In this study, a multiliteracy model is proposed that can be applied to foreign language education in the era of artificial intelligence (AI), in which language-related technologies are rapidly developing. Artificial intelligence-based translation and interpretation technologies are lowering the threshold of foreign language use, and speech recognition (SR) technology and text-to-speech (TTS) technology break down the boundary between spoken language and written language. With such Information Communication Technology (ICT) literacy, therefore, foreign language literacy along with first language literacy tends to be integrated into multiliteracy. Besides, as our society has become specialized, the importance of content literacy of each specialized field is emphasized more and more. As a result, in foreign language education, a multiliteracy model is needed with Content-Language Integrated Learning (CLIL) methodology. With introducing a multiliteracy model, in this study, a translation course between first and foreign languages and a content course of book publishing are introduced as samples of the application of the multiliteracy model.

The purpose of this study was to investigate changes of language anxiety in EFL classroom and relation between the change in anxiety and learners’ performance. The participants were 76 first-year non-English majors from various disciplines of a Korean university. Demographic information questionnaire, English performance test, and Foreign Language Classroom Anxiety Scale were administered to the participants at two time points during a 12-week interval. Mean differences of quantitative data from Time 1 and Time 2, effects of gender and self-perceived proficiency level on anxiety, and the relationship between anxiety and performance were statistically analyzed. The results revealed significant decrease in English anxiety over time, significant effect of self-perceived proficiency level on anxiety, and negative correlation between variation of anxiety level and successful performance. This study suggests that reducing learners’ anxiety level might help their language improvement, and self-perceived language proficiency might be correlated to changes in language anxiety in EFL classroom. Possible implications for English instructors and limitations for future research were presented.

This study deals with the case of education of storytelling with activation of diffuse thinking using mind map. Through this case study, we can confirm that mind map is a useful method for smooth progress of storytelling work and for producing 'meaningful' result for learners. As a result of studying the products of the learner's activities, it was confirmed that the mind map stimulates stimulation for storytelling, theme, transition to new vision, insight into life, and writing to maturity. Through this case study, we were able to reaffirm the fact that mind map encourages diffuse and free thinking which are core functions. Furthermore, it was a meaningful time for both teachers and learners to confirm that it was possible to work on storytelling smoothly. This study suggests that mind map is the work of activating diffuse thinking to create creative ideas, but on the other hand, it is possible to write a story based on a topic that can be done at the level of university student learners.

The purposes of this study are to analyze high-frequency hedges in dissertations and provide basic data for Korean education for academic purposes. For these purposes, the investigator analyzed ‘-(으)ㄹ 수 있 다, -(으)ㄹ 것이다, and -(으)로 보이다’ in terms of frequency, distribution by the structure, and forms of combination in 50 dissertations for a master’s degree. The findings were as follows: first, ‘-(으)ㄹ 수 있다, -(으)ㄹ 것이다, and -(으)로 보이다’ were used total 3,880 times across all the dissertations. Of them, ‘-(으)ㄹ 수 있다’ were used 2,496 times, recording an overwhelmingly higher frequency than the others. Secondly, the study analyzed the frequency of hedges by the part in dissertations and found that hedges were most used in “Findings”(56.6%). Finally, there were standardized forms frequently combined with each hedge. ‘-(으)ㄹ 수 있다,’ for instance, was frequently used in the forms of ‘-(이)라고 할 수 있다/다고 할 수 있다,’ ‘-(으)ㅁ을 알 수 있다,’ and ‘-다는 것을 알 수 있다.’

This article has attempted to provide some guidance and information for improving curricula at Korean universities by analyzing the curricula of American departments of German Studies. For this purpose, the contents and explanations of the website were mainly used. Prior to that, the current state of the Korean Germanistik was briefly descreibed. It was difficult to find cases in which the concept of the desirable learner, the purpose of the department, the goal of the curriculum, and learning outcomes were illustrated by the Korean Department of Germanistik. In contrast, these elements were usually described in the American departments. According to an example university, the department has developed the curriculum by which listening, speaking, reading, and writing can be integrated. In another example, the department offered the learners the opportunity to study in the various fields. The last case was an example of how learners can connect their majors to those of another faculty or department. The contents and materials presented here can be used for the improvement and new development of the curricula at the Korean universities. The departments of Germanistik in Korea have to redesign the curricula so that learners can acquire different skills needed for their future life. To do so, we should above all take into account the concept of the desirable learner, the pedagogical purpose, and the learning objectives of the departments and then provide the learners with a variety of chances to participate in developing a range of capacities. If it succeeds, one can assert the existence value of the department more convincingly.

