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. 67 No. 3 (2012년 9월) 15건
1.
2012.09
구독 인증기관 무료, 개인회원 유료
Thi s study investi gates whether the effect of written corrective feedback (CF) on learners' acquisition of English art icle usage is mediated by the type of information CF provides. To tap into this issue, four types of informat ion on error were identifi ed: its existence, location, correct form and nature. Written CF was categorized into three types according to the sorts of information it contained: indirect CF that supplies informat ion on existence and location, direct CF that provides information on ex istence, location and correct form, and metalinguistic CF that includes metalinguistic explanation on error nature and all the other infornlation types. Three CF groups were accord ingly formed along with a control group in a quasi-experiment, where the groups engaged in three narrative-writing tasks. Error correction and narrati ve writing tests were administered to measure the acquisition of explicit and implicit knowledge of English articles respectively. The results revealed that written CF was beneficial to acquisition of both L2 exp licit and im plicit knowledge and that such positive effects emerged only in the metalinguistic CF group. The findings added counterevidence to Truscott's (1996) argument against written CF utility and suggested that metalinguistic explanation on error may playa pivotal role in written CF-triggered L2 acqui sition.
6,000원
2.
2012.09
구독 인증기관 무료, 개인회원 유료
The present study was designed to investigate Korean EFL college learners' language development across writing proficiency levels in the ir written productions. For the evaluation of their language development, 18 subsets of the syntactic complexity, accuracy, and fluency (CAF) were used. 86 uni vers ity students participated in the study and wrote narrat ive essays about an assigned topic by using the Criterion®. The writing samples were scored by e-rater® and divided into three different proficiency levels to compare language development among groups. Then their essays were analyzed by us ing L2 Sy ntactical Complexity Analyzel: The findings reveal significant differences in 15 out of 18 measures of CAF and language learners' linguistic developmental patterns across their writing proficiency levels. The results indicate that there are di stinctive features regarding CAF among the three groups. With respect to fluency and accuracy, levels I and 2 showed a similar language developmental pattern, and level 3 was much higher than those groups. In terms of syntactic compl exity, levels 2 and 3 presented a similar developmental pattern, and level 1 was much lower than those groups in general. This study shows the predictive potential of CAF across writing proticiency levels of language learners.
6,100원
3.
2012.09
구독 인증기관 무료, 개인회원 유료
Second language writing research has focused on the learning-to-write approach whose analytic and pedagogical goal is to develop L2 learners' writing proficiency. Equally important is the writing-to-Iearn approach that uses writing as a primary tool for content learning. Drawn from writing across the curriculum (WAC) movement in North America, the writing-to-Iearn approach integrates writing into content instructions across various disciplines. Considering that Korean universities have increased English-mediated courses, it is timely to explore how the writing-to-Iearn approach can be used for content learning in English. Writing in this approach is considered to demonstrate whether and how students understand and undertake the course content presented in the assigned readings. The present study examines in-class timed writings produced in a course for English majors at a university in Korea. The student writings were analyzed and classified into four distinctive categories in terms of how they use sources in their writings. The data analysis demonstrates the types of problems these students have in processing complex texts and specifies an array of distinctive ski lls they need to be fully proficient.
6,300원
4.
2012.09
구독 인증기관 무료, 개인회원 유료
Writing instruction has not been actively implemented in secondary schools in Korea, even though the National Curriculum suggests teaching all four communication skills in a balanced way. Taking the aforementioned into account in terms of continuity between secondary and higher education, this study explores college students' perceptions of writing in English through their actual writing experiences. Over fifty local area students who were advised to keep journals provided their ideas and thoughts on why English writing is hard for them. Data revealed that writing practice made the students aware of their lack of L2 knowledge, such as grammatical, syntactic, or lexical aspects. As the students developed their basic L2 knowledge, they recognized their need for L2 writing instruction. Some students revealed their anx iety through their writing. Others looked back on their learning in the past and reflected upon its shortcomings. Several attentive learners who showed interests in Engli sh learn ing provided their opinions on L2 writing. With the advent of the National Engli sh Ability Test (NEAT), the English education environment in Korea wi ll be changing. Thus, more output-oriented communicative activities and more opportunities for output need to be introduced in Korean English education arena for meaningful leallling process.
