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. 4 (2014년 12월) 6건
1.
2014.12
구독 인증기관 무료, 개인회원 유료
Recognizing English as an increasingly powerful lingua franca, many governments in East Asia have implemented English-language education at the primary school level. The zeal for teaching English to younger and younger learners extends to both within and outside of the formal education system. While there are many unique local issues, a number of challenges and issues apply across the East Asian region. In this article, I focus on three such topics: (a) the widespread belief in the increased benefit of starting English-language learning when children are very young; (b) the emergence of new instructional models in early English teaching; and (c) the growing gaps in English-language achievement by children’s socio-economic status (SES). In discussing these issues, I draw on examples from previous studies as well as my own applied linguistics research in East Asia. I conclude by offering suggestions for future research directions that will inform pedagogy and policies for early English education.
6,000원
2.
2014.12
구독 인증기관 무료, 개인회원 유료
The purpose of this paper is to investigate whether second language writings at different proficiency levels can be distinguished using automatic indices of linguistic complexity. For this study, 35 linguistic measures in 234 essays selected from the Yonsei English Learner Corpus were analyzed in order to identify the best indicators of L2 writing proficiency among the three categories: text length, lexical complexity, and syntactic complexity. The key to this study is the use of computational tools, the L2 Syntactic Complexity Analyzer and the Lexical Complexity Analyzer, which measure different linguistic features of the target language, and a robust statistical method, discriminant function analysis. Results showed that automatic computational tools indicated different uses of linguistic features across L2 writers’ proficiency levels. Specifically, more proficient writers produced longer texts, used more diverse vocabulary, and showed the ability to write more words per sentence and more complex nominalizations. These findings can offer a window to understanding the linguistic features that distinguish L2 writing proficiency levels and to the possibility of using the new computational tools for analyzing L2 learner corpus data.
6,300원
3.
2014.12
구독 인증기관 무료, 개인회원 유료
The purpose of this study was to determine whether three standard-setting methods would produce sufficiently consistent results for placement decisions. The cut scores were derived from modified Angoff method, borderline group method, and cluster analysis. The results indicate that the cut scores derived from the three standard setting methods did not entirely agree with each other in assigning students into different levels, suggesting that the choice of standard setting method influenced the resulting cut scores. Specifically, the borderline-group method tended to produce lower cut scores than the other two methods. The cluster analysis yielded two cut scores, which were very similar to the cut scores derived from the modified Angoff method at the corresponding levels. The implications of the findings are discussed and avenues for further study are suggested.
6,000원
4.
2014.12
구독 인증기관 무료, 개인회원 유료
Based on dual coding theory, this study predicted that pictorial typography (PT), a device involving direct visual integration of a written word into a picture of its referent, is more effective for ESL children’s pre-literacy skills, than the non-integrated paring of word and picture on flashcards (FC). The two types of instruction were given to thirty-two Korean children aged six and seven, both embedded within the WordWorld (WW) episodes, an animated TV series developed by PBS. Results from the pre- and post-test design were as follows. PT was more beneficial than FC for the two upperlevel skills, vocabulary and reading fluency, while they were equally beneficial for the two lower-level skills, letter recognition and phonemic awareness. The two mediating variables, gender and age, were shown to have partial effects as well. Dual coding theory and the importance of instructional intervention have been supported by this study.
6,400원
5.
2014.12
구독 인증기관 무료, 개인회원 유료
The issue of text appropriation is rarely explored in EFL classrooms where the teachers are native speakers of English. In this study we highlight how the ideology of NESTs influences students’ feedback practices. Two Korean EFL students seemingly welcomed teacher comments into their texts to make their revision process more manageable. By relinquishing their control, they welcome the appropriative behavior the teacher brings as the native English speaker. They believe that appropriating the behavior of the native English-speaking teacher is not only beneficial, but necessary in shaping their English discourse. Nonetheless, the students struggled in the feedback and revision cycles to negotiate between their hegemonic beliefs and the expectations of their native English-speaking teacher. In this sense, EFL students’ writing is always in foreclosure from the native English-speaking teachers, as EFL students are overshadowed by the ideology of NESTs.
5,500원
6.
2014.12
구독 인증기관 무료, 개인회원 유료
Despite the general understanding of the prominent role of basic reading sub-skills, such as decoding abilities and reading fluency, in the reading comprehension of younger and proficient first and second language readers, little is known about the role of these skills in older and less skilled readers in foreign language contexts. The present study was designed to investigate how decoding skills and reading fluency relate to the reading comprehension of such readers, and to identify the relative strengths between the two. Two hundred twenty two Korean high school students participated, and their performance on decoding, reading fluency, and reading comprehension tasks was analyzed. The results showed that both decoding skills and reading fluency were strongly correlated to reading comprehension. Moreover, between the two fundamental reading sub-skills, decoding skills outperformed reading fluency in explaining reading comprehension, making a unique contribution beyond the effects of reading fluency. These findings suggest that a basic skill like word decoding still deserves instructional attention even at the secondary schools in EFL contexts.
5,700원
