perception and production is established. Third, the relationship between pronunciation and spelling is a relationship that increases by 0.652 each time the pronunciation increases by 1. It can be explained that there is a possibility that the learner may often write words as they pronounce them.
5,500원