5,200원
5.
2012.09
구독 인증기관 무료, 개인회원 유료
This study investigated the relationship of collocations to reading and writing skills. Eighty-six Korean university students were given a collocation knowledge test, followed by a reading test; both lexical and grammatical collocations in the collocation test were extracted from the passages in the reading test. Subsequently, the students were given a writing test, and its topic was related to the content of the reading passages; both lexical and grammatical collocations appearing in their compositions were counted based on the classification criteria provided in The BBI Combinatory Dictionaty of English. The findings are as follows. There were no significant correlations between the students' co llocation knowledge and reading ski ll s. However, a significant correlation was found between writing quality and col location use. Good and poor readers were simil ar on average in both grammatical and lexical co llocations, which corroborates the nonsignificant relationship between reading and collocation knowledge. In contrast, good and poor writers showed significant differences in the use of both grammatical and lexical collocations, thus substantiating the significant correlation between writing quality and collocation use. The group difference was more pronounced in grammatical collocations. Across good and poor writers, lexical collocations were used much less than grammatical collocations. Taken together, these results support a need for EFL writers to learn both grammatical and lexical coll ocations to improve writing quality. The results also caution not to overgeneral ize the influence of co ll ocation knowledge on reading performance . •
6,300원
6.
2012.09
구독 인증기관 무료, 개인회원 유료
This paper extends research on interactional forms of teacher repeats and their management in third turn by analyzing teacher student interaction in Korean EFL classrooms. Research has shown that classroom interaction is characterized by an overwhelming number of teacher repetition in feedback moves fo llowing the Initiation-Response-Feedback seq uence (S inclair & Coulthard 1975); whereby the teacher controls the interaction through evaluation of the student answer. In the tightly contro lled contexts of Korean EFL classrooms, the teacher appears to be constantly placed in a position of conflict. She has to fo llow a tightly sched ul ed lesson plan, which allocates a rather strict time frame and organization, at the same time attend to indi vidual student learning. The foca l practice is understood as these teachers' attempt at resolving the obstacle through interactive practices of repeating the student response. The focal practice promotes the possib ili ty of producing a soc ially harmonious, accepting response (i.e., intersubjectiv ity) without compromising lesson progressivity, desp ite the fact that the responses or part of the response produced by the student is not fu lly accurate. Fi nally, the in teractive consequences of the focal practice are compared with other eva luative tokens that may also occur in the third turn.
6,300원
7.
2012.09
구독 인증기관 무료, 개인회원 유료
This study aims to examine the effectiveness of genre-based in-class L2 writing instruction on Korean middle school students' writing ability and their perception change toward L2 writi ng. The research was conducted with 595 middle school students in the third grade from two co-ed schools in Gwangju Metropolitan City, Korea. Five sessions of writing instruction using a dialY genre over five weeks were provided to an experimental group, while no explicit writing instruction was provided to a control group. The experimental group was exposed to 13 writing sample texts, analyzed and identified the characteri stics of the target genre, and then constructed a diaty text in collaboration with their peers. Following the treatment, both groups were required to write a diaty ently in 40 minutes atld the students' writings were rated on content, organization, and language use. The results showed that only the experimental group, provided with explicit genre-based L2 writing instl·uction, showed statistically significant improvement in each categOlY in the post-test. In addition, a set of questionnaires and interview data revealed that the participants' attitudes and perceptions toward L2 writing were positively affected.
8,100원
8.
