Le but de cette étude est de suggérer un échantillon d’ensembles d’outils de test pour évaluer l’évaluation basée sur les performances des tâches dans l’enseignement intégratif de la langue et de la culture françaises. À cette fin, cette étude a analysé les caractéristiques de l’évaluation basée sur la performance des tâches, la compétence communicative de Hymes, Canale, Swain et, Bachman et la compétence culturelle. En outre, cette étude a examiné les compétences de l’apprenant/utilisateur fournies par le Cadre européen commun de référence. Les résultats montrent: 1) les critères d’évaluation: compétence linguistique(connaissance du système linguistique, compétence du discours, compétence sociolinguistique), compétence culturelle(connaissance culturelle, attitude, compétence), compétence d’exécution de la tâche(connaissance procédurale, compétence d’exécution, compétence stratégique), 2) sous-catégorie et construction, et 3) auto-évaluation et évaluation par les pairs.

This study investigated the structural and functional differences between formulaic sequences in College Scholastic Ability Test (CSAT) and SAT reading assessment texts. The results of the RANGE program showed that SAT used more diverse and difficult words compared to CSAT. The frequency analysis revealed that CSAT used more formulaic sequences than the SAT counterpart. This suggests that CSAT used more repeated expressions, whereas SAT used diverse vocabulary items. The structural analysis showed that noun phrases were the most dominant in CSAT, whereas prepositional phrases were pervasive in SAT. The functional analysis showed that both corpora relied heavily on referential expressions. The results indicate that referential bundles are dominantly used in institutional writing (Biber & Barbieri, 2007). In accordance with the previous studies, the results suggest that high frequency formulaic sequences can be different according to the register. In CSAT, connectives and discourse organizers were prevalent. This may be due to the characteristics of question types in CSAT. The results may indicate that formulaic sequences in texts are partly influenced by the characteristics of a register.

This paper explores the historical development of English education in Korea regarding the second and third National Curriculum period. By using the historical research method which analyzes newspaper articles in four major newspapers in Korea, we compared the similarities and differences between these two periods. The research questions are: 1) what are the characteristics of the second National Curriculum? 2) what are the characteristics of the third National Curriculum?, and 3) what is the implication of these previous curricula on the current English education in Korea? It was found that the second National Curriculum Period showed steady development in English education in terms of its emphasis on oral skills instead of the traditional emphasis on reading and grammar skills. However, the lack of coherence among various English textbooks, the lack of English teachers fluent in English, and the exam-oriented social atmosphere were the significant challenges in fully implementing the second National Curriculum. The third National Curriculum Period overlaps with the Yushin Regime propagated by the late President Park Junghee. During this period, a systematic effort to introduce communicative language teaching continued, whereas the exam-orientation persisted which made the English class employ teacher-centered grammar-translation methods. This paper concludes with educational suggestions and future research directions.

The aim of this study is to apply flipped learning in teaching General English courses in university and examine its impact on English self-efficacy and students’ English achievement. The researcher implemented flipped learning by recording videos based on the students’ textbook and up-loading those videos on the SNS before each lesson to provide opportunities for active interactions in class. The students of the experimental group (n=56) were required to learn through SNS the videos to learn in the pre-class. They also practiced what they had learned under the teacher’s supervision by completing collaborative tasks in groups or pairs. Meanwhile, the control group students (n=66) received in-class only traditional English teaching. The statistical analysis of the results showed that adopting the flipped learning strategy appeared to play a role in enhancing the students’ English self-efficacy and English achievement. Also the students’ responses indicated that their satisfaction towards the flipped learning is positive.

Although the use of Grammatical Metaphor (GM) has been regarded as one of the representative features of academic writing in the framework of Systemic Functional Linguistics (SFL), not many studies have explored its role in second or foreign language writers’ writing quality. This study aimed to discover the potential relationship between GM development and argumentative writing quality of advanced Korean EFL learners, while controlling for their overall language proficiency and reading comprehension ability. The findings from this study unveiled significant contribution of the use of both premature and mature GM and also identified transcategorization as the specific GM that has relatively stronger predictability of writing quality. The results from current research yield meaningful pedagogical implications for writing instruction in Korean EFL contexts.

