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. 71 No. 1 (2016년 3월) 6건
1.
2016.03
구독 인증기관 무료, 개인회원 유료
This study aimed to examine whether overall English proficiency influences the relative predictive power of reading fluency and listening comprehension abilities in explaining the reading comprehension of Korean EFL learners within the simple view of reading framework, when the age factor is controlled for. One hundred sixteen eleventh-grade Korean high school students consisting of two highly distinct groups in general English proficiency―55 Most Highly Capable Students (MHCS) and 61 Capable Students (CS)―were tested on measures of reading fluency, vocabulary knowledge, listening comprehension, and reading comprehension. The findings indicated that reading fluency and listening comprehension abilities were significantly related to the reading comprehension of both MHCS and CS groups. However, the results from a series of hierarchical regression analyses revealed that while listening comprehension was a stronger predictor of reading comprehension of the MHCS group, it was reading fluency that explained more variance in comprehension of the CS group. Implications for reading instructions are discussed.
5,800원
2.
2016.03
구독 인증기관 무료, 개인회원 유료
This study compares native English teachers (NETs) and non-native English teachers (NNETs) in their perceptions of errors as well as their actual feedback. Studies comparing NETs and NNETs have focused on actual feedback practice (Green & Hecht, 1985; T. Kobayashi, 1992), with very few studies relating this feedback to their actual perceptions of error correction (Hyland & Anan, 2006; Kim, 2007). In order to better understand this phenomenon, 26 NETs and 24 NNETs completed a questionnaire and provided feedback on a sample academic essay. The results reveal that while both groups showed differing degrees of perceptions, they did not significantly differ from each other in actual feedback, except that NETs preferred coded feedback than NNETs by explaining errors. This study implies that NNETs are as reliable as NETs in correcting errors, but that they differ in how they give feedback.
5,700원
3.
2016.03
구독 인증기관 무료, 개인회원 유료
Assuming that implicit and explicit knowledge are two different constructs, the current study takes unpaired English unaccusatives as its target grammar feature to investigate these two types of knowledge among Korean EFL learners. In line with the growing body of research utilizing a battery of tests, this study adopts a combination of validated tests to assess implicit and explicit knowledge. In doing so, this study lends support to previous studies, in that the L2 learners’ two types of knowledge are not on par. The findings indicate that proficiency was not correlated with the learners’ explicit knowledge, while it was highly correlated with their implicit knowledge. Moreover, regardless of the grammaticality of the unaccsuative sentences, the role of subject animacy varied depending on the learners’ different type of knowledge in relation to proficiency. Finally, a critical discussion on the importance of separating the two constructs of knowledge and implications for future research are provided.
6,300원
4.
2016.03
구독 인증기관 무료, 개인회원 유료
This study explores the notion of ‘good language teacher’ (GLT) identity in the context of English education in South Korea. While other studies have investigated parents’ and general public preferences for and associations of good language teacher identity with ‘native-speaking’ teachers of English, little research has examined the views of young learners as to what constitutes a GLT. In this study, a survey tool was used to collect student images and descriptions of imagined, good English teachers. A total of 577 young Korean students (K-6th grade) provided their own images and descriptions of good English teachers, both in English and Korean. The findings indicate that student perceptions of GLT identity strongly reflects their immediate learning experience. Contrary to previous studies showing preference for teachers according to ‘native speaker’ or other markers (e.g., race, gender), the study demonstrated no strong preference for native speaking teachers. Instead, factors such as personality were emphasized. This study provides implications for recruiting and hiring practices for English teachers.
6,000원
5.
2016.03
구독 인증기관 무료, 개인회원 유료
This study describes how Korean college students perceive reviewing their peers’ drafts over the course of one semester and what variables might affect their review process. Twenty-six students enrolled in the teacher researcher’s two writing courses participated in this study. The data came from the students’ reflections on their peer reviews and the researcher’s observations/descriptions of the review process, and informal interviews with several students. The findings indicated that the students in this study valued peer reviews, but they were reluctant to write comments on peers’ drafts, especially at the beginning of the semester. However, toward the end of the semester, they felt more comfortable in providing written comments on peers’ drafts, particularly when they developed positive relationships with their peers. Suggestions for effective peer activity have also been provided.
5,700원
6.
2016.03
구독 인증기관 무료, 개인회원 유료
This paper investigates teacher belief as a social practice in a focus group setting with three second language teachers by utilizing a discursive psychology (DP) approach (Edwards, 1997; Edwards & Potter, 2005). By adopting an empirically based emic perspective (i.e., how the participants display their understandings through their own contributions), we aim to respecify individual psychological states as an embodied interactional activity and study what members achieve through their interaction, particularly in their disagreement and teasing sequences. The findings show how teacher belief is a socially co-constructed phenomenon that not only evolves through interaction but stands as a foundational concept upon which participants build and display their teacher competence within the focus group setting. We thereby provide a new methodological means of investigation and new methods to focus on when examining teacher belief, as well as to show the procedure of what members do in a teacher belief focus group session. We conclude by summarizing our findings and addressing some implications for further work on teacher belief.
6,600원