2012.09
구독 인증기관 무료, 개인회원 유료
This study aims to investigate how Korean EFL college students' argumentative essays are similar to or different from those of native English speakers (NES) in the use of reference, with the consideration of Korean students' level of Engli sh proficiency. It employed both quantitative and qualitative analyses to examine referential use for estab lishing textual cohesion of wri tten discourse. The participants were 30 native English speakers and 61 Korean EFL college students, with 31 high proficiency students and 30 low proficiency students. Detai led examination on the use of referential devices revealed important findings. For example, the syntactic role of the reference influenced the relative difficulty for the Korean EFL students. When referring to nominal items, whereas the Korean EFL students did as well as the NES in referential choices in subject positions, they underused references in other syntactic roles, such as object and possessive positions. They also made different referential choices in one of the major functions of demonstratives. That is, whereas the NES mostly used demonstrative this when referring to extended text in the preced ing discourse, both levels of the Korean EFL students preferred pronoun it for such function. The present study holds important pedagogical implications with regard to L2 writing pedagogy.
6,100원
9.
2012.09
구독 인증기관 무료, 개인회원 유료
The aim of this paper was to in vestigate the effect of pragmatic in struction on teachers' attitude toward the learning and teaching of L2 pragmatic competence. To this end, a study was undertaken in which sixteen pre- and in-service teachers as subjects took a course in sociolinguistics for a one semester-long period, and data were gathered by means of att itude scale. Attitude scale was designed on the basis of the assumption that pragmatic attitude was composed of four different components such as cognitive, affective, behavioral and teaching, and was administered on both the first day and the last day of semester. Among the findings of the study, most important, there was a stati stically significant difference only in cognitive component of pragmatic attitude, which showed a positive effect of instruction on the change in subjects' thoughts and opinions about the learning and teaching of L2 pragmatic competence. Based on the overall findings of the study, some pedagogical suggestions for fostering pragmatic instruction for EFL classes were offered.
5,700원
10.
2012.09
구독 인증기관 무료, 개인회원 유료
A new in-service teaching certificate system, the TEE Certificate system, was launched for Korean teachers of English with the aim of encouraging them to use English in their daily teaching practice. This study attempts to investigate key issues regarding the current development of the TEE Certificate system and addresses the implications for a successful TEE policy in Korea. It employs document analysis produced by the Ministry of Education, Science and Teclmology and to key Regional Offices of Education and semi-structured interviews with 15 supervisors, 11 teachers and 2 TEE Certificate examiners. The research findings suggest that there is a gap regarding the aims of the TEE Certificate system among stakeholders, leading to the different attitudes toward it. Those who have positive perceptions of the system see it as a tool for encouraging Korean teachers of English to develop their English language teaching competence. On the other hand, those who have negative attitudes see the negative aspects such as another type of burden on teachers and even the possibility of a form of lay-off. The new strategies of how to use the system are required to make it play a proper role in terms of the provision of an English-fi'iendly learning environment and supporting teachers' professional development.
6,000원
11.
2012.09
구독 인증기관 무료, 개인회원 유료
The main focus of the current article is to introduce and apply an evaluation model to an rNSET program for non-native speaking English teachers. The rationale behind why an rNSET program evaluation should make use of a synthesized approach to look at diverse variables from a balanced perspective is provided. While using the model as a guideline, this article explores the way quality drivers in an intensive teacher education program are interconnected to affect program quality. What/why/how the case study foreign teacher educator does needs to be examined through teacher trainees' perceptions and reactions, who better know context variables in their own classrooms. It turned out that the trainer's teaching quality was affected a lso by the socio-cultural variables within and beyond his classroom area. [n addition, it was revealed that discrepancies between stakeholders' beliefs and practices could lower the program quality as well. The article illustrates the process of how quality drivers and context variables affect each other to determine program quality and warrants more attention from ELT evaluators.
7,000원
12.
