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. 65 No. 2 (2010년 6월) 11건
1.
2010.06
구독 인증기관 무료, 개인회원 유료
This study analyzes a nationwide English placement test in the Rasch framework Data were obtained from 297 first-year junior high school students. The assessed person (.75) and item reliability (.95) indicate that the test was fairly consistent and reproducible with other samples of examinees. About 60% of total variation was explained under the assumption of unidimensionality. The person separation index suggests that two and a half ability levels can be differentiated by means of the test. Overall, the ability distribution of students was higher than the difficulty distribution of items. The fìt statistics identified a few misfìt items, but their impact on the utility of the test appears nonsignificant.
5,700원
2.
2010.06
구독 인증기관 무료, 개인회원 유료
This paper discusses the results of two questionnaire surveys which are designed to find out how Korean college students perceive some problematic English sentences and how their imperfect knowledge of English grammar affects their attitudes towards speaking English. The major purposes of the paper are: first, to analyze what erroneous sentences they find either correct or incorrect; second, to find out how much they can be lenient with problematic Eng lish sentences by analyzing what sentences they think are fine to understand and would use; third, to investigate how their lack of proper knowledge of English grammar affects their attitudes in using and learning English; and fourth, to discuss importance of grammar teaching in an EFL classroom. In line with recent studies on World Englishes, this research adheres to the idea that it is significant to give students opportunities to use the language without fear of making grammatical mistakes rather than emphasizing Standard English and the correct language. However, the results of the surveys show that the lower the level of their English proficiency, the more they want to speak grammatically correct English, and the lesser they show leniency towards deviant English structures.
5,700원
3.
2010.06
구독 인증기관 무료, 개인회원 유료
This study looks at the employment of negotiation about form by a pair of advanced English L2 users engaged in collaborative composition tasks, and compares their negotiation with that of a beginner English L2 pair. Contrary to the increasing interest in negotiation for meaning within the L2 literature, there is little research that investigates how learners interact in negotiation about form contexts, where learners are required to explicitly talk about the form that they encounter. In particular， few studies have been conducted with learners at different proficiency levels in such contexts. Recognising this paucity, the study presents a holistic analysis of learners' negotiation about form generated by learners at different proficiency levels. This means that first, the negotiation about form was quantified in terms of language-related episodes (LREs); second, the same data was examined via an in-depth, descriptive analysis; third, delayed post-tests were conducted on specific linguistic items produced via negotiation about form. The study does not find much difference in LREs between the two proficiency levels of learners or convincing evidence that LREs lead to L2 learning at all. The results also reveal limitations in the relationship between the interactions engaged in and eventual learning. (196 words)
6,600원
4.
2010.06
구독 인증기관 무료, 개인회원 유료
This paper investigates the role of L2 learner beliefs in study-abroad (SA) contexts. To date, the research of learner beliefs has relied mostly on survey methods, missing qualitative, critical evaluation reflecting the learners’ voice. 8y adopting multiple qualitative research methods, idiosyncratic SA experience and learners' perception of it are reported by analyzing the data of two Korean college students experiencing changes in L2 learning beliefs and L2 proficiency before and after the SA. The data were collected through language learning autobiographies, semi-structured interviews, and stimulated recall tasks by using photos uploaded to the learners' personal web blogs. The findings show that 1) changes in L2 learning beliefs are related to thedegree of legitimate peripheral participation in SA contexts and 2) L2 learners' mode of belonging to the SA community is a useful conceptual framework for explaining their L2 learning beliefs and their sense of success in SA experience. The results suggest that the crucial factor for successful SA L2 learning may not be L2-rich contexts per se but be the learners' recognition of and appreciation for L2 participation.
6,300원
5.
2010.06
구독 인증기관 무료, 개인회원 유료
This study investigates the effects of the types of tasks and feedback on Korean adult EFL learners' fluency, accuracy, and complexity. A qualitative approach was also added to determine the perceptions that learners and teachers have about task-based instruction (TBI) and feedback types with learning journals, interviews, and stimulated recall. Although the experiment had the limitations of a small size of subjects and short length, certain findings are worth noticing. For both levels of group learners (lower intermediate and higher intermediate), fluency was highest in the descriptive tasks receiving implicit feedback. For accuracy, the rate was highest when both groups performed descriptive tasks receiving explicit feedback. For complexity, only higher intermediate level learners showed substantially higher rates in narrative tasks with explicit feedback. Planning time and the freedom to choose the topic (picture to describe) presumably might have affected fluency and accuracy in descriptive tasks. Accuracy was found to have been more affected by explicit feedback that primarily provided corrections on morphosyntactic errors. In addition, the qualitative research on the perceptions that L2 learners and teacher had about their experience with TBI and feedback provides insightful perspectives that are hoped to contribute to designing more effective TBI and interactional corrective feedback. (201)
7,000원
6.
2010.06
구독 인증기관 무료, 개인회원 유료
This study aims to investigate the effect of spaced distribution versus massed distribution learning on grammar acquisition. Memory research has shown that presenting information in increasing time intervals (spaced repetition) results in better learning and retention than presenting the information in one lengthy and uninterrupted session (massed repetition). This phenomenon is called the spacing effect. Though research in second language vocabulary has been well developed in regards to spacing effect methodology, very little has been done on the possible application to second language grammar acquisition. Using a quasi-experimental pre-test post-test design, a study was performed to trial an investigation on the impact of spaced repetitioninstruction on grammar acquisition versus the more traditional massed repetition (block) instruction. The results of the post tests showed the spaced instruction group outperformed the massed instruction group.
