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. 4 (2011년 12월) 15건
1.
2011.12
구독 인증기관 무료, 개인회원 유료
This study investigates the interactions between Korean EFL teachers’ beliefs about English language education, their teaching practices, and their perceptions of the reform initiated by the Ministry of Education, Science, and Technology (MEST). It highlights the variable of teaching level. Ninety-eight elementary school (ET), 96 middle school (MT), and 94 high school teachers (HT) were surveyed. The findings indicate that: (1) the participants’ beliefs were largely based on the communication-oriented approach (COA), although there was a group difference with the ETs believing it most strongly, (2) the HTs’ COA-oriented beliefs did not match their teaching practices, which were largely based on the grammar-focused, reading-based approach, and (3) the majority of the participants suggested that their low English proficiencies and large class sizes were constraints on their attempts to implement the reform. In addition, the HTs listed the College Scholastic Ability Test as a constraint. These findings are believed to be symptomatic of a transition stage through which English language education has been passing in Korea. The study also interprets the findings as a result of EFL teachers’ strategic adjustments in the face of the schism between the demands of the MEST-initiated reform and the realities of English language education.
6,100원
2.
2011.12
구독 인증기관 무료, 개인회원 유료
The purposes of the study arc to explore difficulties that native English speaking teachers (NESTs) experienced while co-teaching and to investigate their suggestions for better co-teaching. This study collected data from nine NESTs working at secondary schools in Korea through interviews. Regarding difficulties, the NESTs pointed out the hardships in relation to a lack of clear guidelines of co-teaching or role expectations, less active participation in class by Korean English teachers (KETs), and working with too many KETs for co-teaching. The NESTs made several suggestions for future co-teaching, such as provision of clearer guidelines to follow, decrease in the number of KETs to co-teach with, practical help in the format of co-teaching training and class observations, more interaction with KETs, and a new curriculum for co-teaching. Based on the findings, this study offers practical suggestions for better co-teaching.
6,400원
3.
2011.12
구독 인증기관 무료, 개인회원 유료
A body of research has reported that nonnative English-speaking teachers experience low professional self-esteem (Kamhi-Stein, 1999, 2000; Medgyes, 1994; Reves & Medgyes, 1994; Samimy & Brutt-Griffler, 1999). However, in the prior literature, the identities of nonnative English teachers enrolled in U.S. English teacher education programs remain relatively unexamined, especially in relation to native speakerism. In this study, the author investigates how nonnative English teachers see themselves as EFL teachers by employing critical theory and identity theory. The combination of these two theories provides lenses to examine how nonnative English teachers’ identities are affected by the native-speaker ideology within the intersections of power, language, culture, and race. These qualitative case studies show that nonnative English teachers are influenced by the ideology of native speakerism, leading to low professional self-esteem.
5,200원
4.
2011.12
구독 인증기관 무료, 개인회원 유료
This paper explores the dynamic construction of expert and novice identities in language-exchange conversations between Korean students learning English and American students learning Korean. Drawing on recent view on identity as performance (Butler, 1990), this study employs video- and audio-recordings of language-exchange interactions to examine the dialogic interaction between three language-exchange pairs. Adopting a conversation analytic perspective, the study examines whether and how participants of language-exchange interactions orient to their assumed roles as peer-teacher and peer-learner during language-exchange through micro-analysis of the interaction. The findings demonstrate that participant roles as linguistic expert and novice are not invoked in language-exchange interactions unless they arc treated as relevant in the interaction; rather than foregrounded by the situational arrangements of language-exchange, the expert-novice relationship in language-exchange dialogues is interactionally constituted by the local practices of the participants. Data analysis also shows that the construction of expert and novice identities in language-exchange interaction is a jointly constructed achievement and that participant roles as language expert and novice arc not given but ‘achieved’ as language-exchange participants ratify or reject the identity their partners display in the course of unfolding interaction.
6,700원
5.
2011.12
구독 인증기관 무료, 개인회원 유료
If the purpose of an assessment is diagnosing examinees’ knowledge states to improve their learning, more fine-grained information than the overall level of their ability is necessary. Recent advances in diagnostic assessment triggered the development of cognitive diagnosis models (CDMs), such as the deterministic inputs, noisy “And” gate (DINA) model. Although CDMs for language assessments have been applied to reading or listening test data, a CDM may produce more practical results if the construct to measure has specific and well-defined skill attributes as in a grammar assessment. For this study, a grammar test consisting of 40 multiple-choice items was administered to 3,000 Korean learners of English as a foreign language. From the test items, a Q-matrix, which is an essential tool for CDMs, was constructed based on six grammar skills. As a result, skill profiles were obtained for all examinees. This diagnostic information can be used for tailored instruction. Issues with regard to applications of CDMs to language assessments are also discussed.
4,200원
6.