2012.09
구독 인증기관 무료, 개인회원 유료
Empirical research on the effects of semantic relatedness on EFL new vocabulary presentation has far y ielded inconsistent results. Thus, this study aims to examine to what extent semantic relatedness influences EFL vocabulaIy recall and retention for primary school students in Korea. The current study was conducted with 107 primary school students over 4 weeks. To compare the effects of presenting semantically related words (SR) and unrelated words (SU), participants were di vided into two groups, the semantically related words group (Group R) and the unrelated group (Group U). All the participants learned the same 40 English words paired with their Korean translation through one of two di ffe rent methods. The results revealed that both presentation methods have positive effects on EFL vocabu lary reca ll and retenti on. Between these two methods, SU was found to y ield better results on recall and retention. This difference between groups could be explained from the perspective of interference theory, the distinctive hypothesis, or cross-association. Lastly, significant perceptual change concerning the effecti veness of related words presentation was found in Group R.
6,300원
13.
2012.09
구독 인증기관 무료, 개인회원 유료
Engl ish as a Foreign Language (EFL) students in traditional second language (L2) writing classrooms are not provided sufficient opportunities for giving and receiving peer feedback. To compensate for this limitation, blended learning has been suggested in the L2 writing classroom. However, there has been little research on peer feedback in blended learning in L2 writing. Therefore, this study aims to investigate the patterns of peer feedback and the impact of peer feedback on revisions in blended leaming in L2 writing. The subjects for the qualitative study consisted of three university students, representing low- intermediate, intermediate, and advanced levels of English writing proficiency. Data sources included student-produced feedback in online and offline sessions, 18 drafts in process-oriented writing, classroom observations, and the interview. The major fi ndings of the study are as fo llows. First, the students produced more onl ine peer feedback than offline peer feedback. Second, they provided more fonn-focused feedback in online sessions, but more meaning-focused feedback in offline sessions. Third, they incorporated online peer feedback in their second drafts more than offline peer feedback in the final drafts. Based on the findings, implications are considered and suggestions are made for the effective use of peer feedback in blended learning in L2 writing .
7,700원
14.
2012.09
구독 인증기관 무료, 개인회원 유료
TOEIC continues to be an important test in Asia and TOEfC preparation classes are as popular as they have ever been. Little research has been done, however, to determine the most effective ways to help students prepare for this test. This study sought to analyze the impact of explicit TOEIC instruction when supplemented with Silent Sustained Readi ng (SSR) and an online vocabulary learning program. Four combinations of these practices were tested: ( I) explicit instruction supplemented by online vocabulary instruction, 2) a combination of explicit instruction, SSR and online vocabulary practice, 3) explicit instruction supplemented by SSR, and 4) expli cit instruction on ly. Total time for instruction and practice were kept constant among the four groups. Due to between-group differences on pre-test TOEIC scores, an ANCOVA analys is was used. On total TOEIC scores, all groups made sign ificant and statistically eq ual gains. However, on an analysis of the reading portion of the TOEIC resu lts, group 2 (combination of explicit instruction, SSR, and online vocabulary practice) outperformed group 4 (exp licit practice only group). The author concludes that the combination of all three practices had a synergistic effect on the reading portion of the test and led to superior gain s.
6,400원
15.
2012.09
구독 인증기관 무료, 개인회원 유료
The purpose of thi s study is to deve lop teaching materials for underachievers In e lementary Engli sh ed ucati on. Accord ing to Seoul metropolitan office of education (20 I I), the rate of underachievement has increased sharpl y when students go from primalY to secondary school. Therefore, it is necessalY to systematically teach underachi evers when they are in elementalY school. In order to develop teachi.ng materi als, a meta-analysis of the previous studies was cond ucted in the areas of underachi evers' characteri st ics and reasons, teaching ways, learning strategies and teaching contents. Moreover, a questionnaire survey for analyzing teachers' needs on teaching mate rials was conducted to elementalY school teachers. These resu lts were used as a fo undation to design the teaching materials. The major research findings are as follows: First, the developed teaching materials are expected to he lp teachers to teach underac hievers with practica l mater ia ls in the Engli sh e lementary classroom. Second, the suggested directions for developing teaching materials can gu ide teachers to develop the ir own teac hing materi als for underachi evers. Third, the integrated results of meta-ana lysis of the previous studies on teach ing underachievers help teachers to understand underac hievers better and thus construct effective teach ing strategies, teaching methods, and teaching contents.
7,000원
