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. 66 No. 1 (2011년 3월) 11건
1.
2011.03
구독 인증기관 무료, 개인회원 유료
The research on the role of working memory in L1 and L2 reading comprehension has provided valuable insight on domain-general mechanisms at work in both comprehension processes. The present paper explains a construct of working memory as a multicomponent model (Baddeley, 2007; Baddeley & Hitsch, 1974), reviews empirical studies that investigated the impact of working memory in L1 and L2 reading comprehension, introduces a newly adopted construct to the model of working memory, episodic buffer or long-term working memory (Erricson & Kintsch, 1995), and discusses the role of background knowledge in relation to working memory. The review of the studies showed that central executive, an attentional control system, is a significant predictor for not only L1 reading but also L2 reading comprehension. Phonological loop, a storage system, is significantly related to central executive. However, it is not a direct significant predictor for L1 and L2 reading comprehension; instead, it explains significant variances of vocabulary acquisition in the beginning stage of language acquisition, which is a direct significant predictor for reading comprehension. How high vs. low working memory groups make use of their cognitive resources in L1 and L2 reading when provided with additional background knowledge is further discussed.
5,500원
2.
2011.03
구독 인증기관 무료, 개인회원 유료
This study investigated whether the simple view of reading framework is supported among Upper elementary Korean EFL learners. Specifically, the relative contributive power of two emergent literacy factors, word decoding and linguistic comprehension abilities, which have been identified as the main determinants of successful reading comprehension, was examined. Ninety nine fifth grade students in Korean elementary school participated in this research, and their decoding skills, listening comprehension abilities, and reading comprehension in English were measured. The findings revealed that both English decoding skills and linguistic comprehension ability were significant predictors of their English reading comprehension, which supports the simple view of reading within the Korean EFL context. Specifically, decoding skill explained more of the variance, compared to linguistic comprehension, in reading comprehension when controlling for each other. The result is discussed in terms of the overall development of L2 proficiency and the role of L2 exposure in L2 reading comprehension development.
4,900원
3.
2011.03
구독 인증기관 무료, 개인회원 유료
This study aimed to investigate Korean high school students’ comprehension level and attitudes towards three different English accents: American-accented, Malaysian-accented, and Korean-accented English. The experiment was conducted with 340 female high school students in Gyeongsangnam-do. The data collection in this study consisted of the results of three listening comprehension tests and two survey questionnaires. The results show that speakers' various English accents affected the participants’ listening comprehension: The participants understood the American-accented and the Korean-accented English better than the Malaysian-accented English. The study also shows that there is no interaction between the English accents and the participants' L2 listening proficiency levels. In addition, the results indicate that the participants display more positive attitude toward American-accented English, followed by Malaysian-accented English, and finally Korean-accented English. This paper therefore suggests that Korean students need to be exposed to various English accents in order to become familiar with the concept of World Englishes.
6,300원
4.
2011.03
구독 인증기관 무료, 개인회원 유료
This study investigates the collaborative task of dictogloss, which can be described as a communicative based activity which allows for the focus of form. The current study employed two dictogloss tasks in immediate repetition, and an examination was done concerning the ability of learners to notice recently taught target lexical items (TLIs) as they occurred during the individual and collaborative activities of the tasks. Fifty three Korean EFL learners enrolled as second year students in the English Department of a university in Seoul, South Korea, participated in the study. The results indicated that learners can successfully notice and attend to TLIs in addition to other grammatical forms during both individual and collaborative activity, and that immediate repetition of the dictogloss showed to increase these instances of noticing. The pedagogical implications of dictogloss as an effective learning procedure for promoting vocabulary noticing are discussed, in addition to the benefits of immediate repetition to further increase new vocabulary noticing.
8,300원
5.
2011.03
구독 인증기관 무료, 개인회원 유료
The study investigated whether Korean EFL students' vocabulary used in reading-based writing differed according to writing topic and their reading and writing proficiency. College students enrolled in writing courses (n=95) were asked to write argumentative essays in response to two readings on judging people by appearance (JPA) and disclosing personal information of serious criminals (DPI). These students were divided into high and low proficiency writer groups and into high and low proficiency reader groups according to their writing and reading scores respectively. The students' vocabulary used in writing was then analyzed by VocabProfile, which provided four lexical frequency lists: the first 1000 frequent words (K1) including function words (FW) and content words (CW), the second 1000 frequent words (K2), academic word list (AWL), and off the list words (OLW). The results indicated that the topic JPA produced a higher proportion of K1 and content words, whereas DPI generated more K2 and off the list words. None of the vocabulary profiles, however, significantly differed according to the students’ reading proficiency. In contrast, proficient writers were found to use significantly more K1 and function words than their counterparts. With the topic effect further considered, for JPA, proficient writers used more K1 words and function words whereas less proficient writers used more K2 and off the list words. With regard to DPl, proficient writers were found to use more function words than low proficient writers. Findings are discussed in more detail, along with implications.
5,400원
6.
2011.03
구독 인증기관 무료, 개인회원 유료
The purpose of the study is to report and share a reflection on using the ETS Criterion online writing evaluation system in a university setting and evaluate if this system can be a suitable teaching/learning tool for English language learners (ELLs) in an English as a Foreign Language (EFL) context to facilitate their writing ability. Participants were given a writing prompt to write about in class and entered their writing into the Criterion system to receive feedback. Both quantitative and interpretive analyses were conducted for 129 student writing samples and Trait Feedback Analysis reports. The study revealed that the sentence-level feedback appears to be in urgent need for EFL writers, but Criterion did not provide this kind of feedback. Errors in such aspects as basic sentence structures, subject-verb relationship, awkward meaning construction, and formulaic expressions could not be treated by Criterion at all. In addition, the comparison of teacher feedback and Criterion feedback were discussed in details. This study alerts users to contemplate before use what the purpose of using Criterion is, whether for diagnosis of writing proficiency or as a teaching/learning tool for developing students’ writing ability. Plus, educators should be aware of on which language aspects and features EFL writers necessitate feedback to facilitate their writing development, different from first language (L1) writers.
