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. 4 (2013년 12월) 12건
1.
2013.12
구독 인증기관 무료, 개인회원 유료
In recent years, in ESL pedagogy, the research on identifying simple and complex grammatical structures and vocabulary has been motivated by the goal of helping learners to improve the quality and sophistication of their second language (L2)production and writing. In academic writing, various L2 skills and language features have different degrees of importance. The purpose of this paper is to highlight research findings for teaching grammar essential for producing L2 formal and academic prose. Specifically, the paper focuses on specific grammar constructions and their attendant lexical elements that are critical in teaching L2 academic writing. These requisite components of academic grammar skills are mandatory for students who aspire to success in their university work. In addition, the paper also briefly outlines the grammatical and lexical features of academic text that are customarily taught in ESL classes but that may be relatively unimportant.
5,400원
2.
2013.12
구독 인증기관 무료, 개인회원 유료
There are many factors that affect the success or failure of foreign language learning. Some of these factors have more to do with cognitive, affective, and social dimensions of language learning, while others are related to curricular issues, teacher factors or learner factors, and a whole host of situational factors. In this article, I have selected eight factors (i.e., roles of input, output, fluency, formulaic expressions,motivation, grammar, vocabulary, and amount and intensity of instruction) which to a large extent are within the control of classroom teachers, and which play essential roles in the success of a foreign language programme. I argue that when each of these factors are given due attention by teachers, school administrators, and other key stakeholders, there is more than a fair chance that we might be able to raise the proficiency level of our EFL students up to a level considered sufficient for a variety of functional communicative purposes.
5,400원
3.
2013.12
구독 인증기관 무료, 개인회원 유료
The current study aimed to explore how students’ L2 writing self-efficacy and interest contribute to strategy use and writing performance. An exploratory factor analysis with 212 Korean college students’ self-reported motivation scores revealed three underlying constructs of self-efficacy, communicative interest, and instrumental interest. Subsequent multiple regression analyses indicated significant positive relations between self-efficacy and the five types of strategy use. Communicative interest appeared to positively contribute to use of planning,monitoring, and compensatory strategies. Instrumental interest was a predictor of retrieval and compensatory strategies. L2 writing strategy use was a statistically significant but minor contributor to L2 writing performance. The current study also suggests that students’ instrumental interest and communicative interest should be balanced. Further research is needed to identify mitigating effects of L2writing strategy use for motivation and performance development.
5,800원
4.
2013.12
구독 인증기관 무료, 개인회원 유료
This study investigates the relationship between a native English-speaking teacher and EFL students in the response-and-revision process. The data consisted of drafts and revisions produced by three students in response to teacher comments and interviews with students. In order to examine how EFL students react to the feedback, teachers’ written feedback on the papers was evaluated by calculating frequency counts on the same types of feedback. We then examined the extent to which students made use of teacher feedback in their revisions. In addition, we supplemented our interpretations by extracting aspects of the students’ views through analysis of the interview data. All three students believe that only native speakers can correct language errors in their writing. Furthermore, the students prefer or indeed demand native English-speaking teachers as writing teachers. In fact, dissimilar student reactions to native English-speaking teacher feedback probably arise from whether and how they positioned themselves as a writer in the EFL writing classroom.
6,000원
5.
2013.12
구독 인증기관 무료, 개인회원 유료
L2 Reading Ability and Lexical Writing Development: Does University In-class Extensive Reading Work?
Although reading is part and parcel for the development of L2 literacy skills, such as in reading and writing, the skill has been practiced more often for grammar instruction and literal translation in EFL contexts. While realizing there is less focus on the development of L2 skills through extensive reading (ER) in EFL university contexts,the purpose of the present study was to explore the outcome of an in-class ER approach in English university classrooms. With 249 students, the study reports on the implementation of a university level ER class and the outcome for L2 development via the measures of L2 reading speed, L2 speed reading comprehension, and L2 lexical writing ability. Results indicated positive outcomes for the development of students’ L2reading ability, productive retrieval of academic words and lexical variety. The outcome of the ER program validates the effort and time expended on such programs when graded readers are utilized at matching student Lexile levels.
6,600원
6.
2013.12
구독 인증기관 무료, 개인회원 유료
This paper investigates frequencies and changes in usage for grammatical forms in four different reading levels of children’s storybooks. In particular, it is explored whether differing patterns exist in the appearance of grammatical forms from lower to higher reading levels. The data consists of 56 storybooks divided into four reading levels. The texts of each storybook were segmented by sentence and analyzed according to which grammatical forms appear in the texts. The findings reveal that modals, negatives,coordinate clauses, and adverb clauses are the basic grammatical forms to know because readers would encounter these frequently across all storybook reading levels. At higher levels, the grammatical forms showing a notably greater frequency were participles, adjective clauses, infinitives, and interrogatives. Interestingly, a cumulative frequency pattern for grammatical forms was found from easier to more difficult levels. The modals, and subsequently, negatives, adverb clauses, coordinate clauses, and participles become frequently occurring grammatical forms. The paper ends by drawing some pedagogical implications and suggestions.
6,000원
7.
