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. 3 (2010년 9월) 6건
1.
2010.09
구독 인증기관 무료, 개인회원 유료
Substantial studies on the relationships between reading comprehension and reading strategy use of ESL/EFL learners have been reported. However, the results of the studies were inconsistent and hardly conclusive. This study was purposed to show stable estimates of the relationships and also to investigate whether certain variables, such as language context, L1 or native culture, grade level, measure for reading comprehension, and research design, make differences in the relationships. In order to fulfill thc purpose, the present study meta-analyzed 18 unique studies previously conducted on thc relationships. This meta-analysis showed that there was a significant positive conducted between reading comprehension and reading strategy use of the ESL/EFL learners, and the correlation was medium. Of the moderating variables examined. thc four variables. except for thc research desi후 made a statistically significant difference in the relationships. The findings are discussed and implications for research and pedagogy are suggested. (146)
5,500원
2.
2010.09
구독 인증기관 무료, 개인회원 유료
Differential item functioning (DIF) has been studied as a statistical method of finding item bias, and DIF studies have been conducted on tests of verbal abilities such as reading comprehension and vocabulary knowledge. Recently, researchers of language testing sought to understand the causes of DIF. The purpose of this study was to find possible sources of explaining DIF on an EFL vocabulary test, which can then benefit EFL learners and teachers as well. This study thus applied three DIF detection methods (the likelihood ratio test, SIBTEST, and the Mantel-Haenszel test), followed by a regression analysis using item categories and difficulties as predictors of explaining DIF. As a result, only the “Academic” category was statistically significant, positively contributing to DIF in favor of male examinees. Male examinees were better at academic lexical words than female learners of EFL at the same vocabulary knowledge level. This also means that female learners were relatively strong at nonacademic words in comparison to male EFL learners. This finding may lead to more effective curriculum of teaching English. The need for more evidence from replicated studies with better item categorization is also warranted.
5,400원
3.
2010.09
구독 인증기관 무료, 개인회원 유료
The purpose of this study was to explore the co-teaching experiences between native and non-native English teachers in the Korean elementary and secondary school context. Research data included classroom observations and teachers’ interviews collected over one school semester. A constant comparative data analysis method was employed to provide an in-depth description of the co-teachers’ teaching practice, the aspects of their interactions, and their professional development in a classroom setting. The findings of this study revealed that the co-teaching styles and role distributions in the co-teaching process were different depending on the non-native teachers’ English proficiency and their professional relationships. It also suggested that the successful implementation of collaborative team work was deeply related to the participating teachers’ willingness to cooperate and conceptions created by the dynamics of interaction between the two teachers in and outside of the classroom. Given the research result that both native and non-native teachers benefitted from their co-teaching experiences, some pedagogical implications on the improvement of co-teaching English in Korean classrooms are proposed.
6,300원
4.
2010.09
구독 인증기관 무료, 개인회원 유료
This study examines the relatively unexplored genre of argumentation for Korean EFL speakers. The data consisted of audio-recordings of a naturally occurring argumentative discussion between two non-native and two native university students. The argumentation was first analyzed by identifying the claims, counter-claims and supports that were made during the discussion. To observe the pragmatic aspects of the argumentative discussion, van Eemeren, Houtlosser, and Henkeman’s 2007 categorization of speech acts amongst the four stages of confrontation, opening, argumentation, and concluding for a critical discussion was examined for the two groups. In addition to the contextual and pragmatic factors, the participants’ perceptions on this genre and their awareness of their performance in stating claims and supports were examined through interviews and questionnaires. The results of the study revealed that there were particular pragmatic aspects which characterized the claims and supports of the participants that won the argument as well as features that differentiated the native and non-native speakers when engaged in argumentation. Suggestions for more instruction for the genre of argumentation in terms of the structure and pragmatic aspects of the content are given.
6,600원
5.
2010.09
구독 인증기관 무료, 개인회원 유료
The Effect of Shadowing on English Listening and Speaking Abilities of Korean Middle School Students
This study investigates the effects of shadowing, the oral repetition of what is said right after the language spoken, on L2 listening and speaking abilities of Korean middle school students. It also examines whether shadowing has a positive effect on students’ affective aspects in terms of self-confidence, preference, and perception. The experiment was conducted with 108 middle school students in Gwangju. The participants were divided into three groups, listening only, shadowing only, and listening plus shadowing, and received six weeks of treatment. The data collection consisted of the result of listening tests, speaking tests and questionnaires. The results showed that listening plus shadowing had a positive effect on L2 listening abilities compared to listening only techniques. The results also showed that there was no positive effect of shadowing on L2 speaking abilities. In addition, the results indicated that shadowing increased students’ self-confidence in using English, their shadowing preferences, and the positive perception about the efficacy of shadowing on English speaking skills improvement. This paper therefore argues that shadowing techniques need to be considered as an effective supplementary technique for practicing English listening skills in EFL middle school context.
7,700원
6.
2010.09
구독 인증기관 무료, 개인회원 유료
The research discussed in this paper was conducted to evaluate an intensive English teacher training program (IETTP) and to consider implications for in-service English teacher education. Data was gathered from a variety of sources including trainees’ self-evaluation of their teaching and English language proficiency, feedback on sessions of the program, interviews, and documents. The analysis of the gathered data revealed that the trainees perceived their teaching improved. The comparison of the pre- and post-tests of language skills showed that the level of the trainees’ English language significantly improved. The trainees’ feedback on the program and the trainers revealed that they were satisfied with the course components, and with the trainers’ enthusiasm, materials, motivation and demonstrations. It was also found that the program management was process-focused; the evaluation was conducted on a regular basis and the results were fed back into the program. The findings of the program evaluation supported the conclusion that the trainees benefitted from the programs and that the goals of the training program were achieved at a satisfactory level in most areas. The findings provide guidelines for the further development of IETTPs, and implications for policy-making on English teacher education.
8,600원
