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. 2 (2014년 6월) 11건
1.
2014.06
구독 인증기관 무료, 개인회원 유료
The purpose of the present study is to evaluate the effects of reading global literature on students’ literacy ability and intercultural sensitivity in regard to students’ gender and grade levels, with the same data as in Bae’s (2013) study. This study is a onegroup pretest-posttest design. Participants were 131 Korean students from the 5th to 8th grades, and they read and studied picture books of global literature for 15 weeks. There was no gender difference in the effects of reading global literature on L2 literacy achievement and intercultural sensitivity development, as demonstrated by latent mean analyses. On the other hand, there were some differences in intercultural sensitivity achievement for different grade levels. Only 7th grade students did not show a significant improvement in intercultural sensitivity, especially the sections on respect for cultural differences, interaction confidence, and interaction attentiveness. Furthermore, the interaction attentiveness measure of intercultural sensitivity saw statistically significant improvement in the other three grade levels.
6,700원
2.
2014.06
구독 인증기관 무료, 개인회원 유료
This study used focus group transcripts and blog entries to explore the experiences of five Korean community college students in a course designed to promote second language (L2) writing development. To provide an in-depth look at this experience from the learner’s perspective, the author was “embedded” in this writing course, taking on the role of participant-researcher. Through multiple readings and coding of data from focus groups and students’ shared blogs, five relevant themes emerged from the students’ discourse: internalization; depersonalization; simplification; bonding; and approbation. From consideration of the students’ perspectives on their experiences in the writing class, suggestions for improving the experience of Korean and other L2 writing students are proposed, including use of relevant and accessible writing topics. The cohesiveness established through the discussion activities in the current study may have benefited participants’ motivational and strategic adaptation, suggesting that such sharing of experiences could be helpful for L2 writing students.
5,500원
3.
2014.06
구독 인증기관 무료, 개인회원 유료
Despite a large amount of research on reading, little attention has been paid to experimental studies on the effects of purposeful reading. This study explored the effects of reading purpose on reading comprehension and perceived difficulty. 71 high school students participated in this study and were randomly assigned to three groups – graphic organizer (Purpose 1), key sentence (Purpose 2), and control. The learners’ reading comprehension was measured through pre-, post- and delayed tests. The participants’ perceived difficulty for the texts was also checked with a sevenpoint Likert scale. The result demonstrates no immediate effect of establishing reading purpose, though immediate reading purpose effects might be found if a longer treatment period is set. The results also reveal the sustained effect of reading purpose on reading comprehension. In perceived text difficulty, the Purpose 1 group found the reading passages the easiest among the three groups. This suggests that learners establishing a reading purpose can gain greater ease in reading than those without a reading purpose.
5,400원
4.
2014.06
구독 인증기관 무료, 개인회원 유료
The present study aims to explore the factors affecting Korean EFL high school students’ choice of picture options with key expressions in a writing test prompt, as well as the effects of option position and contents on their performance. It further aims to examine whether these effects vary with English writing proficiency. The performance of lower- and higher-level students in two prompts was analyzed along with their reasons for their choices. The prompt had three picture options with two key expressions in each option; the students chose one picture option and wrote a 20-word message declining a request using a reason specified in the option. Significant effects were not found for position within the prompts, but for the content of the options. The participants tended to choose a certain picture option over others mainly because of topical knowledge, difficulty level, or picture preference. The findings suggest a significant effect of picture contents, which yields implications for designing prompts with picture options for score validity.
6,400원
5.
2014.06
구독 인증기관 무료, 개인회원 유료
With globalization, observation was made for the need to challenge cultural homogeneity and to diversify readers’ interpretations, defining this as critical literacy. There was a lack of research on engaging the dominant in developing critical minds. This study investigated reading practices of students from privileged background when they were asked to critique what was hegemonic in a globalized society. Three Korean students were from upper-middle class backgrounds and were successful academic achievers. A qualitative research design guided the data analysis of students’ emerging patterns in reading practices. Readers took complicated paths: students were explicit in current beliefs about poverty, were critical about those naturalized view, and were bought into the dominant belief system. The reading practices that re-visit readers’ cultural view and consider diverse perspectives were suggested. Hybrid literacy practices, as opposed to having ability to read across spaces or not1 was important. Critical positions emerged when including those missing perspectives.
6,300원
6.
2014.06
구독 인증기관 무료, 개인회원 유료
This study investigates differential effects of form-focused instruction (FFI) on the development of explicit knowledge versus implicit knowledge of a second language (L2) when the FFI is offered within the context of meaning-focused instruction (MFI). Forty-two adult learners of English participated in the study and were randomly assigned to a group who received FFI before MFI (FM), a group who received FFI after MFI (MF), a group who received MFI only (M), or a control group. Learning was measured by an untimed grammaticality judgment task (UGJT), a primary measure for explicit knowledge, and an elicited oral imitation task (EOIT), a primary measure for implicit knowledge. The results illustrate that, despite both FM and MF groups’ improved performance on the UGJT, only the FM group showed a positive developmental trend on the EOIT. No clear learning effect was observed among the M group learners or the controls. Therefore, the findings suggest that FFI prior to MFI supports the development of implicit knowledge more efficiently than FFI delayed until after MFI has begun.