2013.12
구독 인증기관 무료, 개인회원 유료
This theoretical position paper highlights how second language (L2) learning demotivation or decrease in motivation can be reconceptualized within the framework of Vygotskian Activity Theory (AT). Previous demotivation studies primarily focused on determining the demotivating factors. There has not been sufficient academic attention to the dynamic interaction between L2 learners and their potential factors for demotivation. In this paper, we attempted to apply AT in order to explain this intricate demotivation process, particularly focusing on L2learners’ subjective perceptions of their learning environment. From the perspective of AT, L2 learners’ learning-related activities are seen as activities composed of subject, object, mediational tool, community, rule, and division of labor. Describing a learner’s L2 learning experience in Lantolf and Genung’s (2002) study, we argue that the tensions emerging between the elements in the activity system result in demotivation. Future directions and the issue of commensurability of AT with other theories are discussed.
6,000원
8.
2013.12
구독 인증기관 무료, 개인회원 유료
This study examined the linguistic and methodological issues that arose as two Korean professors taught their subject matter in English to Korean college students and how each professor used the comments and suggestions provided by a teacher trainer. The participants included two Korean female professors who taught their major course in English. The data came from the analysis of the two professors’video-recorded lessons, the teacher trainer’s notes of follow-up discussions with each professor, and students’ response to the surveys. The results showed that the two Korean EFL professors exhibited more methodological than linguistic issues as they delivered their subject matter in English. Additionally, the way they used the trainer’s comments on their instruction revealed differences. One professor closely followed them, thereby changing her future instruction, whereas the other did not pay close attention to them; consequently, her subsequent lessons showed little transformation from her first lesson. This study suggests that it is important to establish a systematic support system for Korean EFL content professors who deliver their lesson in English.
6,600원
9.
2013.12
구독 인증기관 무료, 개인회원 유료
This study investigated whether role assignment and proficiency difference in pair work affect low level learners’ production and task performance in English. A total of 16 Korean EFL high school students, in dyads of same or different proficiency levels, performed two information gap tasks, one in free interaction and one with role assignment. Their pair interaction was analyzed according to task completion,words, C-units, and interactional modifications. The results showed overall that assigning a dominant role to learners resulted in an increase in their production of words and C-units as well as task completion. The increase was particularly strong among learners who showed passive participation in free interaction. While the influence of role assignment did not differ greatly in homogeneous and heterogeneous pairings, low homogeneous pairs exhibited difficulty in performing tasks. These results suggest that it is possible to facilitate low level learners’ pair interaction by assigning leading roles and pairing them with higher level learners.
6,100원
10.
2013.12
구독 인증기관 무료, 개인회원 유료
This article reports on a study that compared EFL freshman university students’receptive and productive recall vocabulary knowledge and their ability to use that knowledge, as it remains unclear in the literature to what extent knowledge of vocabulary, especially productive knowledge, is indicative of learners’ ability to use vocabulary to communicate. The study first measured the vocabulary size of 169students from 24 majors. Next, deeper meaning word knowledge and vocabulary userelated knowledge were assessed by administering depth tests to 51 of the students who completed the size tests. The study found that the participants were able to use only 60.3% of the words that were known receptively and productively on the size tests, and that receptive deeper meaning vocabulary knowledge was 43.0% greater than productive knowledge. Finally, the study results support the concept of a vocabulary knowledge continuum, but highlight the importance of including both receptive and productive knowledge, as they were found to develop in a dissimilar manner.
6,000원
11.
2013.12
구독 인증기관 무료, 개인회원 유료
The current study reports on three investigations of (1) the predictive power of four skill-based anxieties in students’ perceptions of English competence (PEC) and their intention to continue English studies (ITC), (2) the possibility of gender as a moderator in the relationships between the four skill-based anxieties in students’ PEC and ITC, and (3)factorial similarity of the four skill-based anxiety scales across gender. Results of the study support the following three findings. First, only writing and speaking anxieties made an independent contribution to students’ PEC, with writing anxiety playing a substantially more important role. The higher level of L2 writing anxiety was also observed in students’ ITC, but its effect was moderate. Second, gender was found to moderate only the relationship between writing anxiety and students’ PEC. Third, test bias was detected in three of the four skill-based anxiety scales, thus indicating factorial similarity across gender only for the speaking anxiety scale. Pedagogical implications associated with the findings are also discussed.
5,700원
12.
2013.12
구독 인증기관 무료, 개인회원 유료
The present study investigates Korean university EFL students’ use of conjunctive adverbials (CAs) in argumentative writing. The data for the study consist of a Korean university students’ writing corpus that is divided into three different subcorpora based on proficiency levels, and a reference corpus of American students’ writings. The results show that the nonnative writers in all three groups greatly overused CAs. Examination of their overuse patterns according to different taxonomic types indicated that sequential and additive types were mostly overused, as much as six times more than those by the native writers. In addition, several characteristics of the nonnative writers’ CA usage are discussed, including their heavy dependence on sentence-initial positioning, and both form-related and usage-related misuses of CAs, especially among the lowest-level learners. The study concludes with some pedagogical implications and suggestions.
5,800원