In den Zeiten der Globalisierung und Internationalisierung unserer Lebens- und Arbeitswelt ist interkulturelle Kommunikations- und Handlungskompetenz essentiell Der schulische Deutschunterricht steht im Zuge der Globalisierung vor neuen Herausforderungen. Er muss neben der Ausbildung rein sprachlicher Qualifikationen auch auf den ständig wachsenden Austausch mit anderen Kulturen vorbereiten. Interkulturelles Lernen, das der Entwicklung interkultureller Kompetenz dienen soll, ist daher auch Bestandteil von Lehrplänen. Ziel der vorliegender Arbeit ist es, einen Lehrplan zum Erwerb interkultrueller Kompetenz im schulischen Deutschunterricht zu entwickeln. Für die Entwicklung von dem Lehrplan zum um Erwerb interkultrureller Kompetenz werden zunächst einen Dialogtext im Restaurant aus dem Schulbuch ‘Deutsch 1’ ausgewählt, und im interkulturellen Kontext analysiert. Als Ergebnisse sind im schulischen Deutschunterricht zwei Lehr- und Lernmethoden denkbar, um eine interkulturelle Kommunikation anzuregen. Dazu gehören diskursanalystische Lernmethode und Kulturassimilator.

Cette étude vise à étudier les caractéristiques et la différence entre la classe traditionnelle et la classe inversée grâce à une analyse comparative de ces méthodes d’apprentissage. L’expérience a été réalisée sur un groupe d’expérimentation et un groupe de contrôle afin d’étudier l’effet de l’apprentissage inversé sur la motivation et la réussite scolaire des étudiants. Des outils de recherche tels qu’un programme d’apprentissage inversé et un questionnaire de motivation ont été utilisés. Les procédures d’étude comprennent, dans cet ordre, un pré-test, un processus expérimental et un post-test. Par la suite, le traitement des données a été effectué par un ‘test t’ réalisé sur un échantillon indépendant et un ‘test t’ réalisé sur un échantillon apparié. Les résultats montrent que l’apprentissage inversé a un effet positif sur la motivation de l’apprentissage. Par exemple, celui-ci a influencé l’amélioration des éléments de motivation tels que l’attention et la confiance. Par ailleurs, il a plus d’effet sur les élèves au niveau faible que sur les élèves de haut niveau dans les études académiques du français.

This study is aimed at investigating the effects of flipped learning on self-directed learning attitude in the college setting. For the aim, this study tried to see if there are meaningful changes in learners’ self-directed learning attitude over time. With the research aim in mind, an elective university class of 47 students was observed for 15 weeks. A survey questionnaire was developed from Guglielmino(1977)’s characteristics of self-directed learning attitude, and four characteristics were finally used for this study: Openness, self-directedness, responsibility, and passion for learning. The questionnaire was administered twice in the 5th and 14th weeks, followed by in-depth interviews with 9 participants. A non-parametric test for repeated t-test, Wilcoxon matched pairs signed rank test was used for data analysis. The research findings are as follows. First, the results of the questionnaire indicated that there were statistically meaningful changes in all 4 characteristics of learners’ self-directed learning attitude before and after flipped learning. Second, the analysis of in-depth interviews revealed that students felt positive about their flipped learning since it provided them with great opportunities to develop and strengthen their self-directed learning attitude. Implications and suggestions for further research are provided.

This study is to investigate the correlation between language aptitude and vocabulary levels of 5th graders of a Korean elementary school. The participants of the study were 39 elementary school students in Daejeon Metropolitan City. Language aptitude was elicited using LLAMA B, D, E and F classified respectively into memory retention, sound recognition, sound-symbol correspondence, and inference and application. A vocabulary size test modified from the vocabulary size test (Nation, 1990) was injected to the students to investigate their vocabulary levels. A correlation between each LLAMA score and vocabulary size of students was tabulated for their correlationship along with their statistical significance of 95% probability rate. The findings are: Positive correlations were found between each language aptitude ability and vocabulary ability. Among them, the correlation between memory retention and vocabulary ability is only statistically significant. This finding implicates that memory retention is an important factor to learn and retain new words, and learning vocabulary with pictures is recommended to reinforce the connection between meanings and forms of new words.

In recent decades, there has been a tendency to frame language abilities as a set of technical skills that can be defined, quantified, measured, predicted and ultimately controlled. Language Policy and Planning (LPP), which is commodified, over-rationalized, technologized, and monolingually driven, has led to the current conventions of developing curriculum, materials, and tests of language learning in multicultural education. The purpose of this study is to examine the neoliberal (dominant) and alternative discourses on the LPP in Korean linguistic societies. It was firstly discussed that the neoliberal discourses have been ideologically embedded with economism, rationalism, technocentrism, and neoliberalism. Then the alternative discourses were explored through relevant literature in lingua franca, ecological linguistic environment, metrolingualism, and translingual practice. It was argued that neoliberally driven LPP restricts the use of different languages other than Korean-only or English-only, and, therefore, discriminate lingua franca users, metrolingual, ecolinguals, and translinguals. Following the critical views on the current LPP, further research issues regarding postcolonial translingualism, critical discourse analysis, poststructuralism, language-as-resource ideologies were suggested. As the neoliberal approach to LPP has become a common phenomenon, the meaningfulness should be seriously questioned in fast-approaching multicultural contexts of communication in Korea.

