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. 4 (2015년 12월) 7건
1.
2015.12
구독 인증기관 무료, 개인회원 유료
This paper presents aspects of eight advanced Korean EFL speakers' acquisition of English unaccusative verbs over a period of five years. It examines how three factors−L1 morphology, pragmatic causation, and animacy−have affected their English unaccusative verb grammar during that time. A forced-elicitation grammaticality judgment task was performed three times over this period. It showed that L1 morphology was the most persistent among these factors. The results are compared with Chung (2014), a cross-sectional study, where the same method was used. The findings reveal that the Korean EFL subjects' overpassivization of English unaccusatives is not fossilized, which differs from the findings of Han (2006), who examined two Chinese native learners of English. It also indicates that instruction can play an important role in long-term L2 learning.
6,100원
2.
2015.12
구독 인증기관 무료, 개인회원 유료
This study explored the factors that lead college-level EFL adult learners to participate productively in speaking in a Content Based Instruction (CBI) course. Having investigated how the classroom tasks and environments scaffolded the learners to participate, the study considered factors for motivating students to engage in classroom discussion in spontaneous, voluntary speaking. The findings of this study are discussed through a sociocultural approach. Based on an analysis of the classroom observation and interview data, the study suggests that scaffolding devices and classroom environment play a significant role in encouraging and promoting output performance. The study suggests that four types of scaffolding should be available for a CBI course to facilitate participation in a spontaneous speaking mode: clear guidelines for comprehension and participation; tasks appropriate for the learners’ cognitive and linguistic level; an emotionally supportive environment formed by rapport among classmates; and instructional aids to increase motivation and willingness to participate.
6,600원
3.
2015.12
구독 인증기관 무료, 개인회원 유료
The purpose of this study is to examine how reading motivation varies in its prediction of reading comprehension in Korean (L1) and English (L2) (with parental involvement being controlled for), and how reading motivation in each language is associated with language proficiency. Participants consisted of 289 EFL middle school students in South Korea. Three questionnaires and four language tests were employed to measure learners' reading motivation, parental involvement, language proficiency, and reading comprehension in their L1 and L2. Results indicated that L2 reading performance was positively predicted by both intrinsic motivation and grades/utility, whereas the only positive predictor of L1 reading comprehension was intrinsic motivation. Moreover, in both L1 and L2, the high-proficiency group was found to exhibit significantly stronger intrinsic and extrinsic motivation than the low group; the high group's intrinsic motivation was significantly stronger than the middle group; and the middle and low groups differed significantly in extrinsic motivation.
6,400원
4.
2015.12
구독 인증기관 무료, 개인회원 유료
This paper explores Korean EFL students’ test-taking strategy use in gap-filling inference items of the College Scholastic Aptitude Test (CSAT) through retrospective think-aloud protocols. Eight college freshmen participated in this study, and verbally reported the process of answering three gap-filling inference items in their L1. Students with higher proficiency levels tended to use language learner strategies with more variety, while students of lower levels often relied on familiar words and distractors as avoidance strategies. Also, the position of the gap in each item had an effect on the order and portions of reading. Unusual reading patterns were more frequently found from those who checked the gap first, when the gap was located in the middle or at the end of the passage. To foster positive washback effect of the test items on learning, this paper suggests that teachers encourage students to effectively employ language learner strategies in order to comprehend the text rather than rely on test-wiseness.
6,600원
5.
2015.12
구독 인증기관 무료, 개인회원 유료
This study explored the effects of creativity-based L2 poem writing (CBLPW) for EFL college students. A total of 40 college students participated, who were assigned to two conditions-non-creativity and creativity groups. The present study employed pre-, post-, and delayed-tests for creativity using the Torrance Test of Creativity, pre-, post-, and delayed-evaluations of L2 poem writing quality, and pre- and post-questionnaires for participants' affective domain. The results showed immediate and sustained effects of CBLPW on creativity, and writing quality. In addition, an overall positive effect of CBLPW was observed in the affective domain such as interests, confidence, and motivation for the two groups. These findings suggest that teachers could offer students a wide range of creativity techniques in order to enhance their levels of creativity, L2 poem writing quality, and the affective domain of learners.
6,600원
6.
2015.12
구독 인증기관 무료, 개인회원 유료
The English dative alternation, which involves an alternation between the double object construction (DC) and the adpositional construction (AC), has been known to be one of the most problematic areas for L2 learners. This paper investigates the factors influencing the Korean English as a foreign language learners’ choices between the two constructions. The Korean section of the TOEFL11 corpus was used and sentences with dative constructions were extracted from the corpus. Nine factors were then encoded and analyzed with a generalized linear mixed-effect model. From the analysis, the following facts were observed: (1) Korean EFL learners’ choice between the DC and the AC was influenced by five factors: animacy of theme, definiteness of theme, pronominality of recipient, length difference between theme and recipient, and individual verbs; (2) despite some similarities in choice of alternation between Korean EFL learners and ENL speakers, the two groups also exhibited differences, and (3) these differences originated from the different effects of these factors.
5,700원
7.
2015.12
구독 인증기관 무료, 개인회원 유료
This study examined the effects of learner-initiated noticing through comparison and teacher-initiated noticing through grammar instruction on EFL middle school learners' English writing process and uptake. For the study, 18 second-year middle school students with intermediate-high English proficiency were divided into three groups. After the first writing composition, one group (Group C) underwent a comparison stage, in which they compared their original writings and reformulated versions. Another group (Group I) received reactive grammar instruction on the four most frequent types of grammar errors, while the other group (Group IC) underwent both stages. All three groups revised their original writings in the next stage. To examine the learners' cognitive processes, think-aloud protocols were analyzed. The results showed that Group IC performed better in uptake than the other two groups, while no major differences were found between Groups I and C. This suggests that a mixture of learner-initiated noticing and teacher-initiated noticing influenced the learners' uptake.
5,500원
