간행물
영어교육 KCI 등재 SCOPUS English Teaching
- 발행기관 한국영어교육학회
- 자료유형 학술지
- 간기 계간
- ISSN 1017-7108 (Print)
- 수록기간 1968 ~ 2024
- 주제분류 인문학 > 언어학 인문학 분류의 다른 간행물
- 십진분류KDC 374DDC 375
권호리스트/논문검색
Vol. 72 No. 1 (2017년 3월) 7건
1.
2017.03
구독 인증기관 무료, 개인회원 유료
The present study aims to investigate the direct and indirect contributions of Korean EFL college students’ L2 receptive and productive vocabulary knowledge to their L2 writing performances by using a structural equation modeling (SEM) analysis with a goal to explore the pathways of vocabulary knowledge to writing. Data from 178 students were collected through tests of receptive and productive vocabulary breadth and depth, a writing test and a reading test. In testing a hypothesized model on the roles of receptive and productive vocabulary in writing, the results of the SEM analysis reveal the direct role of productive vocabulary in writing. The indirect role of receptive vocabulary on writing was observed through the mediating role of productive vocabulary or reading ability due to the direct contribution of receptive vocabulary to both productive vocabulary and reading and that of productive vocabulary and reading to writing. Findings from the study shed light on the relations of L2 receptive and productive vocabulary knowledge with L2 writing abilities, suggesting potential benefits of both receptive and productive vocabulary learning for L2 writing.
5,800원
2.
2017.03
구독 인증기관 무료, 개인회원 유료
The use of language learning strategies has been linked to effective EFL learning. However, while some researchers have suggested that good language learners use more strategies and more sophisticated strategies than less successful learners, others have disputed the unconditional nature of this view with the suggestion that factors such as task demands may affect the relationship between learner proficiency and strategy use. To examine the connection between language learning and learning strategy use the study examines the use of language learning strategies by 48 Korean university students from elementary school to university. In addition, emotional intelligence is investigated with regard to its impact on strategy use. The results bolster claims that associate greater and more sophisticated strategy use with more successful learners. In addition, the results highlight the importance of encouraging learning strategy use at early educational levels and the influence of emotional intelligence on the use of particular strategy types.
6,000원
3.
2017.03
구독 인증기관 무료, 개인회원 유료
The induction experiences of novice teachers are receiving increasing attention within the subject field of Teaching English as a Foreign Language (TEFL).The process of beginning to teach is acknowledged to be complex and often fraught with tensions and anxieties for newly qualified teachers who may experience significant disjunction between the realities of classroom and institutional life and what they have been taught on pre-service training courses. Research has also shown that novice teachers can be helped to make a successful transition from the teacher-training environment to the school through well-designed induction programs which provide structured support and professional development with access to resources beyond the school itself. This article seeks to uncover whether these elements of well-designed induction programs are replicated for teachers of English in the Korean school system. Using data gathered in interviews with recently graduated teachers, the article examines the experiences of teaching in the early years and documents teachers’ own perceptions of their induction into teaching. The article discusses the place of the teachers within the social network of the school and, in so doing, hopes to foreground how individuals come to terms with the new and complex roles inherent in ‘being a teacher’ within this framework. This is a perspective particularly necessary for TEFL as a discipline where methods are so often deemed paramount in learning to teach, rather than an understanding of what it means to be a teacher of English as a foreign language in a particular socio-educational context.
6,000원
4.
2017.03
구독 인증기관 무료, 개인회원 유료
The study examines interactional practices for initiating topic in naturally occurring conversation using Conversation Analysis (Button & Casey, 1984, 1985, 1988-1989 to name a few) as a methodological tool. The data of the current study is comprised of 14 hours of conversation-for-learning (Kasper & Kim, 2015) data between one American graduate student and two Korean adolescent ESL learners. It is longitudinal data where the participants have met every two weeks over the period of nine months. Between the two typical sequential environments where topic shift occurs, the current study focuses on boundaried topical movement as opposed to stepwise topical movement. The study first presents a range of practices used to initiate topic at topic-bounding sequential environments as reported in L1 English speaker conversation, including topic initial elicitors, itemized news inquiry and news announcement. Then, the study shows how participants’ relative knowledge and estimated right to the knowledge of the news/topic significantly figure in the design of topic initiation. Lastly, the study provides a developmental picture of the focal L2 learner’s topic initiating practice along the timeline and concludes with some pedagogical implications.
7,700원
5.
2017.03
구독 인증기관 무료, 개인회원 유료
Reflective practice has become an integral component in teacher education. Many studies have investigated the development of a teacher’s reflective practice, but less attention has been paid to novice L2 teacher trainees’ development of reflective practice. Similarly, little is known about their concerns, interest, and needs, as they manifest in reflection. This study, therefore, identifies reflective themes that teacher trainees concern about after microteaching. It further examines whether teacher trainees’ reflective focus differs depending on their knowledge and experience in the teacher education program. Seventeen teacher trainees, who were either in the beginning or advanced L2 teaching courses, reflected about their microteaching, and their written reflections were analyzed by their contents. Seven themes emerged, which include teacher behaviors, classroom management, planning, microteaching context, language-specific features, student learning, and teacher roles. Overall, teacher trainees focused more on teacher behaviors and their self-image in relation to classroom management and lesson planning than issues on student learning and teaching. It was also found that this tendency was stronger for beginning trainees than advanced trainees. These findings are discussed in light of the development of reflective practice.
6,300원
6.
2017.03
구독 인증기관 무료, 개인회원 유료
This study examines the nature of peer interaction, in particular pair interaction, of adult learners engaged in a range of activities in naturalistic EFL lessons. Six pairs engaged in seven different activities followed by a stimulated recall interview. Data from the transcripts of the audio-recorded pair talk and interviews were analysed to describe different types of pair interaction according to mutuality and equality. Five different types of pair interaction were observed during pair work: collaborative, cooperative, dominant/passive, expert/passive and expert/novice. Only one pair displayed a single type of pair interaction while the others showed more than two types of pair interaction. However, on the last activity, all six pairs showed collaborative interaction. These findings suggest that pair interaction can be collaboratively enhanced in a socially developed relationship between learners over time.
6,700원
7.
2017.03
구독 인증기관 무료, 개인회원 유료
The current study explores the effects of different types of voice-based chat on EFL students’ negotiation of meaning according to proficiency levels. Participants included 123 Korean university students of English. They were divided into two voice-based chat groups: student-student voice-based chat and student-chatterbot voice-based chat. The experiment was administered throughout one semester, 16 weeks. Negotiation of meaning evident in the chats was coded for confirmation check, comprehension check, clarification requests, repetition, and reformulation, and was measured by counting the number of meaning negotiation moves. Important findings were as follows: Firstly, there were significant differences between the first chat and the last chat. The mean frequencies of negotiation moves at all proficiency levels positively changed over time as a result of participating in student-chatterbot voice-based chat. Particulalry, student-chatterbot voice-based chat, as compared to student-student voice-based chat, allowed students to use more negotiation strategies, and the strategies used in the chats also appeared to be different according to the students’ proficiency levels. Lastly, positive perceptions of voice-based chat were observed at all proficiency levels. This study provides empirical evidence to substantiate the effects of voice-based chatterbots in oral interaction. Based on the findings, pedagogical implications are made on the effective implementation of voice-based chatterbots in EFL contexts.
6,000원
