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. 4 (2010년 12월) 17건
1.
2010.12
구독 인증기관 무료, 개인회원 유료
This study was an attempt to investigate a Cognitive Academic Language Proficiency (CALP) theme with the Interdependence Hypothesis in the use of Content-Based Instruction (CBI) approach. In addition, the study examined the threshold notion of language proficiency and how it would play in different groups distinguished by school level. Based on the analyses of data obtained from comprehension quizzes, proficiency tests of speaking and writing, questionnaire, and interview, the study revealed that the undergraduate group showing a higher level of proficiency and the graduate group experiencing longer period of schooling performed on the comprehension quizzes and evaluated their CBI experiences similarly. It suggested that CALP represented by schooling earned in L1 be taken advantage of as a springboard for CBI. It also indicated that reading skills may be more critical to the survival and success in CBI courses at least for the participants of the current study who showed relatively high confidence in listening skills. It suggested that there is a need for further study to examine whether such a tendency is common to the similar groups of Korean English language learners in order to accommodate their preferred way of learning English.
8,600원
2.
2010.12
구독 인증기관 무료, 개인회원 유료
The purpose of this study is to compare tense choices in writing research abstracts across different academic disciplines: Humanities & Social Sciences (HSS) and Natural Sciences & Technology (NST). Specifically, across the disciplines, it compares 1) tense distributions, 2) associations between tense choices and rhetorical functions, and 3) tense distributions in each of the rhetorical functions. One hundred research abstracts were randomly drawn from the Internet databases. Verb tenses and rhetorical functions of the main clauses in the abstracts were identified and the rhetorical functions were further classified as deictic functions and referential functions. Separate analyses were done for deictic functions and referential functions. The results showed that the conventions of tense choices were not different across HSS and NST. For example, tense distributions did not differ in both the disciplines in that the present tense was dominantly found the same for both. Deictic functions were not significantly associated with tense choices in both the disciplines and the tense distributions of each of the deictic functions did not differ across the disciplines. Referential functions, on the other hand, were significantly associated with tense choices in both the disciplines, and the tense distributions of each of the referential functions did not differ across the disciplines. Educational implications are also discussed about tense choices in writing abstracts.
5,200원
3.
2010.12
구독 인증기관 무료, 개인회원 유료
This study investigates the interpretation of scopally ambiguous sentences involving a universally quantified direct object NP and negation (e.g., The boy didn’t eat every cookie) from a processing perspective. Using an online truth-value judgment task implemented with a self-paced reading technique, data were collected from native Korean speakers, native English speakers, and Korean L2 learners of English. The results indicate that native Korean speakers strongly preferred the full set interpretation (every > not). In contrast, native English speakers strongly preferred the partitioned set interpretation (not > every). L2 learners showed a developmental divergence according to the learners’ L2 proficiency; the low proficiency group showed a strong preference for the full set interpretation, whereas the advanced L2 learners showed no preference for either of the patterns. The main findings were examined within the framework outlined by O’Grady (2005), who proposes that the nature and acquisition of scopal contrasts are best understood with reference to the operation of an efficiency-based processor.
5,500원
4.
2010.12
구독 인증기관 무료, 개인회원 유료
This paper examines 38 qualitative case studies, published from 2007 to 2009, to critically review whether the core notions of qualitative inquiry have been realized in the articles published within last three years. Based on the integrated criteria of evaluation from several researchers, one can conclude that most of the participating case studies in this study lack negative case analyses, which challenge researcher's hypotheses or beliefs. As a result, the credibility of the researchers’ interpretations is seriously threatened. In addition, the notion of triangulation has still not been represented, although participating researchers claim that they did collect data from a variety of sources in their studies. To reach a credible conclusion, all researchers would agree that negative case analysis and data triangulation are not options but necessary conditions, especially in case studies. To fill the gap between the qualitative researchers’ awareness of these standards and their failure to represent the results in incorporated and systematic ways, the researcher of this study postulates that adopting a computer assisted qualitative data analysis system (CAQDAS) may not only enhance the quality of analysis, but make the writing process less complicated.
6,000원
5.