2011.12
구독 인증기관 무료, 개인회원 유료
This study examines impartiality of an EFL academic language rest and compares academic language abilities for Indo-European (IE) and non Indo-European (NIE) language groups. Multiple-sample confirmatory factor analysis with mean structures was conducted on the Test of English as a Foreign Language (TOEFL) scores. Findings indicate that partial measurement invariance was established for both groups. The two-factor measurement model (LC and non-LC) was found the best fitting for both the groups, and factor loadings were comparable. Also, even though two intercepts (vocabulary and reading) were different across both groups, the difference was not practically meaningful. Accordingly, it was concluded that impartiality of the TOEFL score interpretation for the two groups could be supported. Findings also showed that mean academic language abilities (LC and non-LC) were not significantly different between the two groups, which lead to the conclusion that the receptive academic language abilities arc not influenced by the difference in L1 or in the way of language education they received. The claims about decisions and consequences of the use of the TOEFL were also discussed.
5,400원
7.
2011.12
구독 인증기관 무료, 개인회원 유료
The advancement in technology and availability of Computer Mediated Communication (CMC) technology and the Internet made meaningful interaction possible in both on and offline environments, which is referred to as blended learning. Blended learning has recently begun to gain popularity in ELT, and appropriate models of blended learning need to be developed for EFL classrooms. However, there have not been many attempts to investigate its application and development of appropriate teaching and learning models of blended learning in the field of ELT, especially in relation to English language skills and subskills. Therefore, the purposes of this study are to investigate the students’ perspectives and effectiveness of blended learning in English pronunciation skills, and to explore gender differences in blended learning. The subjects of this study consist of 173 Korean university students, and quantitative data including questionnaire and pre-experiment were collected. The major findings of the study are as follows. First, students’ perspectives in blended learning, its components, and tools were very positive. Second, blended learning was found to be effective in the development of segmental and suprasegmental pronunciation skills. Third, there were few significant gender differences found regarding social aspects of online interaction. Implications and suggestions based on the findings and discussion are provided.
6,300원
8.
2011.12
구독 인증기관 무료, 개인회원 유료
The study investigates whether different English learning contexts result in different grammar development in learners’ shared mother tongue, Korean. The research instrument included a sentence completion task of collocational expressions in Korean dialogues, a multiple-choice test of grammar in Korean sentences and dialogues, and a sentence composition task using double nominative structures. The participants were 26 students at the age of 8 to 9 year old in the EFL context, 21 in a type of immersion program, and 19 in the ESL context. The results showed little difference among the three groups in the collocation sentence completion task and the multiple-choice test, but a clearly significant difference between the EFL students and the ESL students in the double nominative sentence composition task. The students who had been learning English in English culture showed more limited knowledge in the writing sentences with such peculiar but common structures in Korean language, compared with those who had been learning English in a Korean cultural context. In the complementary correlation analysis of the scores in the sentence composition task with a double nominative structure, the length of residence in Korea proved the strongest correlation, implying that the longer students live in Korea, the better they perform. The study provides the pedagogical implication that the curriculum of a mother tongue for bilingual learners could need to intervene with more emphasis on enhancing learners’ grammatical development, including language-specific structures.
6,300원
9.
2011.12
구독 인증기관 무료, 개인회원 유료
The study is a full-scale investigation of the presence of the activation of L1 in L2. In order to portray a more holistic picture of Korean L2 learner’s lexical processing, the present study addresses variation in relation to stimuli and tasks both written and oral type in both L2 comprehension and production. The results show the evidence of the activation of non-target language (L1) as a form of Konglish in L2 (English). The factors affecting L1 activation in L2 were proficiency, the quantity and quality of English exposure, Korean-medium learning context. If Korean learners of English are exposed to an L1-inducing learning environment in Korea, they may not be able to develop an adequate lexical network in respect of English. In addition, if their exposure to English is sparse in quantity and of poor quality, thus not providing a very promising basis for the restructuring of their explicit knowledge of English learned through Korean, the activation of non-target language (L1) may be inevitable. Therefore, the development of L2 knowledge in the learner’s mental lexicon, through the quantity and quality of target language exposure and L2-promoting learning process, should be carefully considered in English leaching in Korea.
5,700원
10.
2011.12
구독 인증기관 무료, 개인회원 유료
This study examined native-speaking English teachers’ pedagogical knowledge through the analysis of transcriptions of videotaped lessons and interviews with six novice English teachers teaching at middle schools. The goal was to discover what pedagogical knowledge these teachers have and how the knowledge was represented in the form of instructional actions. The dominant categories of the teachers’ instructional actions were repetition of input and instructions. Hence, there were a lot of repetitions of input which seem to come from behavioristic perspectives of language learning and teaching. Also, there were lots of teacher-initiated questions and directives to elicit responses from the students. The primary way of clearing the meaning of the text was translation. The findings indicated that the native-speaking teachers’ pedagogical thought are mostly pertinent to general educational knowledge not about language learning and teaching. In addition, the novice teachers’ pedagogical knowledge deduced from pedagogical thoughts leaned towards heavily to ‘Handling language items’ while experienced teachers in Gatbonton’s (2000) study displayed no dominant category. Implications for teacher training were discussed.