This paper explores a group of lexical bundles identified in a corpus of research article (RA) introductions in applied linguistics written by native speakers of English and second Korean learners of English for Academic Purposes (EAP). In a further step in this analysis these lexical bundles were matched to the moves and steps which fulfill communicative functions of RA introductions (Swales, 2004). The findings show that considerably different lexical bundles were used in each step in the two corpora while some lexical bundles were exclusively identified in one step in a move. In addition, it was found that two groups of writers have different priorities for selecting lexical bundles in terms of function in each move/step. This study provides pedagogical implications by establishing English experts’ bundle-move connection as a yardstick for EAP writing instruction. Longitudinal analysis of the emerging patterns is needed in the future studies.

This study investigated how Japanese learners of Korean perceive the similarity of stop sounds between the Korean and Japanese languages. The results found, compared to the beginner’s group, the advanced group showed a lower rating value for the similarity for the same stimulus sound, and the learners with a higher perception ability distinguished lower similarities, even among the inner groups of the beginner’s and advanced group. This study also investigated how the related information in the native language affects how the learners perceive lenis consonants in word-medial position in the Korean language, as Japanese stop sounds are divided into two sounds depending on [±voiced] feature, whereas Korean stop sounds do not have a voiced sound in word-initial consonantal context, but the lenis consonants go through voicing in word-medial position. In result, Japanese learners tend to perceive the lenis consonants in word-medial position much better than other sounds, and it was shown that the related information in native language had played a positive role in perceiving Korean word-medial consonants.

This study purposed to see the effectiveness of a media literacy activity in a Japanese conversation class. For this class, teaching/learning contents and methods were developed utilizing the concept of media literacy. Specifically, a CF production activity was created and its effectiveness was compared with other conventional activities such as free talking and debating. The results showed that the CF production activity resulted in high scores and most students found the activity fun, cooperative, and creative. However, when compared with other course contents, it didn’t show much improvement in the students’ Japanese language proficiency. The results suggest that there is a need to do more research on the concept of media literacy and related methodologies in Japanese language education in order to decrease the gap between ‘having fun and developing creativity’ and ‘improving Japanese language skills’.

This study investigated the use of the amplifier very in high school English textbooks and native corpora by comparing its frequency distributions and collocation patterns. The native corpora, used as the reference of the study, were COCA and BNC, with their built-in sub-corpora further grouped into spoken and written corpora. The High School English Textbook Corpus (HSETC) was compiled from a total of 53 high school textbooks, with the spoken corpus (HSETC-S) from the texts in listening and conversation and the written corpus (HSETC-W) from the reading passages. Analyses using AntConc3.4.4 revealed no prominent differences between HSETC and reference corpora in the frequency of the amplifier very, while the written corpus (HSETC-W) had more occurrences contrary to the native corpora. The combination patterns and their occurrences of HSETC were slightly different from those of COCA and BNC with the gap increased with the spoken corpus (HSETC-S). Pedagogical implications and suggestions are made on ELT materials development and teaching practices.

The study aims to examine whether teaching English through multiple intelligences can suggest one of the solutions for underachievers to facilitate their English learning and restore their learning attitudes. To explore this, the study investigated two research questions: (a) What are the effects of English instruction using multiple intelligences and stories on underachievers’ reading abilities? and (b) How English instruction using multiple intelligences and stories influences on their learning attitudes? The participants of the study were seven fifth-grade underachievers in one elementary school in Seoul. They were first tested what their strong intelligences are and engaged in customized activities based on their multiple intelligences test results during the experiment English classes. The data collected include the read-aloud test, the reading comprehension test, the affective test, students’ learning log and the interview of students and teachers, and these were analyzed both quantitatively and qualitatively. The results of the study showed that English instruction using multiple intelligences and stories had statistical significance in increasing underachievers’ reading abilities and changing their learning attitudes positively. This study is valuable in that it strongly calls for the need to consider multiple intelligences and provide customized activities for underachievers to facilitate their English learning and restore their learning attitudes.

This study is to describe the nature of planning as a cognitive writing process in L2 writing. It aims to examine how Korean EFL learners generate ideas and organize them. It also investigates the relationship between planning and the final product. Given a worksheet for planning, 39 university students were asked to write an argumentative essay during class. Based on their planning notes, five brainstorming types were identified: using the prompt/writing the position, mini-outlining, listing, mind mapping and free writing (in the order of frequency). In addition, the dominant use of L1 was found both in the brainstorming and the outlining. It was found that there was no statistically significant correlation between the amount of brainstorming and the quantity and quality of L2 writing. Only the amount of brainstorming in L2 had a statically significant correlation with the quantity of L2 writing (but not with the quality of L2 writing). In the case of outlining, a statistically significant correlation was found between its amount and the quantity of L2 writing. However, no statistically significant correlation was found between the amount of outlining and the L2 writing quality.