7,000원
7.
2011.03
구독 인증기관 무료, 개인회원 유료
This paper explores the perceptual learning style, ideal L2 self, and motivated L2 behavior of Chinese, Japanese, South Korean, and Swedish high school students. Guided by Dörnyei’s (2005, 2009a) L2 motivational self-system, this quantitative study extends Al-Shehri’s (2009) and Tae-Young Kim's (2009a) research byreinterpreting the role of perceptual leaming styles in the creation of learners' ideal L2 self and the maintenance of their motivated L2 behavior. The statistical analysis found that learners' perceptual learning styles (i.e., visual, auditory, and kinesthetic styles) were significantly correlated with their ideal L2 self and motivated L2 behavior. However, the results of the regression analysis indicate that none of three perceptual learning styles were meaningful predictors of motivated L2 behavior. Instead, only ideal L2 self were found to be meaningful predictors of their motivated L2 behavior. The ANOVA results indicate that although the Chinese students were more likely to show motivated L2 behavior than the other students, they showed a significantly lower level of the ideal L2 self than the Swedish students. By focusing on the relationship between learners’ perceptual learning styles and motivated L2 behavior based on the L2 motivational self-system, this study provides evidence that the creation of ideal L2 selves plays a pivotal role in sustaining motivated L2 behavior .
5,800원
8.
2011.03
구독 인증기관 무료, 개인회원 유료
This paper investigates the effects of time constraints on writing performance of Korean college students by comparing the overall quality of two types of writing samples-the term paper with a 5-week time allowance and the in-class timed essay with 30-minute time constraints. Thirty-nine college students majoring in Englishlanguage education participated in the study, and their compositions were compared in terms of 5 criteria. To ensure the compatibility of the two different types of tasks, two textbook passages whose topic was similar to each other were presented to the students. The writing task in both conditions was to build a lesson plan in an essay format explicitly detailing the rationale for each activity. The t-test results suggest a meaningful difference in the areas of content, language use, and mechanics; but not in organization and vocabulary. The results indicate that there are limitations on measuring students’ writing ability under timed conditions, which was also validated by survey responses collected at the end of the experiment. Implications for writing assessment are offered.
4,800원
9.
2011.03
구독 인증기관 무료, 개인회원 유료
This article aims to provide guiding principles for English language teacher evaluation through the review of recent accounts of research and practice. Teacher effectiveness needs to be contextually defined and measured. It is suggested that education providers need to work with all stakeholders in their systems both to define criteria for effective teaching and the means by which it may be assessed. As teacher evaluation is multifaceted, a range of data needs to be collected encompassing the views of all the stakeholders as well as the reflections of teachers themselves. Teacher evaluation should not be regarded as a summative product, the result of single evaluation measures conducted upon teachers, but should be thought of as a formative process in which teachers are actively engaged. Regarding evaluator training, it should not be assumed that those charged with evaluating teachers are, because of their positions, adequately trained to perform the evaluations. Evaluator training should be carried out before any evaluation is conducted under a new system. In order for the evaluation system to be meaningful and contribute to improvements in the education system as a whole, it should be seen primarily as a means of professional development for teachers as well as for anyone else involved in the process.
5,700원
10.
2011.03
구독 인증기관 무료, 개인회원 유료
This study aims to evaluate the practicality and reliability of the selection of derivational forms in Korean National Curriculum of English and examines the effect of the derivational regulation on government-authorized English textbooks used in middle and high school. The current National Curriculum issued the guideline for vocabulary use and selection in the textbooks and regulated derived words with 11 affixes not counted as new words (Chang, 2007). For the research, suffixed word list was developed based on high frequency 14,000 word families in BNC (Nation, 2004) and it was loaded onto the RANGE (Heatley & Nation, 2002). By using the developed suffix analysis tool, 28 newly revised textbooks from middle and high school curriculum were analyzed and three corpora including Brown Corpus, Open American National Corpus (OANC), and L2 corpus were investigated to suggest improved regulation of derivational forms. As a result, the guideline for the derivational regulation in the Curriculum is found to require more consistent research. For the purpose, four levels of graded suffixes were suggested for the future English curriculum revision.
6,100원
11.
2011.03
구독 인증기관 무료, 개인회원 유료
This study reports on the findings of a corpus-based analysis of Korean college students' use of English conjunctive adjuncts. Unlike many previous studies that mainly focused on describing the position and semantic types of conjunctions used by learners of English, this study examines grammatical errors of conjunctive adjuncts found in a leaner corpus that consists of 102,632 words written by 399 Korean college freshman students. The main findings of the study can be summarized as follows. First, learners tend to use sentence-initial coordinators even when the sentences before and after the coordinators are not long enough to warrant such usage. Second, sentence fragments occur much more frequently than run-on sentences with the 10 most frequent conjunctive adjuncts found in the corpus. Finally, learners often add unnecessary punctuation marks or omit necessary ones after conjunctive adjuncts, errors which sometimes make it difficult for readers to understand the text. All these errors amount to the conclusion that many Korean learners of English at the university level lack the necessary grammatical knowledge of English conjunctive adjuncts to use them correctlyin academic writing.
5,500원
