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. 2 (2011년 6월) 14건
1.
2011.06
구독 인증기관 무료, 개인회원 유료
Learner immediate response (i.e., uptake) to recasts has been discussed in a considerable amount of research in the field of second language acquisition (SLA). Many different interpretations of learner uptake have been proposed. One of them defines uptake as an indication of learner noticing of recasts. However, only a limited amount of research has actually examined how learner uptake is associated with learner perception of recasts. The current study examined how learners actually respond to recasts provided in the classroom. In addition, it investigated whether or not learner uptake was related to learner perception of recasts and how the quality of learner uptake was associated with the depth of learner awareness. Nine intact English classrooms were observed and video-taped. Eighty-eight students participated in either oral or written stimulated recall sessions. They viewed the video clips of their own classes and recalled the moments when they received recasts. The analyses of classroom interaction and students’ comments indicated that they responded to recasts to a considerable extent when they had an opportunity for uptake. Learner uptake of recasts was found to be related to learner perception of recasts. It was also revealed that the students much more frequently perceived the gap when they showed successful uptake compared to the cases where they did not.
5,400원
2.
2011.06
구독 인증기관 무료, 개인회원 유료
The present study was motivated by the claim that attention and noticing are important for SLA and investigated the extent to which learners may notice the target form and its subsequent learning through noticing. To address the methodological concern about how to collect and analyze noticing data, the dictogloss procedure was employed following Swain’s (1998) suggestion. The transcripts of LREs of each pair of the learners were examined to capture the moments when their attention was drawn to form for their L2 output when performing a dictogloss. In general, the basic premise that the more attention to the form, the better its chance of learning was attested. There was also a positive relationship between the extent of noticing and subsequent learning and the learner’s readiness for the target form. This result led to the second research question which explores what factors constrain noticing and learning of the target form. Internal learner capacities (i.e. readiness, attentional capacity, bias, type of processing, and familiarity) appear to be the crucial constraining factors on noticing and subsequent learning. There was a disparity between the extent of noticing and learning outcomes in the case of some learners. This disparity seems partly due to the problem with the coding of noticing data. Therefore, the present study suggests that concerns still exist about how to best operationalize and measure the noticing of L2 forms. Finally, the limitations of this study are discussed and suggestions for future research are provided.
6,000원
3.
2011.06
구독 인증기관 무료, 개인회원 유료
The study aims to find out the demotivating and remotivating factors in the college students’ past English learning experiences and to explore the effective English class for low level students based on the research results. The 125 students participated in a reflective student questionnaire, and the students’ responses are analyzed through descriptive statistics. According to the results, most students’ lowest motivation period was high school years and the highest motivation time was college years followed by elementary years. The major demotivators and remotivators were identified according to four categories: external, internal, learning situation (classroom / outside classroom), and learner. The research findings show that in demotivation process, external factors influenced more than internal factors, and learning situation factors affected more than learner factors. In contrast, in remotivation process, internal factors more affected than external factors and students’ desire to be good at English and their awareness of the usefulness of English mostly affected their remotivation. However, it is revealed that classroom factors are the most important factors in motivating the students among learner, classroom, outside classroom factors. Based on identified demotivating and remotivating factors, the researcher suggested the appropriate English class for lower level college students.
6,400원
4.
2011.06
구독 인증기관 무료, 개인회원 유료
This experimental study investigated whether language anxiety differentially influences the extent to which two corrective feedback (CF) techniques of recasts and prompts affect the L2 learning process and its outcome. Four experimental groups were formed according to their anxiety level and the type of CF received during question recall tasks they completed: the high-anxiety recasts-receiving group, the low-anxiety recasts-receiving group, the high-anxiety prompts-receiving group, and the low-anxiety prompts-receiving group. Two high- and low-anxiety control groups were additionally formed, who did not engage in the tasks. Learners’ anxiety level was judged based on their responses to a language anxiety questionnaire. CF efficacy in processing L2 was measured by examining the extent to which CF induced modified output and repair. Learners’ L2 knowledge was assessed at explicit and implicit levels on pretests, immediate posttests, and delayed posttests. Results revealed that language anxiety had no impact on prompts’ efficacy but displayed some influence on recasts’ efficacy. Recasts were more effective in promoting repair and L2 explicit knowledge for low-anxiety learners. It was also found that the differential effects of learner language anxiety were closely related to the level of anxiety aroused by the way the tasks were implemented. The finding highlights the significance of considering both learner language anxiety and task anxiety in providing CF.
6,600원
5.