5,500원
7.
2010.06
구독 인증기관 무료, 개인회원 유료
Through deconstructing the term, international student, in Korea and the U.S., this paper examines how a Korean student's asserted identity as a cosmopolitan individual diverges from his assigned identity as an other in the U.S (Comell & Hartman, 2005). His growing awareness of his assigned identity as a racial minority and foreigner in the U.S. was negotiated through his authorial voice as he wrote about affirmative action in his first-year composition class. Analysis of his first and final writing drafts illustrates that writing and literacy are ideological acts, where a text is interpreted in the context with the author's intention. Even though the student maintained his cosmopolitan identity, he tactically repositioned his assigned identity in relation to his mainstream American audience. The findings of this research show that the identification process of becoming is relational, social, and situated, which shifts L2 reading and writing practices from a comprehensive mode to a critical one, and eventually to a creative one. (159)
6,600원
8.
2010.06
구독 인증기관 무료, 개인회원 유료
As a primary source of input for language learning, textbooks provide learners with various language samples. This paper investigates whether Korean English textbooks provide an adequate language model to follow, particularly focusing on how an invitation is tendered and responded to. Dialogues that contain an invitation were pulled from seven high school English textbooks and analyzed from a Conversation Analytic (CA) perspective. According to the results of analysis, textbook dialogues generally do not follow how an invitation sequence is organized in authentic English conversation as manifested by the inadequate or lacking presentation of a preinvitation, and contain invitation practices that are not yet known to occur in English conversation. It was also found that an invitation is frequently portrayed as incidentally tendered due to its occurrence with certain turn components. Lastly, textbook dialogues provide a limited variety of input as shown by the lack of insert expansion instances and the limited presentation of responses in form and position. This researchsuggests the need to incorporate our knowledge of how conversation works into scripting dialogues for English learners. (177)
5,500원
9.
2010.06
구독 인증기관 무료, 개인회원 유료
The Korean Ministry of Education, Science, and Technology has made strenuous efforts to improve the quality of English education in public sector. One such attempt is a long-term, intensive teacher training that began in 2007 to facilitate teachers' ability for teaching English in English (TEE). This initiative has expanded over the years such that the number of training institutions has increased to 22 in 2009 to serve growing numberof trainees. This development is not without problems as there is a lack ofconsistency in curriculum, course content, quality of instructors, and overseas training among these institutions. This study aims to check the current status of various teacher training programs and suggest ideas for enhancing the quality of the programs. For the purpose of the study, questionnaires were administered to 900 English teachers to have themevaluate the training programs they had participated in. The findings from 449 respondents showed that most teachers were satisfied with their training programs. These teachers felt that the training programs helped to promote both English skills and teaching skills. Yet, they expressed some concerns about unbalanced curriculum, lack of follow-up service, inefficiency ofoverseas training, etc.
6,400원
10.
2010.06
구독 인증기관 무료, 개인회원 유료
This study aims to investigate the meaning negotiation process between teachers and students in onJine video conference class. 128 cyber university students participated in the study for 12 weeks. Student survey, recorded video conversation and teachers' weekly comments were analyzed for the study. The research results show that unlike offiine class, the students in video class actively initiated the negotiation of meaning byemploying various negotiation signals. About 64.4% of the negotiation of meaning was initiated by the students. Students used confirmation checks most often, but the types of negotiation signals were varied across the proficiency levels. Teachers used clarification checks more, but utilized their meaning negotiation efforts more as scaffolding to help learners construct their utterances. Teachers also actively utilized text-chat during the video conference to negotiate the meaning and provide the correctional feedback. Both teachers and students used over 1/4 of their conversation for meaning negotiation. In order to elicit more negotiation efforts from the students, teachers need to bring more infonnation gap tasks and diverse topics, and the amount of teacher talk also needs to be controlled. The improvement in students' lead of conversation, turn-taking, andnegotiation efforts over the semester indicate that online video conference class can be an effective tool to promote the students' English speaking fluency.
7,700원
11.
2010.06
구독 인증기관 무료, 개인회원 유료
This paper aims to examine the differential degree of the task difficulty presented in high school English activity books. To achive the aim, the researchers analyzed tasks for three levels(high, intermediate, and low) in five English activity books currently published based on the revised 7th National Curriculum for high school freshmen. The criteria utilized for grading task difficulty are modified from Ellis(2003a, 2003b) which were developed to account for task complexity in terms of input, conditions, processes and outcomes. The results revealed that in general, the tasks of the activity books were organized in the sequential order of difficulty from low, imtermediate to high proficiency, but the difference of task difficulty across the three proficiency levels was not significant. It was also discovered that among three main factors determining task difficulty, task condition, task process, and task outcomes, task process and required task outcomes were more frequently adopted to di fferentiate the task difficulty level. In addition, there was lack of communicative tasks integrating four language skills (listening, speaking, reading, and writing) in all the five activity books. Further study suggesiotns and limitations are followed.
5,700원
