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. 69 No. 1 (2014년 3월) 10건
1.
2014.03
구독 인증기관 무료, 개인회원 유료
When one is reading or writing, various forms of bottom-up knowledge—e.g., grammar, vocabulary, orthography, and the mechanics of written language—interact with the top-down processes at the level of discourse. One of the reasons English language learners encounter a lot of difficulty when they are engaged in academic reading and writing is that they have been taught grammar only at the sentence level and not at the discourse level. In order to illustrate how discourse-based grammar instruction can facilitate the acquisition of academic reading and writing, this paper discusses various ways in which the following four topics can be dealt with at the discourse level: cohesion, the tense and aspect system, comma usage, and existential there. Obviously, discourse-based grammar instruction should be integrated with the teaching of the other top-down and bottom-up skills necessary for academic reading and writing. EFL teachers, however, need to know more about discourse grammar to effectively make their learners aware of it and to offer them learning activities that will contribute to better reading comprehension and written production.
5,400원
2.
2014.03
구독 인증기관 무료, 개인회원 유료
In second language writing, while much research has focused on teachers’ act of feedback per se, scant attention has been paid to how they attempt to bring innovation to their feedback practices and how they cope with the contextual challenges arising from the innovation. This study seeks to explore two teachers’ perspectives on their own attempts at innovative feedback approaches in their writing classrooms. Drawing on data gathered from individual teacher interviews and their personal reflections, the results of the study show that their engagement in feedback innovation served as a significant source of their continuing professional development. While they encountered some challenges during the innovation, they also exercised their professional agency to address these challenges and reaped benefits from their innovative attempts. The paper concludes with some implications for feedback innovation in EFL contexts and how teachers can be supported in their continuing efforts to develop effective feedback approaches in writing.
5,200원
3.
2014.03
구독 인증기관 무료, 개인회원 유료
The purpose of this study is to examine cohesive devices in English writing textbooks and Korean college students’ writings through text and corpus analyses. An analysis of three writing textbooks used in one college English program in Seoul showed that the textbooks did not cover a full range of cohesive devices; instead, they focused on sentence transitions and conjunctions, which L2 writers often overuse or misuse. Other cohesive devices such as demonstratives and lexical cohesive devices such as synonyms, paraphrasing, or collocations, however, were rarely covered. To understand how Korean college students actually use cohesive devices in writing, this study also analyzed the frequencies of sentence transitions and demonstratives in learner and native speaker corpora. The results revealed L2 learners’ tendency to overuse sentence transitions and demonstrative pronouns compared to native speakers. However, the results also showed that as proficiency increases, learners tend to use fewer sentence transitions.
5,400원
4.
2014.03
구독 인증기관 무료, 개인회원 유료
The demand for test-taking has become an inevitable element of Korean secondary EFL learners’ academic lives in which learners strive to excel in the high-stakes examoriented milieu. However, current knowledge of practitioners, such as those of teachers and administrators, may be insufficient for ascertaining if the learners actually undergo the test-taking process they anticipate and assess what they aim to test. In contrast to the product-oriented view where the primary interest is on the outcome (i.e., scores or stanine levels), the purpose of the present study was to explore 165 Korean high school learners’ test-taking process via questionnaires with proficiency and item type as the grouping variables. There was avid use of conventional reading strategies among the high proficiency learners and test management strategies among the lower proficiency learners. Results present implications for teaching learners not only to become testwise, but also to work consistently towards building reading skills and adopt long-term learning strategies.
7,000원
5.
2014.03
구독 인증기관 무료, 개인회원 유료
This study critically examines the factors contributing to verbal participation and the achievement of desired learning outcomes in English medium instruction (EMI) classes in a Korean higher education institution. This case study uses mixed research methods including surveys, focus group interviews and peer observations of students and professors of selected EMI classes. This paper has highlighted several factors which influence active verbal participation and the achievement of desired learning outcomes in EMI classes. The research provides a rich understanding of how differences in teaching styles and learning activities significantly affect levels of verbal participation in EMI classes. The findings suggest that in order to achieve desired EMI learning outcomes, it is necessary to examine all of the interconnected elements within the education system, including students, professors, the teaching context, as well as the institutional systems at national and international levels. This research has raised a number of challenges and criticisms concerning EMI courses including the effectiveness of learning of subject content via a foreign language.
6,600원
6.