The main objective of this research was to probe the DLM-based teaching method for Korean students’ English communication skills. For this study, the corpus was made of Korean reading materials with 307 frequently used sentence patterns extracted. The present research employing a quasi-experimental design and a comparative analysis of Korean and English corpora revealed the followings: first, the difference between the DLM (experimental group) and the CTR (control group) was examined in terms of the pretest score in order to identify the students’ level of English productive skills. After the pretest, meaningful translation focused DLM was employed in the instruction of the experimental group but not in the instruction of the control group. After one semester of teaching, on the posttest, the students in the DLM group outperformed the students in the CTR group. In conclusion, it can be inferred that the DLM teaching method is effective for English productive skills and can be a good solution to our English education environments in which both teachers and students use Korean as a medium of teaching English.

This paper examines the use of the present perfect by Korean learners of English. Forty-four first grade high school students and eleven college students participated and wrote an essay on a given topic. The writing samples were analyzed in terms of the appropriate, inappropriate uses of the present perfect and the relations between the inherent lexical aspects and the form use. The results showed that the learners used the present perfect in a good sense with appropriate perfect types. Most of them were accompanied with temporal adverbials such as since or so far. In addition, they also showed many misuses with past, present, and pluperfect for the present perfect, revealing that they tended to encode only one temporal part of the present perfect. Regarding the use of the aspectual verb, activities and states occurred more in the use of the present perfect in the students’ writings. Based on these results, pedagogical implications were suggested.

English has become an important language of science and scholarship due to the globalization and internationalization of higher education. As a result, there has been a rapid increase in English-mediated instruction (EMI) courses across English as a foreign language (EFL) countries. In an expansion of EMI courses, different reactions have arisen among professors between Korean and Nordic higher education contexts. Utilizing both literature search on EMI as well as insights from the researcher’s involvement in EMI projects, this article presents a comparative analysis of EMI between Korean and Nordic universities with the hope that it will contribute to more effective implementation of EMI within EFL universities such as the ones in Korea. The analysis demonstrates that although there are similar concerns about the expansion and implementation of EMI, the two contexts have fundamental differences, including the motivation for the introduction of EMI, linguistic environments, and philosophy of teaching and learning. These factors are intertwined and influence the implementation of EMI in each context. Therefore, in order to implement EMI more successfully in Korean universities, understanding the differences underlying the two contexts is required.

This study aims to understand the foreign language learner’s internal process while they are translating. To figure out invisible internal process of the learner, Key logging during translation process, short interview after translating and behavioral observation were used. For considering behavioral characteristics for internal process, Pause, Deletion, Moving and Mistranslation were chosen. In particular, Pause was chosen to work as criterion when analyzing other behaviors. By analyzing those behaviors, three internal processes were found: (1)Deliberatiing on words or phrases following the pauses, (2)Considering ill-matched words or phrases between source text and target text, (3)Continuous checks on what writers had written down. Deliberations were generally found before the long-term pause. Learners were deliberating what to write on next phrases, due to their scarce knowledge of grammatical collocation of the target language. Considering ill-matched words or phrases between source text and target text shows variety of behaviors such as moving, deletion after the long-term pauses. According to the learners’ interview and researcher’s observation, it was arisen when the learners are fail to find the acceptable expressions in target language. Continuous checks on what learners had written down were generally found after the translation was finished. Entire part of target text was examined in this type of process. Thus, long period of pause was required for reading source text and target text, also deletion and moving was required for correcting mistranslated words or phrases. It infers that learners’ behaviors are combined to suggest certain meanings of internal process. Thus, these behaviors do not suggest solid internal process. With more elaborated analysis, this

The present study investigates secondary school student athletes’ specific needs for English learning and analyzes correlation and a cause and effect relationship among the needs-related variables. Two hundred forty six student athletes enrolled in physical education. Junior and senior high schools participated in the study. Data were collected through a survey that inquired about the students’ perceived English ability and learning areas of interest, their needs for ESP education, and aspects to be considered for ESP course design. The results show that the students put more emphasis on verbal communication (i.e., on speaking and listening) than on written communication (i.e., on reading and writing) and that they wanted more practical ESP education reflecting their needs and interests. Additionally, there was significant correlation (p<.01) among the subjects’ learning areas of interest, needs for ESP education, and aspects to be considered for ESP course design; a cause and effect relationship among the above three variables was discovered by goodness of fit test for structure equation model. Based on these findings, it is concluded that secondary school student athletes’ perceived English ability and areas of interest for English learning influence both their needs for ESP education and aspects to be considered for ESP course design.

