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. 74 No. 3 (2019년 10월) 7건
1.
2019.10
구독 인증기관 무료, 개인회원 유료
Lexical richness makes an important contribution to L2 writing quality. To explore its importance, the study aims to identify and explain how lexical richness manifests in argumentative essays written in the final exam of reading and writing class by thirty-five undergraduates. The lexical richness consists of four interrelated elements: lexical diversity, density, sophistication, and fluency. Detailed text analysis can identify these elements in EFL students' academic writing. The correlation analysis showed that the use of lexical diversity, sophistication, and fluency all affect writing quality and can be seen differently in a text depending on different score ranges, vocabulary knowledge and linguistic performance. Further, the regression analysis revealed that the lexical sophistication was found to be the most significant predictor that contributes to writing quality. In sum, the lexical richness displayed in written text is a result of a person’s underlying vocabulary knowledge. This study ends with a pedagogical implication for teaching lexical richness in EFL academic coursework.
6,400원
2.
2019.10
구독 인증기관 무료, 개인회원 유료
This corpus-driven longitudinal study investigates the structural use of lexical bundles in published research article (RA) introductions in applied linguistics written by English experts and Korean graduate students across two different levels of study. Frequency-based bundles were retrieved from a corpus of 200 published RA introductions and two corpora of 46 and 49 introductions of term papers written at two time points of the first and fourth semester of graduate course. In a further step, the structures of the bundles in different rhetorical moves of RA introductions were analyzed to reveal the developmental patterns in bundle use. The analyses show that the Korean graduate students are in the developmental process of academic writing featured by a shift from clausal style to phrasal style as their academic level advances. The results also suggest that the students have difficulty in appropriate bundle use in specific rhetorical moves even at the later academic level of graduate coursework. The pedagogical implications of L2 students’ developmental order are discussed.
6,400원
3.
2019.10
구독 인증기관 무료, 개인회원 유료
This study investigated EFL college students’ culture-related templates of written texts along the possibility of inter-cultural transfer. We designed a case study to explore how certain cultural assumptions contribute to EFL students’ rhetorical decisions while writing an argumentative writing. The participants were four EFL college students. Multiple data sources include background questionnaires, argumentative essays, and in-depth retrospective interviews. To analyze rhetorical choices in the participants’ writing, we identified choices of argumentation subtypes, and introduction and conclusion components. We also categorized the location of the writer’s main claim and thesis statement. The interview data were qualitatively analyzed to see what rhetorical resources participants draw from the cultural/educational contexts, and which factors had influenced the participants’ rhetorical strategy. Data analyses indicate that each participant manipulated different rhetorical structures to strengthen the rhetorical impact of their writing. Indeed, the complex constellation of individual participants’ cultural resources was at play in their L2 writing. This study contributes to our understanding of the rhetorical templates of L2 texts as constructs that are always in process, and therefore adaptable and negotiable.
6,000원
4.
2019.10
구독 인증기관 무료, 개인회원 유료
The present study attempts to provide empirical and qualitative evidence to support the feasibility of rubric-referenced self-assessment to promote learning in a Korean high school EFL context. Over four rubric-referenced self-assessment lessons, with the help of a teacher’s instructions, students wrote a first draft and assessed it using a scoring rubric. Drawing on this self-assessment, they wrote a second draft, also followed by a self-assessment as well as a self-assessment diary. As quantitative data, the scores of the first draft of the first class were compared with those of the second draft of the fourth class. Survey questionnaires, interviews, self-assessment diaries, and essay self-assessments served as qualitative data. The findings are, first, rubric-referenced self-assessment showed positive effects on students’ writing quality. Second, students came to perceive the effectiveness of rubric-referenced self-assessment. Lastly, rubric-referenced self-assessment positively influenced students’ learning strategies and attitudes. These results imply that rubric-referenced self-assessment promotes learning in a Korean high school EFL context, leading students to become self-regulated learners that take responsibility for their own learning.
8,000원
5.
2019.10
구독 인증기관 무료, 개인회원 유료
Challenges and Trials: Implementing Localized TBLT for Novice L2 Learners Throughout Three Semesters
The purpose of this study is to investigate the constraints on implementing task-based language teaching (TBLT) and strategies that make TBLT feasible with novice second language (L2) learners in college. When the researcher (a bilingual teacher) struggled to implement tasks into traditional English courses with almost 210 novice undergraduates throughout three separate semesters, a number of constraints were identified for the task syllabus, and TBLT was modified and adapted to a localized college-level context. The study was conducted over three 16-week-semesters, and its process was recorded in field notes. The findings demonstrated that there were four major constraints on implementing TBLT: 1) irrelevant topics in the coursebooks, 2) novice learners’ writing dependence and limited use of the second language, 3) excessive use of the first language, and 4) an irrelevant examination system. As four strategies to adapt TBLT in a local college context, the following were practiced and suggested: 1) a needs analysis is necessary, 2) instead of task-supported language teaching, a new hybrid form of TBLT and presentation-practice-production might work, 3) teaching English in English is necessary but specifying strategies for selective use of first language (L1) is needed, and 4) relevant tests are necessary. It is hoped that these findings will enrich the actual process from adoption to adaptation of localized TBLT for novice L2 learners in Korean colleges.
6,600원
6.
2019.10
구독 인증기관 무료, 개인회원 유료
The present study aimed at investigating the effectiveness of bottom-up (BU) and top-down (TD) approaches on EFL learners’ vocabulary learning, the difference in the effects of the two approaches depending upon their level of vocabulary proficiency, and their perception of the approaches. For this study, 122 college students were divided into two approach groups and to two levels in each group depending upon their level of vocabulary knowledge. They were trained with either of the approaches for one semester. The results were that 1) there was no statistically significant differences between the BU and TD approaches, even though the two approaches were effective to improve the students’ vocabulary knowledge; 2) high-level students failed to show any significant differences between the two approaches in the two tests, whereas low-level students in the BU group performed significantly better than those in the TD group in the production test; and 3) they preferred the BU or TD approach to the traditional method in vocabulary learning, and they listed some advantages and disadvantages of the approaches.
5,500원
7.
2019.10
구독 인증기관 무료, 개인회원 유료
The number of multicultural families has been increasing in Korea recently, and it is reported that students from multicultural family experience multiple struggles in English learning. With an awareness of mothers’ role in child’s education, this study aims to investigate multicultural family mothers’ perception of English education and the extent of those mothers’ involvement in their child’s English learning. For the purpose of this investigation, the present study collected survey data from 115 multicultural family mothers with varying national backgrounds, and interviews were conducted with 10 mothers. The results of this study reveal that the multicultural family mothers were well aware of the importance of English skills and knowledge with a belief in the practical value of English as a gatekeeper to materialistic, symbolic resources. However, the mothers were not that actively involved in child's English learning for several reasons, including their limited English proficiency and economic burden. Based on the findings, the present study offers practical suggestions for assisting multicultural family children’s English education and their social integration.
6,300원
