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. 2 (2013년 6월) 8건
1.
2013.06
구독 인증기관 무료, 개인회원 유료
This study was an attempt to investigate whether the Task-Based Instruction (TBI) can fulfill its promises by looking into how a group of EFL college learners would perform in a TBI course. The research findings based on the analyses of the participants'performance on the proficiency tests of speaking and writing, the writing samples produced by the weekly journal task, and their responses to a questionnaire showed that the TBI course was effective enough to assist the learners to significantly improve proficiency levels of the L2 during such a time period of a 15-week long semester. The study also revealed that whether the learners would find the task topic interesting was significantly related to their confidence in using the L2, evaluation on the instructor's way of teaching, and overall evaluation on the TBI course. It also found that the college-level learners did not favor grammar instruction provided in an explicit way while appreciating opportunities to use the L2 in productive modes.
6,300원
2.
2013.06
구독 인증기관 무료, 개인회원 유료
This study investigates differential effects of form-focused instruction (FFI) to a simple versus complex L2 targets when the FFI is offered within a context of primarily meaning-focused instruction (MFI). Forty-seven Korean-speaking adult learners of English participated in the study and were randomly assigned to one of the two experimental groups or one control group. The experimental participants were instructed in one simple and one complex targets through MFI plus FFI or MFI only. No instruction was provided for the controls. Learning was measured by a grammaticality judgment task, and knowledge types were examined by subjective measures of awareness. The results indicate that the combination of FFI and MFI results in more robust learning effects than the exclusive use of MFI particularly for both simple and complex targets. As for the types of knowledge, the analyses found that FFI positively influences development of implicit and explicit knowledge.
6,400원
3.
2013.06
구독 인증기관 무료, 개인회원 유료
This paper examines how Korean college EFL students use contrastive conjunctions in their argumentative writing in comparison with native speaker college students’ use of them. The data consists of a Korean college students’ writing corpus, which was divided into a lower proficiency group and a higher proficiency group, and an American and British university students’ writing corpus. The findings reveal that the first two most frequently occurring forms are but and however in all four groups,although the usage patterns such as positioning differ between the NS and the NNS groups. The third most frequent form is on the other hand in both NNS groups and yet in both NS groups, which shows an interesting difference in that the NNS groups hardly use yet in their writing. Both NNS groups also show frequent misuses of conjunctive adverbials such as in contrast, on the contrary, and on the other hand. The paper concludes with some pedagogical implications and suggestions.
6,000원
4.
2013.06
구독 인증기관 무료, 개인회원 유료
This article compares recent topical and methodological trends in second language research published in two domestic (English Teaching and Modern English Education)and two international journals (Language Learning and The Modern Language Journal) from 2007 to 2012. The journals were selected in consideration of the extent to which the area of language teaching and learning is given prominence, impact factors at the time of data collection, and comparability in the total number of articles during the period. A total of 867 articles were analyzed by two raters cooperatively in terms of data collection/analysis methods, target language skills, and research themes. Results reveal that there has been a significant change in domestic research over the past six years when compared to surveys before 2007. Overall, with some emerging region-specific issues and orientations, researchers in Korea seem to have embraced a greater diversity of topics and methods that are comparable to the international trends.
6,300원
5.
2013.06
구독 인증기관 무료, 개인회원 유료
The present study addresses a learnability problem in the acquisition of English progressive aspect by Korean learners of English. As Korean and English differ in the way that the lexical aspect of verbs interacts with progressive morphology, we predicted that Korean learners of English would be affected by their L1 aspectual system, accepting non-targetlike combinations of lexical aspect and aspectual morphology. Sixty Korean university students were presented with sentences containing different aspectual classes of verbs in two conditions—the progressive and the simple present—and were asked to judge the naturalness of the sentences. The results showed that the majority of the learners erroneously accepted progressive sentences containing stative verbs. It also showed that the learners accepted simple present constructions containing eventitive verbs for an ongoing interpretation,indicating the pervasiveness of L1 transfer. The findings strongly suggest that Korean EFL learners have difficulty ruling out erroneous form-meaning associations based on their L1 progressive morphology.
6,400원
6.
2013.06
구독 인증기관 무료, 개인회원 유료
The aim of this study was to investigate the effects of group-based consultations on pre-service primary school teachers' English teaching competence. Twenty nine pre-service teachers in groups of four or five received two rounds of consultations on their micro-teaching demonstrations from two native English instructors. The consultation procedure was three steps: preparation, micro-teaching observation and feedback. The self-evaluation checklists and micro-teaching evaluations were analyzed quantitatively to find how much improvement between the first and second micro-teaching had been made. The results indicated that consultations helped the pre-service teachers to improve their English teaching competence in general. The comments written by the consultants and the pre-service teachers about their micro-teaching observations were examined qualitatively. The results showed that consultations enabled the pre-service teachers to realize the strengths and weaknesses in their teaching behavior. Also, the observation of peer teaching and group discussion helped them to gain useful teaching skills and insights on what a good English lesson should be like.
5,700원
7.
2013.06
구독 인증기관 무료, 개인회원 유료
The role of the teacher in the EFL context is a key to success for the improvement of learners' English abilities. Research has been conducted on how to improve English teacher education system in Korea to cultivate competent English teachers. However, few attempts were made to examine how the English teacher education system in general has changed in the last few decades. This study aims to revisit the English teacher education system in Korea on the basis of the teacher education models. For this, the pre- and in-service English teacher education research and programs are reviewed and analyzed. At least two new changes are recognized. The current pre-service program has become more English education oriented compared to past programs. In the in-service program, a new perspective of "teacher development" has been adopted to emphasize teachers' self-reflection. Several practical ideas were suggested for both pre- and in-service English teacher education programs so as to meet teachers' needs and the changes in the Korean EFL environment.
6,300원
8.
2013.06
구독 인증기관 무료, 개인회원 유료
The purpose of this study is to explore, describe and analyze the English education process of underachieving elementary school students. To this end, qualitative research methods were used. The analyses produce two themes: positive and negative English learning experiences. Students are motivated when teachers are friendly and give them positive responses. Teaching materials including interesting games give more motivation to students. Content coverage for one period should be moderate for students to achieve. Students are disengaged in the classes when they come to supplementary classes against their will, and the content is above their level. Environmentally, parental indifference is translated into student’s indifference to the study. A rushing environment to cover too many units of materials makes them frustrated moving on without grasping what’s being taught. In conclusion, a careful understanding about managing time, learning environment, teaching materials and rapport formation between students and teachers are found to be necessary in the underachieving elementary school student's English education.
5,700원