2010.12
구독 인증기관 무료, 개인회원 유료
The purpose of this paper is to examine the effect of the genre-based approach on ESL children’s writing both at school and at home. Among genre writing, narrative writing was chosen for more detailed text analysis based on systemic functional grammar (SFG). Apart from their increasing control of schematic structure and other linguistic features, the ESL children expanded their range of process types so remarkably that various experiential meanings were constructed in each child’s narrative writing style. This study found that the genre-based approach helped ESL children to take their first steps into the world of narrative writing by explicitly supporting its schematic structure and other elements. The ESL children seemed to develop their own styles of narrating using the same genre-based approach at school, which proves a paradoxical truth in the sense that the genre critics often point out the lack of individual creativity due to the ‘stifled’ genre pedagogy. Creativity, particularly in the case of the two ESL children, came after jumping on the ‘springboard,’ which is a proper support system in their genre writing.
6,600원
6.
2010.12
구독 인증기관 무료, 개인회원 유료
This article illustrates the complicated process of language socialization and literacy development with identity reformulations that Korean students face while learning English in U.S. schools. With providing a detailed and broad picture of second language literacy development across time, the article presents two research-based studies conducted at the elementary and secondary levels respectively. Despite the constant growth of the Korean population in the USA for decades, few research studies have examined the ways that newly arrived Korean students engage in language learning and literacy practice along with changes in life, language, literacy, and culture. The presented studies employed ethnographic data gathering methods and utilized methods of constant comparison, discourse analysis, and narrative analysis. The first study focuses on literate identities of second grade Korean students in the English as a Second Language (ESL) classroom. The second study explores how Korean adolescents engage in school writing practice and how they negotiate their identities in and with writing through a case study.
6,100원
7.
2010.12
구독 인증기관 무료, 개인회원 유료
While the study of written discourse that informs ESL writing has provided a number of insights into its conventional features and structures, individual variations such as voice and identity have largely been neglected. To examine how a socially situated notion of voice plays a role in disciplinary online writing, this study explored the co-construction of an author’s identity by peer readers in online written exchanges. The goal of this paper is thus to explore how voice articulated as sociocultural point of view is developed through dialogic interactions with others and how such development can be traced through the discursive constructs such as positioning, epistemic/affective stance, and intertextual relations. This study has important educational implications in relation to academic writing that is a critical issue for many Korean college students who pursue their studies in the United States in that the number of Korean international students has continued to increase in the U.S. universities.
6,000원
8.
2010.12
구독 인증기관 무료, 개인회원 유료
This article explores Korean English teacher’s co-teaching practices and perspectives through a narrative inquiry of a high school teacher, Ms. Lee. It examines her lived experiences and perceptions as she goes through her first journey of co-teaching in her eleven-year teaching career. Data for this study consist of 12 reflective journals, two face-to-face interviews, and three follow-up email interviews. Ms. Lee’s stories illuminate a journey in which she developed a deeper understanding of co-teaching and co-teachers’ roles. Throughout her journey, Ms. Lee maintained her initial view of her primary role as an aide, but co-teaching experiences offered her opportunities to consider her position from various perspectives and thus construct her identity taking multiple roles. Thus, within the anchor role of a helper, she performed various roles for the students, such as a class management aide, a careful mediator, and a psychological supporter. She also served a couple of roles for the native English-speaking teacher (NEST), such as an instruction partner, a crisis manager, and a secretary. In her narratives, Ms. Lee also shared her view of the NEST’s roles and suggested ideas for better co-teaching. Based on the analysis of her narratives, this article highlights practical implications for co-teaching.
6,900원
9.
2010.12
구독 인증기관 무료, 개인회원 유료
This paper replicates the sorting task conducted on Bencini and Goldberg (2000) to examine whether Korean learners of English only concentrate on the meaning of verbs or they also pay attention to constructional meanings in English sentence processing. The results were broadly consistent with the original study―Korean learners of English were able to recognize the existence of English argument structure constructions and utilize the configurations in sentence interpretation. However, the experiment detected discrepancy in learners' understanding constructions according to the types. Language learners generally have a sense of English argument structure constructions and try to make full use of the representations, but their cognitive ability has not been sufficiently trained to access the internal relation among the constructions. Consequently, the learners feel difficulty in interpreting other types of argument structure constructions except transitive constructions and they tend to stick to the representations. Constructionists regard argument structure constructions as impetus and facilitator in language acquisition. Based on the perspective, the materials and the instructions provided to language learners need to be developed in a way that promotes the learners' access to the characteristics of English argument structure constructions.