The purpose of this study is to investigate error patterns in EFL college students’ English writing as well as their change over time, based on the teacher’s feedback. In order to accomplish this purpose, two research questions were constructed; first, what are the characteristics of Korean EFL students’ writing based on the maturity of English sentence by the T-unit analysis? Second, what types of error patterns are produced in Korean EFL students’ writing? Also, how do the error patterns change based on the teacher’s feedback over time? The participants were four Korean EFL college students, and they were asked to pre-write, draft, revise and edit until they completed their final draft. The results of pre- and post-writing test were also analyzed. The major findings are as follows: 1) The mean number of T-unit among participants was 42.25 units, and the mean number of words per T-unit was 10.95 words. 2) The most frequently committed errors were found out as lexical and morphological errors. Moreover, the rate of lexical and sentence structure errors has been dropped, whereas the rate of punctuation errors has increased as the teacher’s feedback progressed over time. Pedagogical and practical suggestions are also made on the effective teaching of English writing in Korean classroom settings.

In this research synthesis, a total of 313 studies on English learning motivation published in South Korea from 2000 to 2017 were reviewed. The data were categorized into four criteria: publication year, research method, participant, and research topic. First, the annual trend clearly demonstrated that the number of motivation research showed a steady growth. The dominant research method was quantitative (207 papers) over qualitative (40 papers) and mixed methods (48 papers). University students (157 papers) were major population in English learning motivation research followed by junior high (36 papers), elementary (30 papers), high school students (30 papers), research synthesis (17 papers), and kindergarten students (3 papers). Most research focused on identifying specific subcomponents of English learning motivation in a particular research context. The study suggests that future research needs to focus more on diverse student group such as home-schoolers. Also, the use of research synthesis needs to be encouraged in order to capture the complex nature of English learning motivation.

Despite the evidence of an association between foreign language (FL) reading anxiety and reading comprehension, only a few studies have investigated how FL reading anxiety interacts with the reading process. This study examined how people with different anxiety levels approach reading tasks differently; that is, the relationships among foreign language reading anxiety, cognitive interference, reading strategy use, and the effects of these constructs on actual reading comprehension. Participants (N=265) were Korean adolescent EFL learners. From analyses of their responses to FL reading anxiety scale, Cognitive Interference Questionnaire (CIQ), a strategy inventory for reading comprehension, and reading comprehension tasks, results suggested that anxiety played a critical role in the interplay of attention and reading strategy use, which were associated with comprehension. Highly anxious students who were occupied with off-task thoughts tended to use more local reading strategies while less anxious students were more focused on completing the reading tasks and employed more global reading strategies. Results also suggested that the significant predictors of reading comprehension were FL reading anxiety as well as the CIQ and Global strategies, which indicated that the less anxious students who were more focused during reading, and those who employed more Global strategy scored higher in reading comprehension.

This study examined how three task activities with receptive (R) reading, cloze (CZ) and receptive-productive (RP) integration differently lead to L2 idiom recall and retention by Korean EFL adult learners when they are enhanced with bolding, L1 glossing and three repetitions. It further looks into what features of the enhanced input tasks influence L2 idiom gains. The theories of input enhancement, receptive and productive task input are the basis for the present study. The results revealed that overall the three tasks contributed to high score of L2 idiom gains in immediate receptive, productive recall and delayed receptive retention, except delayed productive retention. There was no significant difference in idiom recall and retention by the three tasks. The descriptive analysis showed R group performed better on immediate receptive recall, while CZ group led the highest score of immediate productive recall. In terms of retention gap between immediate and delayed tests, the three tasks yielded high percentage of receptive idiom retention. The CZ task yielded the highest percentage of receptive retention but relatively low percentage of productive retention, while the R group retained most memory of productive knowledge. The results suggest some implications for effective L2 idiom teaching materials using input enhanced tasks such as bolding, L1 glossing and repetition.

This study examines student opinions into teacher use of English as a lingua franca as a second language to teach a third language. This research focuses on student recognition of the benefits of specific teacher uses of English as a lingua franca, student preferences of specific teacher uses of English as a lingua franca, and potential attitudinal effects of teacher use of English as a lingua franca. Thirty eight Korean university students participated in this study by completing a questionnaire. The data were analyzed through Mann Whitney U tests, a Borda count, chi-squared goodness of fit tests, and descriptive statistics. The results revealed students held the different uses in a similar and positive light but did not prefer uses that perform a social function. The results also showed students did not perceive of much positive attitudinal benefit (anxiety, connection to the teacher, and motivation). Nor did the students indicate teacher use of English as a lingua franca causes the students to lose face or feel that their mother tongue is disrespected. Classroom implications and limitations are discussed.