2014.03
구독 인증기관 무료, 개인회원 유료
The aim of the present study is to explore the relative contribution of working memory capacity to second language reading comprehension of Korean college students in comparison with L1 reading comprehension ability, L2 vocabulary knowledge, and L2 grammatical knowledge. Further, it attempts to examine whether the role played by working memory span differs depending on the proficiency levels of L2 learners. The study was conducted with 78 L2 learners of English who were classified into two different groups―a low-proficiency and a high-proficiency group—according to their English proficiency levels. The results of a step-wise multiple regression analysis revealed that working memory capacity made a significant contribution to L2 reading comprehension of advanced users of English above and beyond other variables; working memory capacity alone explained around 37.9% of the variance in L2 reading comprehension. However, for the low-proficiency group, vocabulary knowledge explained a larger variance in L2 reading comprehension. The findings from the study suggest that as L2 learners become more competent users of English, working memory span emerges as a more direct predictor of L2 reading comprehension.
6,700원
7.
2014.03
구독 인증기관 무료, 개인회원 유료
The present study investigates the use of signaling nouns (SNs) in published and Korean graduate student academic writing in applied linguistics. A set of 35 nouns was examined for their frequency as SNs, while the six most frequent SNs in published writing were subjected to detailed analyses of realization patterns. The results indicated that the nouns function as SNs in fifteen percent of the time of their total use and that students overall used a greater number of SNs than did published authors. Despite considerable overlap in the most frequent SNs, there was evidence that students rely on a narrower range of SNs than published writers. Published authors were differentiated from students in employing more anaphoric SNs, which contributed to cohesiveness and organization of text through the effective encapsulation of the preceding stretch of discourse. This study challenges the previous claim that the frequency of SNs positively correlates with the writing proficiency. Some pedagogical implications are drawn for academic writing instruction.
6,400원
8.
2014.03
구독 인증기관 무료, 개인회원 유료
The purpose of this study is to explore the researcher’s experiences as a teacher educator of a TESOL program at a private university in Korea. The study was inspired by a growing trend in postmodern approaches which seek to draw out the hidden voice of the researcher. In order to explore the dialogical engagement of the researcher/teacher educator and the participants, the researcher adapts an autoethnographic approach which seeks to understand the self in an ethnographic study. Furthermore, this study calls for a shift from employing reflective practices in teacher education programs to reflexivity, which emphasizes the mutuality of both structures. The study presents a series of self-narratives and compares them with narratives drawn from semi-structured interviews with three TESOL students. By employing the progressive/regressive method of data analysis, the researcher seeks to understand the historical, cultural, or biographical factors which may have contributed toward the discoveries made by the researcher. Findings of the study indicate that the researcher was able to gain a deeper understanding of herself as well as the students and the TESOL context in Korea.
6,400원
9.
2014.03
구독 인증기관 무료, 개인회원 유료
With the increased use of online learning in language education, the importance of videoconferencing lessons has recently received much attention in improving English speaking skills in Korea. This study examines the aspects of videoconferencing lesson that were helpful for improving students’ pronunciation. Six middle school students in Korea were assigned to two videoconferencing sessions with pre- and post-tests, and they had opportunities for interviews and selfreports after the two sessions. During the pre- and post-test, students pronounced words from a screen, distinguishing specifically between /r/ versus /l/ and /b/ versus /v/. In the interviews and self-reports, they described the factors in the videoconferencing lesson that were most helpful for their English learning. This study examined the appropriateness of videoconferencing tools and found that students’ self-assessment, more teacher feedback, and the flexibility of the technology were most helpful for improving Korean students’ English pronunciation.
5,500원
10.
2014.03
구독 인증기관 무료, 개인회원 유료
This research is taken from a classroom-based study on how the indirect approach in written corrective feedback (CF) differs from the direct approach in facilitating the learning of grammatical features in L2 writing. Eleven university students from a writing class were divided into three groups based on TOEIC scores. After writing narrative assignments, they were given three different types of feedback: direct, indirect, and metalinguistic. The participants were asked to revise their writings after receiving indirect CF and metalinguistic CF. Immediately after revising, they were also asked to answer an open-ended questionnaire on the feedback type. Their revisions and corrections were analyzed according to use of indefinite articles, and different feedback types showed slightly different reactions and attitudes. The highlevel students were not influenced much by the feedback type, while the mid- and low-level students favored the indirect approach for their thinking processes, and benefited from metalinguistic CF in the revision sessions. The indirect approach appeared to be more effective, if implemented appropriately, increasing working memory for self-regulated L2 writing processes.
6,000원
