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. 70 No. 3 (2015년 9월) 6건
1.
2015.09
구독 인증기관 무료, 개인회원 유료
The purpose of the study was to investigate the causal relationships among factors affecting L2 reading achievement using a structural equation modeling (SEM) analysis. A total of 327 Korean EFL high school students completed a questionnaire on L2 reading motivation and strategies. The students’ L2 listening and reading comprehension abilities were measured by scores on the practice test for Scholastic Aptitude Test (PSAT) and self-assessed listening and reading proficiency. The study results showed that the students’ L2 reading efficacy, L2 reading strategy use, and L2 listening skills were significant predictors of their L2 reading achievement, while L2 reading motivation showed no significant relation with reading achievement. The nonsignificant path loading between reading motivation and reading achievement implies that reading motivation alone is not sufficient to promote students’ L2 reading proficiency. The final SEM model indicated a relatively strongest contribution of L2 listening ability over L2 reading efficacy and strategy use to L2 reading achievement. Pedagogical implications based on the findings are discussed.
5,400원
2.
2015.09
구독 인증기관 무료, 개인회원 유료
Research in foreign accent has reported various factors of accentedness. However, very little attention has been given to the relationship between L2 speakers’ accentedness and their awareness of, or sensitivity to, L2 phonological system. The present study aims to explore the relationship between ESL learners’ phonological awareness, as measured by several tasks, and their accentedness, as rated by native speakers of English. Twelve advanced adult ESL speakers participated in seven tasks purported to tap into their sensitivity to English sounds and sound structures. They also read an English passage, and four native speakers rated their foreign accentedness on a 9-point scale. The learners showed individual differences in their phonological awareness despite the fact that they were from an intact class presumably at the same proficiency level. They also exhibited varying degrees of foreign accent. Correlational analyses revealed that in general there was a nonsignificant correlation between the learners’ L2 phonological awareness and their accentedness, and that the awareness did not seem to have translated into L2 production. The study addresses some methodological and procedural issues that suggest crucial points for refinement of the phonological awareness tasks and the L2 speech data collection method.
6,300원
3.
2015.09
구독 인증기관 무료, 개인회원 유료
The present study investigates the effect of peer evaluation tasks on learners’ noticing and production of prominence. Attention is placed on the students’ noticing episodes during the task, and whether the student utilizes what is noticed into their re-recordings to achieve more intelligible speech. The results reveal that the students directed their attention to the features of prominence, with metalinguistic reflections evident in their transcriptions and exchanges of evaluative comments. The students’ first and second recordings were then assessed by four native speakers based on five criteria: comprehensibility, rhythm, stress, intonation, and perceived naturalness. The ratings indicated that the students’ second recordings were evaluated lower in intelligibility and were regarded as being unnatural, forced, and overly exaggerated in their production of prominence. Lastly, qualitative analyses of the audio revealed that the post-task recordings involved an increased frequency of stress production, but the exaggerated prosodic qualities in pitch, elongation, and volume may have been contributing factors leading to lower intelligibility.
6,000원
4.
2015.09
구독 인증기관 무료, 개인회원 유료
Students’ and Teacher’s Reflections on Project-Oriented Learning: A Critical Pedagogy for Korean ELT
This paper explores students’ and teacher’s experiences with project-oriented learning, as a form of critical pedagogy for Korean English language teaching. The teacher in this study developed and implemented a model of project-based instruction into a Korean tertiary context. The data set consisted of learner journals, teacher journals, and interviews. Six findings were ascertained: (1) The project approach created resistance from both the students and the teacher; (2) Communication between the teacher and the students eased the students’ frustrations; (3) The goal-oriented nature of project work encouraged students to construct linguistic and topic-related knowledge; (4) Group work promoted independent and collaborative learning; (5) The teacher’s role as a facilitator continued to confuse the teacher; and (6) Plagiarism seemed to limit student learning. Based on the findings, two pedagogical implications were drawn: Studentcentered approaches in large low-level classes would require some degree of teachercenteredness in order to respond to language demands; and learner and teacher journals can serve as an indicator of a need for teacher-centered methods.
6,400원
5.
2015.09
구독 인증기관 무료, 개인회원 유료
This paper investigated the use of of, the most frequently occurring preposition, in essays written by 416 matriculants at a Korean university. The learner corpus consisting of these essays contained 1,250 tokens of of, and these tokens were first analyzed according to their functions, i.e., integrative, separative, idiomatic, and others, adapted from Lindstromberg’s (2010) categorization of the functions of of. To ascertain what types of errors were made regarding of, the 46 tokens of of identified as errors were further categorized as addition, misordering, misformation, or wrong position. Of these four categories, addition was found to be the most frequently occurring type of error (31 of the 46 tokens), while wrong preposition and misformation accounted for ten and three tokens, respectively. No tokens of misordering were found, however. Also noteworthy is the finding that, albeit occurring mostly in simple constructions and basic functions, of was used accurately in over 95% of all the tokens found in the learner corpus.
5,100원
6.
2015.09
구독 인증기관 무료, 개인회원 유료
This study examined a timed cloze test for evaluating English proficiency in second language (L2) experimental research. Forty-five Korean college students were randomly assigned to either a timed or untimed condition. In the timed condition, the participants read the sentences of the text one phrase at a time, using the self-paced, cumulative, moving-window reading paradigm, and their reading time (RT) and accuracy were measured. In an untimed condition, the participants carried out a typical pencil-and-paper cloze test. Linear mixed-effect models were used to analyze the data. Although the accuracy data did not indicate any significant results, the RT data showed that the participants responded faster when they selected accurate answers and they answered function words rather than content words; also, as the participants’ TOEIC scores increased, a marginally significant RT difference was observed. A significant correlation was also found between the cloze test and high TOEIC scores in the timed condition. The results showed that the timed cloze test used in the study can provide useful data for L2 experimental research in measuring L2 proficiency.
5,400원