6,300원
7.
2014.06
구독 인증기관 무료, 개인회원 유료
This study investigated the relative contributions of linguistic knowledge and strategy use to L2 listening success, especially in bottom-up and top-down dominant listening tasks. Participants (n = 130) were Korean college students in a required listening course. The tested variables for linguistic knowledge were sentence processing speed, grammar, receptive vocabulary, and productive vocabulary. Listening strategy use was measured with a metacognitive awareness listening questionnaire. We hypothesized that linguistic knowledge will make greater contributions to Bottom-Up-Listening-Comprehension (BULC) than to Top-Down-Listening Comprehension (TDLC), and different aspects of strategies will be accessed in each comprehension type due to different psycholinguistic features of the tasks. A series of stepwise multiple regressions were conducted and confirmed our prediction. The unique variance explained by linguistic knowledge was 27.8% in BULC, but 22.4% in TDLC. Strategy items that address problem solving and mental translation were significantly related to BULC, while items dealing with directed attention and person knowledge had significant explanatory power for TDLC.
6,300원
8.
2014.06
구독 인증기관 무료, 개인회원 유료
This case study investigates the impact of cognitive style (field in/dependence) on errors in English writing through extensive reading (ER). It explores different possibilities between two field-independent (FI) and field-dependent (FD) learners through ER, and it considers the types of errors (interlanguage or intralingual) that they are more likely to commit. The participants were two Korean female high school students with different cognitive styles. To ascertain their respective cognitive styles, the Group Embedded Figures Test (GEFT) was conducted. The participants were asked to write a reading log once a week for six months. Data analyses were performed by two raters, and for further qualitative analysis, Nvivo 10 was used. The results showed that ER was more beneficial to the FI learner with regard to writing proficiency, and both the FI and FD learners committed considerable interlanguage errors. Furthermore, there were similarities and discrepancies between the FI and FD learners as a result of the ER treatment in interlanguage error change.
6,100원
9.
2014.06
구독 인증기관 무료, 개인회원 유료
The present study investigated the characteristics and trends of academic research by Korean scholars of English education. The main focus was on the extent to which active scholars focus on their primary major areas. The study surveyed 11 journals of major academic societies in Korea, and analyzed a total of 5,072 research papers written by 1,639 scholars. The results showed that the most popular topic was acquisition/learning (19.30%), followed by English (applied) linguistics (17.90%), English materials (14.59%), teaching methodology (12.03%), and learning psychology (10.11%), the top five collectively comprising 73.93% of the total papers. The 99 most productive scholars published 1.01 papers per year on average. Younger scholars published more papers per year on average than older scholars. As for the concentrated efforts in their primary areas of research, the top 99 scholars wrote 46.84% of their papers on their primary areas, and 20.03% on their secondary areas of study. Younger scholars concentrated more efforts on their primary areas than older scholars. The results were interpreted, and suggestions were made for the future research.
5,800원
10.
2014.06
구독 인증기관 무료, 개인회원 유료
This study was designed to develop a scale to measure primary school English teachers’ professionalism based on affective factors. The Swailes' (2003) scale was used to best reflect the local context where teachers in primary schools teach English to young learners. Three surveys were sent to a total of 1,008 primary school English teachers. Three different focus groups were used to refine the survey items in the modification process from the first to the third survey. The data were analyzed using exploratory factor and confirmatory factor analysis. These results showed the validity of fifteen items for investigating primary English teachers’ professionalism: four items related to 'professional commitment', three related to 'professional autonomy', three items related to professional belief in public service, three items to profession as referent, and two items to professional regulation. It is hoped that the scale items developed in this study can be used to identify the standard of professionalism of primary English teachers and provide policy makers or school decision makers with data that can be used to enhance professionalism within the community of primary English teachers.
6,400원
11.
2014.06
구독 인증기관 무료, 개인회원 유료
The purpose of this study was to investigate inter- and intra- rater reliability in an interview and a computerized oral test. It was also examined whether rater characteristics influenced on their reliability and biases, and finally the scores of both tests were compared with those of the Versant test using an automated computer rating system. For the study, the data from 21 Korean university students and 18 Korean or native speakers of English raters with various characteristics were collected. Some of the main findings from the study were as follows. First, rater severity was significantly different in each test, but each rater consistently graded on both tests suggesting lower inter-rater reliability and higher intra-rater reliability. Secondly, rater severity was impacted by the rater characteristics such as mother tongue, gender, age, and major. Lastly, there existed a positive correlation among the scores of the three tests, indicating that the scores of human beings and computers are strongly related.
6,100원