The purpose of this research is to examine the relationships among English learners’ motivation, strategies and achievement, with a group of 51 Korean three-year college students. The students responded to the questionnaire of learning motivation and strategies. Also they took a mock TOEIC. Multiple regression analysis allowed for the analysis of learners’ motivation and strategies to predict a single dependent variable, their English achievement. The findings revealed that, first, ‘internal motivation’ was found the highest predictor of their English study, while ‘instrumental motivation-individual’ was the lowest motivation type for students. Second, participants used ‘social strategies’ most frequently in studying English, and they used the others in the order of ‘compensation strategies’, ‘affective strategies’, ‘cognitive strategies’, ‘memory strategies’ and ‘metacognitive strategies’. Last, the impact of learning motivation and strategies on the TOEIC scores was not statistically significant, but the relationship of learning motivation and strategies was found to be positive. Implications for the practical classroom and suggestions for further research are suggested.

This study explores how the shared reflections of two university instructors influenced their approaches and perspectives of English language teaching. The primary source of data was derived from the two teachers’ e-mail mediated, collaborative reflective journals and two dialogical interviews served as a secondary data source. A qualitative, narrative inquiry approach was employed to gather data in a direct and in-depth way. The data were selectively coded to investigate the teacher’s reported beliefs, behaviors, and interactions as well as how they relate to the process of professional development. The findings indicate that the process of sharing and reflecting upon their pedagogical philosophy and strategies supported their ongoing efforts to develop professionally. Moreover, this study addresses the notion that more attention should be paid towards improving reflective teaching among teachers as a means of enhancing professional development.

This study explores how experiential knowledge (EK) and received knowledge (RK) are integrated in pre-service language teachers’ written reflections to solve pedagogical problems, adopting constantcomparative analysis method outside of Grounded Theory. For this end, forty-one entries of reflective journals, written for problem solving by seven pre-service English teachers in Korea, were collected in a course entitled ‘English Language Teaching Theory into Practice’. One month after the course ended, each entry was re-reflected by the participants to identify whether it inclucded their EK and RK. All the statements in each entry, which had been reported to include EK or RK explicitly or implicitly, were repeatedly read until themes related to problem solution emerged. The results show that EK and RK can be significant resources in the practice of reflection for problem solving. However, the results also indicate the difference: EK is more applicable for the statements of a basis of problem determination or of a cause of a problem while RK is more employed to state a solution to a problem. Implications of this study were presented and discussed.

Much research has not been conducted on how classroom-based research articles concerning teaching effectiveness in the ESL/EFL classroom have changed over time, in spite of deep interest in the field. Therefore, this study aims to examine the characteristics of research articles on effective teaching in the ESL/EFL classroom, focusing specifically on articles from TESOL Quarterly. For this purpose, this study searched articles using three key terms; effective teaching, ESL/EFL, and activity. Articles which included those terms were investigated, depending on research topic and publication year, and four key facts were found; the importance of teachers’ input (older articles), a focus on group or peer work (newer articles), teachers’ education, and the use of students’ native languages. While students preferred teachers’ reliable and explicit input in the past, modern articles tended to recommend more frequent interactions among peer groups in the English learning classroom. Limited resources in teaching contexts asked for additional qualifications from ESL/EFL teachers, thus emphasizing teacher education as an important factor for effective teaching. Lastly, the use of students’ native language had a positive influence on learning English. The findings of this study suggest some implications for how effective teaching in Korean context could be implemented.

This study investigated the effects of negotiation in the process of providing written corrective feedback (WCF) by comparing three different patterns: non-negotiation, minimal negotiation, and extended negotiation. The data were collected from three intermediate academic English classes at a university in Korea. Each class was exposed to different degrees of negotiation while they received WCF for two target forms, the past verb forms and the English articles, in their written production (text re-construction tasks). Their accuracy improvement was measured by text-reconstruction writing tasks and error correction tests. The study found that the use of negotiation affected accuracy improvement of the target forms; however, its effectiveness varied depending on the target forms and measurements. For the past tense, negotiation, regardless of its amount, resulted in more accuracy improvement than non-negotiation in both text re-construction tasks and error correction tests. However, for the English articles, negotiation operated differently: extended negotiation significantly brought about more accuracy development in both measurements, but the difference between minimal negotiation and non-negotiation was only observed in the error correction test, not in the text re-construction task.