5,400원
10.
2010.12
구독 인증기관 무료, 개인회원 유료
This study reports three international graduate students who took an English as a Second Language (ESL) test at a large U.S. public university. Some test takers might be misclassified as non-masters, required to take ESL courses, and thus unable to register for a full load of content courses. The three test-takers perceived themselves to be mis-classified; we call them “malcontents.” These three students were tracked as they began their academic program, via in-depth, face-to-face interviews. Each was audiotaped and transcribed verbatim. We present narratives starting from the test-taking experience and reaching into the first year of graduate program. Two malcontents who were not convinced about their local test results at the beginning later accepted the results after their required ESL courses. Findings indicate that test contentment cannot be judged about the test alone, but can only be judged about the test in concert with any courses into which the test-taker is placed. The stories of malcontents must be identified because their experiences in subsequent courses are an important aspect of establishing the validity evidence; hence, this paper proposes a new theoretical perspective of language test malcontents.
6,700원
11.
2010.12
구독 인증기관 무료, 개인회원 유료
The researchers’ experiential knowledge demonstrates that the task of predicting and controlling the difficulty level of the multiple-choice items of the College Scholastic Ability Test (CSAT) for English is substantially left to the subjective judgment of experienced item writers. The present study accordingly recognizes a need to identify item difficulty predictors and build an item difficulty prediction model to handle this pertinent issue. While taking separate interest in constructing a model for the multiplechoice reading subset of the CSAT, the study was conducted by identifying item difficulty predictor variables from previous research, and by validating the candidate predictors via questionnaires by highly experienced teacher-raters when asked to analyze reading items from the English reading subset of the preliminary CSAT (i.e., yun-hap-hak-ryuk-pyung-ga) administered in March 2009. Using multiple regression technique and maximum likelihood estimation, an item difficulty prediction model was generated. In order to check validity and applicability of the prediction model, the hypothetical model was finally tested on a subsequent version of the test administered in September 2009. This type of model building is expected to guide test developers design an item pool in accordance with special needs, such as to construct multiple test forms, which have similar mean difficulties.
6,400원
12.
2010.12
구독 인증기관 무료, 개인회원 유료
It recently became evident that the EFL needs of secondary school students could not be met by the then-current complement of teachers. This led to an increase in the number of Conversational English Instructors in the public school system. This growing demand for EFL instructors in our nation‟s public schools requires an obligation to examine the selection criteria and process for incoming EFL instructors. Based on our analysis of a nationwide survey of EFL Instructors, we recommend reforms to the selection process system. A total of 199 EFL instructors in secondary schools including those in Seoul, metropolitan cities, medium-sized cities, and small communities participated in the main survey. The survey considered the entire EFL Instructor selection process including the 1st step of applicant specifications, the 2nd step of teaching-learning performance test and interview test. Our analysis suggests that the selection criteria should include the applicant‟s proficiency test score in spoken and written English, and the teaching-learning performance should be emphasized in a greater extent. This research suggests that the way of testing the applicants‟ teachinglearning performance in the 2nd step selection process should be changed into a more authentic microteaching situation, and that regional needs vary and must be considered in the selection process.
6,900원
13.
2010.12
구독 인증기관 무료, 개인회원 유료
The purpose of this study is to present underlying principles and criteria for designing and developing National English Ability Test (NEAT). To this end, this study presents 5 principles (i.e., Connection, Authenticity, Interactiveness, IBT Compatibility, Washback Effectiveness) which play guiding and controlling roles in developing and selecting item types appropriate for the listening and the reading test of NEAT derived from test usefulness (Bachman & Palmer, 1996). Also, it proposes 4 criteria (i.e., Complementarity, Integration, Pivotality, and Hierarchicality) which function levering roles in designing and developing the two tests of NEAT on the basis of the empirical data of the item analyses of Foreign (English) domain of College Scholastic Ability Tests (2005~2010 school year). Finally, it discusses some implications and applications of the principles and the criteria to a theoretical blueprint for establishing an item developing system and a test implementation system, setting up the criteria of validating item types, designing a modular type of test specifications, and specifying a complementary type of test specifications for the two ability-level listening and reading tests (the 2nd and the 3rd rank) of NEAT.
