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. 68 No. 1 (2013년 3월) 7건
1.
2013.03
구독 인증기관 무료, 개인회원 유료
This study examined the effects of reading global literature in literature-based instruction on overall L2 literacy ability and intercultural sensitivity development. One hundred twenty-two 5th and 6th grade elementary students and one hundred forty 7th and 8th graders in middle school in Korea participated in this study. Among the 262 participants, 131 students from each grade were assigned to the treatment groups,and remaining 131 participants were in the control groups. The treatment group received 39 sessions of reading global literature in thirteen weeks; the control group did not receive any treatment in this study. The latent mean analysis with the measurement model between literacy ability and intercultural sensitivity across control and treatment groups shows positive effects of reading global literature on L2 learners’ development of literacy ability and intercultural sensitivity. The study results provided support for reading global literature as an effective and powerful instructional method to improve L2 learners’ literacy ability and intercultural sensitivity. The students in the treatment group were more interculturally sensitive and outperformed the control group in L2 literacy achievement. The findings of this study have educational implications for teaching L2 with global literature to enhance L2 learners’ intercultural sensitivity and literacy ability in their L2 learning.
8,100원
2.
2013.03
구독 인증기관 무료, 개인회원 유료
This study examines the relationship of L2 learners’ motivational and attitudinal factors with the two versions (self-rated and tested) of proficiency. 79 Korean university students were assessed on measures of L2 orientations, motivation, and attitudes toward English using a questionnaire and learning autobiographies. The study also compared participants’ self-reported proficiency with their TOEIC scores. The results show that more of negative values (self-rated proficiency is lower than tested proficiency) came from students with high test scores than low-achieving students. Students defined gaining bilingual proficiency as criterion for success in L2 learning,and their expectation of such desired proficiency is significantly correlated with motivation and perceived significance of English, but not with the self-rated and tested proficiency. Multiple regression analyses suggest that students’ self-awareness of the importance of English learning significantly predicts their motivation, and linguistic L2confidence and self-assessment of target language competence are significant predictors for tested proficiency, but motivational intention is not. Potential interpretations for findings and implications for L2 pedagogy are discussed.
7,800원
3.
2013.03
구독 인증기관 무료, 개인회원 유료
The purpose of this study is to explore L1 use in L2 writing from the perspective of Vygotskian Sociocultural Theory (SCT). We examine whether generating ideas in L1,compared to generating ideas in L2, results in inferior L2 writing. The participants were 42 Korean EFL students. As part of the course requirements, the students were required to hand in 400-word essays on a given topic. Once the writing was completed,they were asked to write down about what language(s) they used to prepare for the assignment and why they used this language or these languages. The data analysis used here stems from two ways in which the data were coded, use of language(s) during idea generation and a global-level essay analysis. This study has shown that more than half of students use their L1 while writing in L2 to some extent. Regarding the effect of L1use on L2 text quality, L1 use does not appear to be negatively related to L2 text quality. This does not confirm the results of earlier research, which suggested that L1use has a detrimental effect on L2 text quality. We argue that the L1 is an already internalized and very effective meditational means that learners will resort to,principally for discovering and shaping meaning and as support in moments of cognitive difficulty.
4,900원
4.
2013.03
구독 인증기관 무료, 개인회원 유료
The present study explored the actual target discourse of oral presentations in science and engineering graduate classrooms. First, three target tasks were identified from the combination of class observation, interviews with instructors, and surveys of students: to report the research in a logical way, to clarify ideas, and to deliver the speech in an interactional speaking style. Second, the analysis of target discourse addressed how the language was used in carrying out each task. The native speakers employed a mixture of the rhetorical structures of the research article, conference presentation, and lecture introduction to organize ideas in a logical way. Also they utilized syntactic structures and lexical devices unique to oral presentations to help the audience better understand main points of the research; however, the nonnative speakers often failed to perform well-organized presentations and delivered in written text style. Pedagogic implications were suggested for the specific needs of science and engineering graduate students.
6,300원
5.
2013.03
구독 인증기관 무료, 개인회원 유료
The study aims at implementing a literature-based approach in an EFL course for university students. The students in this study read the text outside of the class and met regularly to do reading related activities throughout the semester. Data collection consisted of audio-recordings of classroom conversations and interviews,both the students’ and the instructor’s journals, and pre- and post-class surveys. Research questions were set up to explore the dynamic aspects of foreign language learning. Data analysis revealed the following results: The first finding was that students could refine their language skills based on communicative language use by improving English production skills while as learning how to use text structures in developing language skills. The second finding was that students changed their perceptions of language learning. Students started to take ownership toward their learning and thus they could grow as language learners by showing their voluntary work in learning the new language. The third finding was that students in this study could extend experiences through dynamic reading transaction by identifying themselves with the characters from the texts and nurturing reflective responses. Based on the results, the implications of the findings and suggestions for follow-up studies were provided.
7,000원
6.
2013.03
구독 인증기관 무료, 개인회원 유료
The current study focused on acquisition of If-conditionals by L2 learners of English with two different native tongues, Spanish and Korean, and with two different proficiency levels, high and low. An experiment with two subparts, each focusing on production and comprehension respectively, was performed in order to explore which factor among input frequencies, grammatical complexities and L1 influence best explains the acquisition of If-conditionals by L2 learners. The results from both production and comprehension data suggest that If-conditionals with lower hypotheticality are acquired before than those with higher hypotheticality by L2learners, just as they are by children learning their L1, and hierarchies of input frequencies best explain the acquisition order of If-conditionals. At this point, it is not possible to distinguish between influences of input frequencies and typological universals, as they coincide. One thing for sure is that both L1 and L2 acquisitions seem to be influenced by them, suggesting the universality of language acquisition. Influence of instruction, on the other hand, was also found, especially in the production data of the higher-level L2 learners. Even though there were no differences in the acquisition order of If-conditionals between the two groups of learners with different L1 backgrounds, the influence of L1 was also found in the analysis of non-target forms produced by learner participants.
8,700원
7.
2013.03
구독 인증기관 무료, 개인회원 유료
This study draws on recent corpus-based information to investigate the influence of frequency on Korean ESL learners’ acquisition of English verbs occurring with the double object construction (DC). Thirty low English proficiency Koreans (LPK), 30high English proficiency Koreans (HPK), and 30 native English speakers (NS)participated in an acceptability judgment test and an elicited production task featuring six high frequency (HF) verbs and six low frequency (LF) verbs. Results indicate that (a) both the LPK and the HPK more favorably accepted and more frequently produced DC sentences with HF verbs than with LF verbs and (b) the HPK more favorably accepted and more frequently produced DC sentences with both HF and LF verbs than the LPK. These results are interpreted as evidence for the significant role of frequency in Korean learners’ acquisition of English verbs occurring with the DC. The study ends with a discussion of theoretical and pedagogical implications.
5,800원
