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. 2 (2016년 6월) 6건
1.
2016.06
구독 인증기관 무료, 개인회원 유료
The present study investigated which facets of perceived self-efficacy (PSE) in L2 reading are significantly related to L2 reading proficiency (L2RP), which type of linguistic knowledge feeds into PSE, and how they are related to L2RP when considered together. Participants (n = 95) were college students from two universities in Seoul. Four subcomponents of PSE were identified for investigation: text-based PSE, general PSE, PSE in linguistic knowledge, and PSE in authentic reading. The result of stepwise multiple regression analysis showed that the general PSE whose items reflect dimensions of social comparative influences and perceived controllability over environments was the only significant predictor of L2RP (R2 = 17.7%). For the relationships between linguistic knowledge and PSE, vocabulary knowledge (VK) was shown to be the only significant predictor of PSE when considered together with grammar knowledge (GK) and L2RP (R2 = 22.9%), while VK and GK were significant predictors of L2RP (R2 = 69.4%). PSE was not found to make an independent contribution to L2RP when considered with linguistic knowledge.
6,600원
2.
2016.06
구독 인증기관 무료, 개인회원 유료
This study aimed to examine Korean learners’ language development under four different learning conditions with the aid of input enhancement. Four types of learning conditions were carefully manipulated: (1) more incidental, (2) less incidental, (3) rule-search, and (4) instructed. The two incidental groups were told to understand the meaning of the passage, while the rule-search group was asked to find the embedded rule while reading. The instructed group received explicit rule instruction before the reading task. A total of 141 11th grade high school students in South Korea participated in this study and took pre/post grammatical judgment tests, a reading comprehension test, and a guided sentence composition test. The findings indicated that incidental rule learning in Korean EFL was possible while their attention was on meaning. In addition, the degree of rule learning and output was maximized when explicit instruction was presented. However, there was no significant difference in the participants’ overall reading comprehension. Along with pedagogical implications, the three interface positions are also discussed.
7,000원
3.
2016.06
구독 인증기관 무료, 개인회원 유료
This study reports on the findings of error analysis of a learner corpus consisting of 238 English argumentative essays written by Korean college students, specifically on errors that stem from confusion of lexical categories. A three-step error analysis was conducted following a procedure established by Rod Ellis in 1995. The results revealed 10 commonly confused lexical category dyads—coordinators or subordinators mistaken for adverbs, adverbs for conjunctions, gerunds for nouns, the adverb almost for either an adjective or a noun, the pronoun each other for an adverb, adverbs for nouns, conjunctions for prepositions, prepositions for conjunctions, the preposition to for an infinitive, and the adverbial for example for a preposition. Discussions of the causes of such confusion—homogeneous L1 translation, failure to correctly punctuate spoken language in writing, lack of L2 grammar knowledge, negative transfer of L1 morphosyntactic properties, and lack of L2 lexical knowledge—are delineated with specific examples. The limitations of the study and pedagogical implications are addressed.
6,300원
4.
2016.06
구독 인증기관 무료, 개인회원 유료
Along with the increasing interest in integrated writing in L2 instruction, many studies have investigated language skills and cognitive processes involved in the task. However, relatively less is known regarding the roles of strategic and affective variables in predicting writing performance. The current study, therefore, investigates (a) how strategy, attitudinal, affective, and ability variables are related, and (b) how these variables predict performance in integrated writing. Predictor variables include proficiency, reading comprehension, vocabulary size, L2 strategy use, and attitudes toward reading and writing, and anxiety. Forty-three participants completed an L2 reading-writing integrated task, in which they read reading texts and wrote an essay summarizing the source text and arguing their opinions on the issue. Results showed that proficiency was positively related to reading-to-write strategies, and vocabulary size negatively to reading anxiety; however, ability-related variables generally had no or weak relationships with affective variables. Furthermore, only reading comprehension and reading anxiety were found to be significant predictors of performance in integrated writing.
6,100원
5.
2016.06
구독 인증기관 무료, 개인회원 유료
The purpose of this study is to analyze the characteristics of action research in the field of English education in Korea from 2001 to 2015 across 36 masters/doctoral theses and 21 articles from journals. The researcher specifically focuses on the following criteria: purpose, theme, methodology, differences between such characteristics across action research published in journals to that published in dissertations. According to the results, the number of action research dissertations has increased in recent years and the study suggests the number of action research continue its upward trend; action research in Korea has been more prevalent at the primary school level rather than at the secondary and university levels; and the proportion of mixed method in English education was much higher than that of the mixed research in education with a 43% mixed method proportion accompanied by 55% of qualitative research. The study concludes that action research in English education in Korea will become a more meaningful and feasible tool for practitioners’ inquiries, as it provides graduate students with applied experience in their current demanding school environment and writing assignments such as their thesis and research papers. The author suggests that the aforementioned factors enlarge the existential meaning of current graduate schools in Korea.
6,900원
6.
2016.06
구독 인증기관 무료, 개인회원 유료
The purpose of this study was to explore how motivational factors affect Korean EFL secondary students’ motivated learning behavior using structural equation modeling (SEM). It further examined differences in the internal structure of L2 motivation over time. A total of 489 secondary school students participated in the study. Data were collected at two time points during an academic semester: in the beginning and at the end of the semester. Results of the SEM showed that students’ ideal L2 self was the strongest determinant of their motivated learning behavior at both time points for middle school students, whereas for high school students, ought-to L2 self had the strongest direct and significant impact on their motivated behavior in learning English throughout the semester. It was also found that both middle and high school students’ perceptions about the international posture of English and their parents’ involvement in English learning made indirect effects on their motivated behavior. Pedagogical implications and research suggestions are discussed.
5,800원