7,000원
14.
2010.12
구독 인증기관 무료, 개인회원 유료
The present study was designed to probe pedagogical viability of extensive reading as an effective alternative in English reading instruction. To accomplish the purpose, an English book club was formed, consisting of 40 high school students. The book club activity was held during four months of summer and winter vacations in 2009. The participants were encouraged to freely write anything in their reading logs they felt while reading. The reading logs and interviews were analyzed. They revealed effects of extensive reading and changes of the readers' cognitive and affective reading processes. According to the results, 1) extensive reading has potential to be a successful alternative in English reading instruction; 2) the readers could experience “amusement” and “absorption” by reading sufficient books with the i−1 level; and 3) extensive reading enabled them to choose their ways of reading and to be responsible for their choices.
6,900원
15.
2010.12
구독 인증기관 무료, 개인회원 유료
The purpose of the study was to explore the reflective process of pre-service English teachers by analyzing critical incidents entered in their teaching journals during a fourweek student teaching practicum. Thirty-three student teachers were asked to report critical incidents in their journals once a week, especially focusing on „lesson breakdowns‟ or „events that deserve critical significance‟ during a lesson. 133 journal entries were collected and a total of 104 critical incidents were analyzed to see some aspect of secondary classroom teaching and the reflective processes that student teachers went through right after the incidents. From the content analysis, it was found that many critical incidents happened during the initial stage of lesson and were mostly caused by student teachers‟ lack of experiences in either time management or material preparation tailored to students‟ level. By describing and analyzing critical incidents, student teachers became more aware of their assumptions about language teaching and learning and tried to transfer knowledge into real practices. A survey administered after the practicum also revealed that self-observation of critical incidents in their own classroom helped them to generate powerful insights about teaching and to develop reflective teachers.
7,000원
16.
2010.12
구독 인증기관 무료, 개인회원 유료
This study aims to investigate the errors of prepositional verbs in Korean university students' essays and alert teachers to the necessity of a more systematic instruction of prepositional verbs. Prepositional-verb errors found in the learner corpus of essays written by 416 Korean university students were classified into five categories: (a) preposition omission, (b) wrong prepositions, (c) preposition addition, (d) misordering, and (e) others. Of the 1317 tokens of prepositional verbs retrieved from the corpus, 448 were found to be used erroneously, over half of which were instances of preposition omission. No tokens of misordering errors were found (e.g., *to go school / *go school to). A careful analysis of these errors also revealed the following. First, students were not able to discern the difference between a verb used transitively and the same verb used as a prepositional verb (e.g., believe and believe in). Second, the inability to distinguish transitive verbs from intransitive ones also resulted in a considerable number of errors in preposition omission (e.g., *listen music) and preposition addition (e.g., *enter in university). Third, using wrong prepositions (e.g., *worried at me) was also a rather common occurrence, accounting for 18% of the all the errors related to prepositional verbs.
5,800원
17.
2010.12
구독 인증기관 무료, 개인회원 유료
This study aims to develop an identification test for the gifted in English at the elementary school level. Before developing the tool, questionnaires for teachers' needs were collected from 150 primary school teachers. The results were used for setting the direction of developing the identification tool. In addition, a meta-analysis was conducted for the previous studies on gifted education, and an identification test was implemented for the verbally gifted. After these procedures, the first draft of an identification test for the gifted in English was developed, and it was revised and supplemented with the feedback received from five specialists who had extensive experiences in teaching English. From the study, the identification for the gifted consists of two tiers, one set for the subject‟s English ability and one set for the subject‟s latency for learning English. Suggestions were made as follows: First, the implementation of the test may vary according to the goals of the gifted curriculum and the institution. Second, to accomplish successful settlement of the test, it is important that both teachers and students understand goals and steps of the identification test before the implementation.
21,500원