2011.06
구독 인증기관 무료, 개인회원 유료
This study aims to validate the English learning anxiety scale for Korean primary school students. At the initial stage, 16 items of the Foreign Language Classroom Anxiety Scale (Horwitz, Horwitz, & Cope, 1986) were drawn from the literature reviews for the preliminary test. Then, 177 primary school students were sampled for the preliminary test. After the exploratory factor analysis was undertaken, the English Learning Anxiety Scale (ELAS) was reduced to 14 items, which consisted of two dimensions (oral English classroom anxiety, and low self-confidence in English). The main test was given to 573 primary school students from fourth grades to sixth grades in eight different schools in order to confirm validity and reliability of the ELAS. The results of the confirmatory factor analysis using structural equation modeling demonstrated that the ELAS is a valid (TLI, AGFI, CFI>.94, RMSEA=.049) and reliable (Cronbach’s α = 0.891) instrument.
5,700원
6.
2011.06
구독 인증기관 무료, 개인회원 유료
The present study investigated native speaker teachers’ beliefs about learning and teaching English in the Korean university setting. Despite the great influx of native speaker teachers into the Korean English education system, relatively little research has been carried out on teachers’ perspectives on learning and teaching. Considering the significant impact of teachers’ beliefs in the classroom, this study investigated the sources of teachers’ beliefs, their beliefs about learning and teaching, and their beliefs about teacher roles in the second language classroom. Data were collected through semi-structured interviews with eight native English speakers who were teaching at the same university. The findings showed that the teachers believed students’ active participation was the key to successful second language learning. It was shown that the teachers’ beliefs were closely associated with their prior learning experiences and that differences in the learning experiences between the teacher and students may cause difficulty in the second language classroom. These findings suggest the importance of teachers’ awareness of students’ learning experiences and the need to negotiate within the given teaching context without completely giving up teachers’ own beliefs about learning and teaching a second language.
6,400원
7.
2011.06
구독 인증기관 무료, 개인회원 유료
This study examined how four different constructed response formats of reading comprehension tests (cloze, recall, summary, and translation), developed based on the two texts with different reading difficulty, exert effects on EFL students’ reading test performance; and also investigated how those effects, if any, are differentiated with respect to the participants’ language proficiency levels. The total of 437 college students (220 male and 217 female students) participated in the current study. The test data was submitted to statistical treatment. The findings were that the four different response formats assessed different aspects of reading comprehension; the two texts with different text difficulty elicited different reading comprehension performance; and there were complicated interactions between the two variables of response format and text difficulty across the participants’ language proficiency levels. It is suggested that classroom teachers have to take it into consideration when planning to develop a reading comprehension test for EFL learners: how to choose reading texts that will be included in the test, considering an appropriate level of text difficulty and test formats to be engaged in order to assess students’ reading comprehension ability more accurately.
5,400원
8.
2011.06
구독 인증기관 무료, 개인회원 유료
This study investigates variation in article use by Korean secondary school students of English. The study shows how two different tasks affect variation with respect to article types (a, the, and zero), proficiency level and the semantic feature, specificity. One task, a wide domain task, focused on grammar in general and the narrow domain task focused on articles. The statistical results showed that the subjects performed significantly better on the narrow domain task than on the wide domain task. The subjects showed significant differences among the three articles in the wide domain task, while they did not in the narrow domain task. The subjects performed significantly better with non-specific DPs (Determiner Phrases) than with specific DPs in the wide domain task, but reversed results were revealed in the narrow domain task. The present study presents some finding that grammatical domain plays a role as a variable for variability and shows that different tasks on the same research topic may produce different findings.
5,400원
9.
2011.06
구독 인증기관 무료, 개인회원 유료
The aim of this paper was to examine the knowledge of Korean students about English relative clauses in both contextualized and decontextualized situations. To this end, a study was conducted in which fifty college students of EFL participated as subjects, and data were collected by means of three methods: elicited imitation task, composition and conversation. The findings of the study indicated that subjects’ performance on comprehension and production tasks was affected by grammatical positions on which relativization occurs in relative clause. It was also shown that their performance was influenced by position of head noun in matrix clause that relative clause modifies. Based on the results of the study, two sets of ordering (i.e., the accuracy order of comprehension and the frequency order of production) in which a variety of types of relative clauses were understood and used in contextualized and decontextualized situations were offered to describe and explain the Korean learners’ performance on L2 relative clauses.
5,800원
10.