6,000원
11.
2011.12
구독 인증기관 무료, 개인회원 유료
This study investigated the effects of pairing based on English proficiency and gender on high school students’ speaking task performance. A total of 16 high school students - 4 female advanced, 4 female intermediate, 4 male advanced, and 4 male intermediate learners - performed two information gap tasks spotting differences between two pictures, once with a same-level learner and once with a different-level learner. Their performance was analyzed in terms of degree of task completion, amount of utterances and fluency. The results showed (a) advanced level learners performed the task more accurately, more fluently, and in higher length when they were paired with advanced level learners than paired with lower level learners, although the differences were not significant; (b) For intermediate level learners, male students demonstrated a better performance when paired with higher level learners, but female students performed better when paired with the same level learners. The findings are discussed with regard to more feasible and more effective ways of grouping for pair work in high school English classes.
6,100원
12.
2011.12
구독 인증기관 무료, 개인회원 유료
In order to ascertain the extent to which Korean college students are familiar with the proper use of the English comma, this study examined all the instances of the comma used in a learner corpus consisting of 787 compositions written by Korean college students. All in all, 5,869 tokens of comma errors were identified and subsequently grouped into five categories of errors: (a) omission, (b) addition, (c) wrong substitution, (d) wrong position, and (e) others. A careful examination of these five types of comma errors revealed that the number of tokens in omission was the highest among the five categories, accounting for over half of all the comma errors, and that the students who received higher scores on their essays were just as likely to make comma errors as those who scored lower, a fact which suggests that students with a higher procifiency of English also need instruction on using the comma properly. These results lead to the conclusion that most Korean students are not familiar with contextual uses of the comma and that teaching the comma should be incorporated into English education both at the secondary and at the tertiary level.
5,400원
13.
2011.12
구독 인증기관 무료, 개인회원 유료
According to Shohamy (2007), the tests of certain languages deliver messages and ideologies about the prestige, priorities and hierarchies of the languages, leading to policies of suppression of diversity. The test-driven language policies also lead to a narrow view of language as standardized and homogenous. The purpose of this paper is to contextualize English language tests in relation to language policy tools in Korea. The discussion of inappropriately used test-driven policies was supported by several test development cases in Korea, which appeared in newspaper articles, testing companies’ newsletters, or government documents. Different English language tests intended as language policy tools were categorized into three major situations: government-led, school-contextualized, and industry-based. It was argued that the English test-driven policy movement must have influenced teaching, learning, and the curriculum, to the extent that policy-making and testing essentially became synonymous.
6,300원
14.
2011.12
구독 인증기관 무료, 개인회원 유료
The present study investigated the structural relationships among factors influencing Korean EFL learners’ willingness to communicate (WTC) in English and their actual English use. To this end, a total 595 university students enrolled in a wide range of academic disciplines participated in a survey. Data from the survey were analyzed using both multiple regression analysis and structural equation modeling (SEM) analysis. Results of the present study demonstrated that English confidence assessed by students’ perception of their English skill and English anxiety directly influenced students’ English WTC as well as the frequency and amount of their English communication. However, attitudes in international issues and intrinsic motivation made a direct influence only on students’ English WTC. Instead, these two factors made an indirect effect on students’ actual English use through the mediating role played by WTC. On the other hand, classroom factor as measured by perceived ELT methods and topic familiarity made a direct influence only on students’ actual English use, and the effect of the classroom factor on students’ English WTC was not significant. The same pattern was observed for socio-educational factor. These findings were discussed in terms of the implications for EFL education in the Korean context.
5,700원
15.
2011.12
구독 인증기관 무료, 개인회원 유료
The present study investigated the structural relationships among factors influencing Korean EFL learners’ willingness to communicate (WTC) in English and their actual English use. To this end, a total 595 university students enrolled in a wide range of academic disciplines participated in a survey. Data from the survey were analyzed using both multiple regression analysis and structural equation modeling (SEM) analysis. Results of the present study demonstrated that English confidence assessed by students’ perception of their English skill and English anxiety directly influenced students’ English WTC as well as the frequency and amount of their English communication. However, attitudes in international issues and intrinsic motivation made a direct influence only on students’ English WTC. Instead, these two factors made an indirect effect on students’ actual English use through the mediating role played by WTC. On the other hand, classroom factor as measured by perceived ELT methods and topic familiarity made a direct influence only on students’ actual English use, and the effect of the classroom factor on students’ English WTC was not significant. The same pattern was observed for socio-educational factor. These findings were discussed in terms of the implications for EFL education in the Korean context.
5,700원
