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. 4 (2017년 12월) 8건
1.
2017.12
구독 인증기관 무료, 개인회원 유료
The paper presents selected aspects of critical language pedagogy that are relevant to recent developments in Korean English Education. The paper articulates the personal viewpoint of a scholar outside Korea. Particular emphasis is placed on historical background, the nature of critique, and the role of the intellectual in society. The English Divide in Korea is presented as an issue that calls for a critical perspective on English education. This is briefly analyzed from an economics of education point of view, itself an example of critical pedagogy that does not only focus on classrooms and curriculum theory. Key aspects of critical language pedagogy are sketched, with reference to precursors from Korean history and cultural forms. These precursors are also brought to bear on the role that intellectuals could play in advancing a critical perspective on English education, in Korean society, which is suggested to be a moral imperative, distinct from instrumental understandings of education.
5,400원
2.
2017.12
구독 인증기관 무료, 개인회원 유료
The purpose of this study is to explore how Korean university students develop their readership in integrated reading classes that address both conventional and critical reading instructions. The two researchers taught university students in Busan and Seoul, alternatively, to read texts in English critically. Fifty-nine students (thirty-two from the researcher A’s class and twenty-seven from the researcher B’s class) participated in the study. The proficiency level of each class was different; one class is much higher than the other. The teachers followed the same teaching procedure of decoding and comprehension, personalizing the reading contents, and critiquing and reflecting on the reading texts and the students were guided to comprehend the texts that they read, analyze reading texts critically, and discuss alternative perspectives of the reading in class. Students’ discussion notes and observation notes of five three-hour class sessions were collected. Data analysis revealed that an integrated approach in reading class was helpful for the students not only to develop their language sensitivity and awareness in critical stance and challenge dominant social assumptions and ideology, but also to develop reading strategies and emotional engagement. Pedagogical implications were discussed.
6,900원
3.
2017.12
구독 인증기관 무료, 개인회원 유료
The purpose of the study is to investigate whether critical thinking skills can be fostered through a college English course. Approximately eighty female Korean students taking a basic freshman mandatory reading course participated in the study. The researcher taught them critical reading skills along with other reading comprehension skills and provided them with Korean local context in the given topic. The students critically read two units of the required textbook and attended presentations of high school students with minority cultural backgrounds. The students submitted four online reports about multiculturalism, and they were analyzed using a thematic analysis. The results revealed that even students with relatively low English proficiency could enhance their critical thinking skills by practicing critical reading. Also, additional information about local contexts not only compensated for a culturally limited text but also facilitated the development of critical thinking. The findings indicate that teaching critical thinking is feasible in an English language course despite limited environments. Yet, more studies are required to generalize the findings.
6,700원
4.
2017.12
구독 인증기관 무료, 개인회원 유료
This study investigated how Korean EFL learners’ attentional allocation changes during task repetition with or without self-reflection and how this change affects their task performance. A total of 30 Korean high school students were divided into a task repetition only group, a task repetition with self-reflection group, and a comparison group. Each group repeated the same picture-based storytelling task according to its group condition and then performed a new task. Participants’ task performances were analyzed in terms of fluency, complexity, and accuracy and their retrospective interviews were categorized in order to explore their attentional allocation during task planning and performance. The results demonstrated that the learners placed most attention to conveying the message while planning and performing their first task. However, when repeating the same task, the learners paid more attention to structures and forms leading to improvement in complexity and accuracy. These learners were also more likely to employ strategies they had learned previously when doing a new task, which was helpful. Self-reflection raised learners’ awareness on the target form and positively influenced accuracy.
6,000원
5.
2017.12
구독 인증기관 무료, 개인회원 유료
This study investigated whether recasts provided during communicative interaction may
improve Korean EFL learners’ accuracy with regard to regular and irregular English past tense
forms, and whether individual differences in working memory capacity may intervene in the
effects of recasts. To this end, forty-two Korean university students were placed into either the
recast or the control group, and took the pretest and two types of working memory tests:
phonological short-term and verbal. The learners participated in one-on-one conversational
interactions with the researcher in three two-way communicative tasks one at a time on a
weekly basis. Only the treatment group received explicit recasts on their past tense errors while
the control group received no feedback of any kind. Finally, they took the posttest and
completed the exit questionnaire. Results showed that recasts were beneficial for raising the
learners’ accuracy level of English past tense forms, both regular and irregular, though the
effects were much larger for the irregular forms. The improvements were not significantly
correlated with neither of the working memory measures. Explicit and intensive recasting alone
was sufficient in improving EFL learners’ English past tense accuracy in this one-on-one
communicative interaction setting.
6,700원
6.
2017.12
구독 인증기관 무료, 개인회원 유료
This study investigated Korean college students’ performance as measured by two different vocabulary assessment tools (the Productive Vocabulary Levels Test (PVLT) and the Productive Vocabulary Use Task (PVUT)) and the relationship these assessments have with students’ writing proficiency. A total of 72 students participated in the study. The students were asked to take the PVLT and the PVUT and write an essay. They were also asked to write a reflection paper to assist in examining what kinds of processes they go through in vocabulary production for both tests. The results of the study indicated that the students’ ability to produce vocabulary and the number of lexical errors displayed in the results of the two different assessment tools were highly contingent on the test format. The students produced more target words in the PVLT since they were helped by clues of a few given initial letters of the target items. On the other hand, the students produced more alternatives than target words when allowed to choose words freely in the PVUT. As for the relationship between the students’ performance on the assessment tests and their writing proficiency, the results of the study showed that the students with a higher proficiency produced a higher number of correct target items and left fewer words unanswered in both tests. This study explores the possibility of using an alternative assessment tool and suggests that careful interpretation of the results of the different tests should be associated with assessment purposes.
6,100원
7.
2017.12
구독 인증기관 무료, 개인회원 유료
Using conversation analysis (CA), this study examines the less explored languageteaching genre within an English as a foreign language (EFL) context: the writing center tutorials. Focusing the analysis specifically on tutor talk, this paper investigates the contingent production of third turns of second language (L2) tutors. Following the lead of Lee’s (2007) study of teachers’ third turns in classroom discourse, this study used CA to analyze audio-recorded tutoring sessions conducted in English. The analyses highlight five ways in which tutors make use of the third turn position in an IRF sequence to maneuver the tutorials, specifically contingent on the two types of student response in the second turn. Based on the analytic findings that illuminate the diverse functions of the tutors’ third turns, this study concludes with pedagogical implications for English-mediated writing center tutorials in EFL contexts.
5,700원
8.
2017.12
구독 인증기관 무료, 개인회원 유료
The influence of task complexity on second language (L2) writing performance has been researched near-exclusively in relation to the linguistic complexity of the learners’ written products, while only limited attention has been paid to the online writing processes. In order to fill this gap, the present study focused on the effects of task demands on writing processes as reflected in keystrokes. Forty-four L1 Korean speakers were randomly assigned to either simple or complex condition, and asked to write an argumentative essay. For the simple condition, content support was provided, whereas no such additional information was provided for the complex condition. During the writing task, participants’ entire keystroke loggings were recorded, and analyzed in terms of fluency, pausing, and revision behaviors. The lexical and syntactic complexity of the written products was also analyzed and compared between the two task conditions. The results indicated that greater task demands significantly increased the number of pauses and revisions, having negative influence on fluency. Also, lexical rarity and phrasal complexity decreased under the complex condition. The results are discussed with respect to fuller understanding of the task-based approach to L2 writing.
5,800원
