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. 1 (2010년 3월) 9건
1.
2010.03
구독 인증기관 무료, 개인회원 유료
This study examines the patterns of prosodically induced variation in the English stop contrast produced by Korean learners of English. The acoustic realization of the laryngeal contrast in English stops is observed in utterance-initial, -medial, and –final positions either with or without contrastive focal accent. The speech data in English collected from 4 adult male Korean speakers are compared with the result of a previous study by 6 adult male speakers native in American English (Choi, 2005). Overall, statistical results show that Korean adult speakers do not specify variation conditioned by focus and position. Focus-induced acoustic variation in the stops, observed in the speech by native speakers of English, is not significantly replicated in the speech of the Korean learners in the present study. Additional difference in using the acoustic correlates to mark the contrast is detected in the Korean adult speakers. It suggests the adult learners have problem in specifying the postlexical prosodic structure and segmental variations, and thus, rather active instruction of the phrasal prosody is also needed in educational settings.
6,100원
2.
2010.03
구독 인증기관 무료, 개인회원 유료
This study purposes to examine the effects of two types of revision training (teacher feedback-aided and protocol-aided revision training) on L2 student writers’ revision and written product and quality, compared with their self-revision and also to analyze L2 writers’ perceptions on revision training through a pre- and post-training questionnaire survey. The results of the study show positive effects of both types of training; more positive effects of teacher feedback-aided revision training on the quality and product of writing, especially in less proficient writers; more significant effects of protocol-based revision training on revision frequency, content changes, and success ratio of revision, especially in less-proficient writers; and more local (content preserving) revisions triggered by teacher feedback, especially in more proficient writers. Though teacher feedback-aided revision was favored over protocol-aided revision after training, the participants’ perception on the former’s positive effects and utilization rate decreased, but their perception on the latter’s positive effects and utilization rate enhanced. The present study suggests protocol-aided revision as an alternative revision method, and different revision methods depending on the focus of revision and L2 writing proficiency.
7,800원
3.
2010.03
구독 인증기관 무료, 개인회원 유료
Recent corpus-based approaches have emphasised autonomous and process-oriented methodologies focused on developing learners’ cognitive skills. This cognitive development is based on consciousness-raising being considered a necessary condition for language learning (Schmidt, 1990). From this viewpoint, the study was aimed at how this kind of corpus-based approach contributes to EFL learners’ interlanguage development. To this end, the study examined advanced Korean learners’ acquisition of English determiners via a corpus-based methodology designed to enhance their cognitive ability and skills. To achieve this, the study contrastively analysed two methodologies: traditional structuralist and corpus-based. The former focused on a product-oriented perspective which is commonly used in Korean grammar classes, while the latter focused on a process-oriented perspective which was based on learners’ exploration of corpus data. The study discovers that both methodologies lead learners to raise their consciousness of knowledge about the grammatical rules of language, but the corpus-based methodology also raises learners’ consciousness of the knowledge of how language is used at the level of noticing. This result suggests that this level of consciousness, raised via a process-oriented corpus methodology, can contribute to EFL learners’ interlanguage development.
7,000원
4.
2010.03
구독 인증기관 무료, 개인회원 유료
This study aims to explore the aspects of communication strategies (CSs) integrated in the seventh grade textbooks according to the revision of the seventh national school curriculum. A selection of three student books for the seventh grade and their corresponding activity books were analyzed based on the taxonomy of achievement strategies (ASs) by Nakatani (2005). A total of 1,523 examples of ASs were found in the textbooks and 66 percent of them were maintenance strategies whereas other strategies took a relatively small portion. Some textbooks showed various ways of integrating CSs into contexts and practical spoken expressions while others showed lack of variety and authenticity in expressions. The results indicate that the textbooks proposed a substantial amount of diverse ASs but lacked in balanced reflection of the strategies and their authenticity. These findings imply that the reflection of CSs in seventh grade textbooks still seems to require a further development, yet has certainly improved in frequency and variety.
6,100원
5.