This study aims to investigate how L1 Chinese speakers of Korean acquire Korean embedded clauses with wh-expressions. Korean embedding verbs tutta ‘listen’ (Propositional-selecting predicate class) and kwungkumhata ‘wonder’ (Question-selecting predicate class) subcategorize for different types of complements which are defined by declarative complementizer ta or interrogative complementizer nunci. Tutta takes declarative or interrogative clauses and kwungkumhata can take only interrogatives. Experimental stimuli consisted of 12 embedding clauses by tutta (6 ta complementizer items and nunci complementizer items) and 12 embedding clauses by kwungkumhata(6 ta complementizer items and nunci complementizer items). Sixty three intermediate and advanced Chinese speakers of Korean(CK) participated in the study and 40 Korean native speakers(NK) participated as a control group. CK subjects were divided into 31 CK high group and 32 CK low group according to the participants’ Korean proficiency. The acceptability judgment among 3 groups were significantly different in the tutta-nunci condition and kwungkumhata-ta condition. The result showed that different learning principles were applied depending on the proficiency of learners. CK high group accepted the wh-embedding sentences in accordance with the semantic meaning of matrix verbs and type of wh-embedding clauses. However CK low group were not sensitive enough to discern the different linguistic context of wh-embedding sentences and rather accepted most of the given sentences.

Penelitian ini bertujuan untuk menganalisis kekeliruan yang terdapat dalam kamus bilingual bahasa Indonesia-Korea, mengingat kepentingan kamus bilingual dalam pendidikan bahasa asing. Secara lebih terperinci, penelitian ini secara mendalam menyelidiki ‘Kamus Besar Bahasa Indonesia-Korea’ yang diterbitkan pada 2016 sebagai sebuah kamus yang dipandang representatif di antara kamus sejenis, berdasarkan anggapan bahwa penyusunan kamus bilingual pada dasarnya tidak berbeda dengan proses penerjemahan kamus monolingual/bilingual. Hasil penelitian ini menunjukkan bahwa terdapat beberapa tipe kekeliruan dalam ‘Kamus Besar Bahasa Indonesia-Korea,’ yaitu kekeliruan makna yang tidak tepat, kekeliruan makna yang tidak memadai, kekeliruan penggunaan kata yang tidak baku atau berasal dari bahasa Melayu, kekeliruan karena salah ketik, kekeliruan gramatikal, dan kekeliruan contoh penggunaan. Tambahan pula, penelitian ini juga membuktikan bahwa kebanyakan kekeliruan tersebut diakibatkan oleh kekeliruan penerjemahan, khususnya dalam menerjemahkan nama flora, fauna, serta istilah. Lagi pula, terdapat banyak kekeliruan penerjemahan yang diakibatkan hanya oleh kelalaian dan kesembronoan penyusun kamus.

This study is the process of finding answers to the following questions. Cultural content is needed to study Vietnamese language? Do Vietnamese language learners feel the need for classes using cultural content? Do Vietnamese teachers use cultural contents in class? In order to find out the answer, I conducted a questionnaire survey on Vietnamese students in Chungnam Foreign Language High School, interviewed teachers and analyzed the case examples. As a result of the questionnaires and interviews, it was found that the necessity of cultural contents development in Vietnamese language education is a requirement for both teachers and learners. Based on these results, we developed a case study on cultural education contents for Vietnamese language education. However, the model of teaching Vietnamese language utilizing cultural contents needs to be developed through more diverse academic analysis. Its effectiveness should also be investigated in depth. We will propose this as a future research project.

This study is based on a case study, in which an interactive teaching method has been applied to teach beginning level of Chinese to Korean college students. One of the lessons from the textbook, Speaking Basic Chinese (2013) has been used for teaching 21 students. The method suggests three stages of interactions by including: (1) word learning, 2) sentence production, and (3) sentence application. The stage of word learning is further divided into 3 steps: (1) pronunciation and understanding meaning, (2) inducing student participation, (3) confirmation and self-inspection. The second stage of sentence production is also divided into 3 different steps: (1) sentence production using learned words, (2) practicing sentences, (3) practicing sentences by role-plays. Likewise, the final stage of sentence application includes 2 practical steps: (1) interpreting basic sentences, (2) interpreting more complex sentences. This case study has found that the students feel more interested and motivated in learning activities through diverse interactions between the instructor and the students, and also interactions between the students. It is suggested that this kind of interactive approaches be applied to teaching the beginning Chinese conversation and higher levels as well. Finally, the finding of the present case study should be examined with more and in-depth studies and experiments in the future.