2011.06
구독 인증기관 무료, 개인회원 유료
When two raters assign discrepant ratings in writing assessments, a method of resolving the differences should be applied to improve the accuracy of scores reported to examinees (operational scores). The present study, in an attempt to locate the most effective resolution method for the current context where not only experienced but also novice raters participate in assessment, examined tertium quid method as compared to averaged original scores of experienced and novice raters. The results of paired t-tests and interrater reliability estimates for seven pairs of raters showed that the ratings of experienced and novice raters were significantly different from each other. To investigate the accuracy of averaged and tertium quid scores, Pearson correlation was conducted by correlating the two resolved scores with criterion score (standard for decision making). Tertium quid scores correlated much higher with the criterion than the averaged scores across seven sets of scores for all six categories (Content, Organization, Style and Quality of Expression, Language Use, Mechanics, and Fluency), thereby providing a positive evidence for tertium quid method as score resolution. The study suggests for future research that it is not sufficient enough to test the efficacy of resolution methods without considering sources of rater variability.
5,700원
11.
2011.06
구독 인증기관 무료, 개인회원 유료
This study intends to investigate the needs of study skills for English of Korean postgraduate engineering students in an academic community. In raising the issues, this research uses semi-structured interview to examine the perceptions of Korean engineering students themselves and subject lecturers. The research showed that expanded command of study skills in English integrated with academic practices of the engineering discipline was seen to be required for students in the community. Considering the demands of participation in the global academic community leads to the conclusion that the practice of EAP teaching should encompass integrative forms of literacy along with the particular academic culture and conventions of the engineering discipline.
5,500원
12.
2011.06
구독 인증기관 무료, 개인회원 유료
The purpose of the current study was bi-fold. First it was to examine how the semantic prosody of eight lexical items that had a specific semantic prosody were presented and explained in the six English-Korean bilingual dictionaries. In addition, it was to investigate how those lexical items were used in university students’ sentence writings in relation to semantic prosody. The result showed that the semantic prosodies of the lexical items were not adequately presented in the dictionaries in general and a number of inappropriate uses of lexical items in relation to semantic prosody were identified in the students’ sentence writings. It was suggested that EFL dictionary publishers should explicitly address the issue of semantic prosody by providing information about the semantic preference and collocational behavior of a lexical item and they should be more cautious when presenting Korean translations/equivalents in the dictionaries. Along the same lines, it was also suggested that EFL/ESL teachers should (a) recognize the value of semantic prosody in L2 communication; (b) avoid the vocabulary teaching practice of explaining the meaning of words by simply providing near synonyms; and (c) make the students more aware of the difference in semantic prosody between English lexical items and their Korean translations/equivalents.
5,500원
13.
2011.06
구독 인증기관 무료, 개인회원 유료
A continuing challenge for English educators and policy makers in Korea is how to provide the right amount of good English education in an effective and efficient way, to help achieve the needed level of English communication skills. No efforts would turn out successful if the amount and the quality of public English education did not meet people's expectations. In order to plan and implement successful English education policies, it is necessary to figure out what kind of English education and how much of it are needed for Korean people. The current study aims to investigate what levels of English speaking proficiency Korean people perceive they need. The study first reviews some widely-used international English oral proficiency standards, then, compares those with the level descriptions of the Korea’s national curriculum of English. To gather information on the current level of English speaking proficiency, and the expected level of English speaking proficiency, 356 teachers (123 elementary school, 114 middle school, 119 high school), 696 students (179 elementary school, 222 middle school, 295 high school), and 650 parents (164 elementary, 212 middle school, 274 high school) from all the 16 district education authorities, were surveyed and interviewed. The results are presented with the discussion of the future directions of English education in Korea.
8,000원
14.
2011.06
구독 인증기관 무료, 개인회원 유료
This study aimed to investigate characteristics of English summary skills of Korean college freshmen. To achieve this aim, 120 English summary writings were collected from an English diagnostic test for college freshmen. Two texts with different features were used for the test. Text A is a persuasive essay with a problem/solution structure, and Text B is an expository essay with a collective structure. Fifty-three students summarized Text A and the others Text B. For each of the text groups, students were classified into two groups by their summary level. In the analysis of the writings considering the genre of the original text, organization, and adherence to summarization rules, it was found that the learners summarized the persuasive essay better than the expository essay. The high-ability group used various transition words and followed the structure of the original text when they organized their writings. As for summarization rules such as invention, selection, and paraphrasing, Text A group did not show any difference in their creation skill of topic sentence between the high- and low-ability group. On the other hand, the high-ability group that read Text B was better at creating general sentences than the low group. There was not a significant difference between the high- and low-ability groups in their paraphrasing skills, Text A group in general performing better than Text B group. Further suggestions and pedagogical implications are discussed.
6,600원