2010.03
구독 인증기관 무료, 개인회원 유료
This study compares the differences between a multiple-choice (MC) and an open-ended (OE) reading comprehension test in a within-subject design to investigate test validity by comparing the two methods. A total of 70 Korean undergraduates participated in the present study. After taking a cloze test, participants read a passage, returned it and took two types of reading comprehension tests. Results showed that there was a statistical difference between the two test methods in a within-subjects design, which agrees with previous between-subjects studies. The higher scores on the MC format were attributed to three reasons: memory constraint, the nature of the task, and test-taking strategy. Further analysis indicated that both proficiency level groups were significantly affected by the test methods. Moreover, both the MC and OE tests significantly separated the two proficiency levels. Information from a survey provides more information regarding differences between the two test methods.
6,000원
6.
2010.03
구독 인증기관 무료, 개인회원 유료
This study aims to examine how collaborative action research has contributed to a teacher’s professional development. It built a framework from the teacher identity perspective, aimed at deriving further insight into the effects of collaborative action research as a professional development program. It is a case study of a Korean primary school English teacher who conducted collaborative action research to improve the quality of teaching English writing. The qualitative data were collected from teaching logs, written accounts and semi-structured interviews, then analysed. The study found that the teacher experienced growth in teacher identity based on his capacity building through collaborative action research. The factors affecting the growth of teacher identity are positive attitudes to address vulnerability in teaching English, participation in the collaborative action research, continuous reflection and establishing ownership during the research. Theoretically, this study suggests the development of teacher identity perspective and its application to design, execute and evaluate teacher education programs for in-depth understanding. Practically, it provides implications for English teacher education.
6,700원
7.
2010.03
구독 인증기관 무료, 개인회원 유료
Oral dialogue journals have been used in English L1, ESL and EFL classrooms for a number of years. While a number of claims have been made in the literature regarding the benefits of oral dialogue journals with regard to oral language development, more research is needed to ascertain whether these claims hold true for the South Korean context. In addition, one troublesome aspect reported in association with oral dialogue journal use in relation to speaking development, the extensive planning of discourse before speaking, calls for further investigation as it is uncharacteristic of casual conversation. This article reports on a study conducted over a three-year period with South Korean university students taking an advanced English conversation course. The learners kept an oral dialogue journal and reported on its effects. Using questionnaire and interview data, it was found that many of the benefits claimed for oral dialogue journals were true of the study participants. Unfortunately, many learners also relied strongly on written discourse to complete their oral journal submissions. To counter this tendency a number of task types and various task features were used to identify ways to encourage more spontaneous spoken discourse, some of which were found to be effective.
7,700원
8.
2010.03
구독 인증기관 무료, 개인회원 유료
The purpose of this paper is to investigate the importance and roles of English for Academic Purposes (EAP) for Korean postgraduate engineering students in the era of globalization. This research examines the perceptions of Korean postgraduate engineering students themselves and subject lecturers in an institution of science and technology in Korea by using semi-structured interviews.
The research demonstrated that the role of English was considered as being pivotal for communication for Korean postgraduate engineering students in their academic sectors. English was recognized as a powerful medium of international communication, needed for acceptance as qualified members in the international engineering community. English was also considered as the dominant information carrier in engineering and an essential factor for efficient study and academic success.
5,500원
9.
2010.03
구독 인증기관 무료, 개인회원 유료
This study examined the effects of learners’ prior knowledge of a linguistic form on the noticing function of output (Swain, 1995), which might mediate second language (L2) production and learning. Based on the degree of prior knowledge of the target form, the participants were divided into four levels. The noticing scores (measured by underlining in the subsequent input) showed that Level 2 participants—who had partial knowledge of the target form—noticed more target forms than the other levels and the comparison group. The participants in the experimental group produced more target forms on the second output activity than on the first output activity. However, learners’ increased noticing did not lead to immediate increased improvement of production and learning. Some prior knowledge of the target form was able to mediate noticing of the form, but one-time noticing might not be enough for promoting improvement of production and learning of the target form.
6,300원
