The study explores the identity construction of non-regular English conversation teachers (non-RECTs) in an elementary and a middle school in Korea. Drawing on positioning theory and the notion of community of practice, the study illustrates how non-RECTs resist, modify, and reconstruct their teacher identity through positioning themselves and others, and different modes of participation in the school contexts. It is a three-year longitudinal study with two female non-RECTs. The primary data gathered through interviews and informal talks, documents, and e-mails were also included for triangulation purposes. The findings suggest that the non-RECTs self-positioned themselves as qualified teachers who can effectively implement communicative language teaching into the classroom, but their positioning was challenged and rejected by regular teachers. The participants resisted their marginalized positions as temporary instructors and claimed their legitimacy by establishing themselves as positive contributors to the communicative curriculum. The findings show the non-RECTs’ identity construction is a struggle between the different views on legitimacy and a negotiation among multiple and conflicting identities.

This paper aimed to discuss the operative aspects of politeness from two perspectives (i.e., social duty and intentional strategy) by examining the Korean public perceptions presented within the Korean literature texts. As the Korean social duties for politeness presuppose the recognition of status, the speech and behaviors of superiors and inferiors are distinct and fixed. Thus, the truth is concealed to respect superiors’ status while inferiors are forced to do self-depreciation. In addition, speech and behavior for solidarity and fellowship are considered as ones that inferiors dare not perform to superiors, and instead are replaced by obedience and permission to superiors. The intentional strategies of inferiors to superiors for individual profits run outwardly in parallel with polite behaviors performing social duties. However, when they do not bring any profits, the polite speech and behavior disappears, thus bringing about relative betrayal. On the other hand, the intentional politeness of superiors to inferiors is marked in Korea. It is performed to trade profits with each other and recognized according to a hearer’s subjective perspective and emotion. In this way, Korean politeness in terms of the social norms operates in the boundary between harmony and betrayal.

The present study sought to examine the meanings and the discourse functions of the auxiliary particle ‘man’ in Korean texts and discourses in order to apply to Korean language education. To this end, 3,994 examples extracted from Korean written and spoken corpus were examined. The results suggest that the particle ‘man’ has three meanings: (a) limits of objects, events and situation, (b) limits of scope, and (c) emphasis of degree. The particle ‘man’ has the implication of negation of all excluding the preceded words. Furthermore, the distributions of the particle ‘man’ are changeable according to its meanings and contexts. The grammatical items related the particle ‘man’ are ‘man+un (만은), man+i (만이), man+do (만도), man+uro (만으로)’ and ‘ppun+man+anira (뿐만 아니라), N+man+V+umyun (N만 V으면)’ etc., considering the degree of fossilization and transition of their meanings. The particle ‘man’ also has many discourse functions: (a) revising a hearer’s premised expectation or general premised expectation, (b) expressing a speaker’s negative attitudes towards given events or situations, and (c) serving as a discourse strategy to express a speaker’s politeness and to reduce the burdens of a hearer.

Taking the cognitive psychology approach, this study sought to investigate the aspect of Korean learners’ French text reading. Especially, it examined the readers’ eye movements (i.e., fixation and saccade) recorded by the eye-tracker. To this end, 14 Korean students of the French language at the language level of A2 and B1 or even higher, and three Frenches participated in the experiment. The results showed that when reading, the learners’ eyeballs did not follow the text but moved irregularly (i.e., ‘saccade’). The six major results were observed: (1) decoding a word in a syllable unit; (2) more fixation on grammatical words of Korean learners compared to French speakers; (3) reading repeatedly with numerous regressions; (4) irregularity of the duration of fixation; (5) numerous fixed points of long gaze duration; and (6) diversity of reading strategies. This suggest that readers pay a lot of attention when they process words, sentence structure, etc. Therefore, it is necessary to instruct Korean learners of French to reconcile spelling and phoneme as well as to reduce the learners’ anxiety towards French texts. Cette recherche, s’inscrivant dans le domaine de la psychologie cognitive, a pour objet de mieux connaître la lecture de textes français chez des lecteurs coréens. Nous avons étudié en particulier les mouvements oculaires (fixation et saccade) des lecteurs, enregistrés à l’aide de l’oculométrie. Pour ce faire, nous avons mené une expérimentation auprès de 14 coréens, étudiants du français, de niveau A2, B1, voire plus, et de 3 français. Le résultat nous a montré que la lecture ne se fait pas de façon linéaire, mais de manière saccadée. En outre, six phénomènes sont particulièrement observés chez les coréens: (1) décodage en syllabique d’un mot; (2) fixation attribuée plus fréquemment aux mots grammaticaux par rapport aux français; (3) lecture répétitive venant des saccades régressives; (4) irrégularité de la durée de fixation; (5) nombreuses fixations de longue durée; et (6) diversité des tactiques de lecture. Ces phénomènes montrent que les lecteurs ont attribué beaucoup d'attention aux traitements des mots, des structures de phrase, etc. Par conséquent, il est nécessaire d’enseigner la correspondance entre graphie et phonie et de supprimer une attitude craintive à l'égard des textes français, chez les apprenants coréens.

This study examined the reading passages of the National Assessment of Educational Achievement (NAEA) and middle school English textbooks in terms of their readability and lexical difficulty. The readability was measured by using Flesch-Kincaid Grade Level Index, while their lexical difficulty was measured in terms of STTR (standardized type-token ratio), frequency of tokens per type, and vocabulary frequency levels by using VocabProfile and Oxford WordSmith Tools 7.0. The results showed that there was a gap between the readability of the English textbooks and that of the NAEA conducted from 2012 to 2014, while the readability between the English textbooks and that of the 2015 NAEA reached a comparable level. However, the textbooks from one publisher showed substantively lower readability than those from the other publishers and the NAEA. Secondly, regarding vocabulary frequency levels, the words in 1K and 2K accounted for more than 90% of the textbooks and the NAEA, while the NAEA had a higher STTR and lower frequency of tokens per type than the textbooks. It suggests that the NAEA employed more various words with less repetition than the textbooks. Pedagogical implications are discussed.

The purpose of this study is to explore changes in university students’ self-directed learning attitude through the implementation of self-assessment in a classroom setting. The current study adopted Guglielmino’s (1977) characteristics to investigate changes in students’ self-directed learning attitude over time: self-directedness, responsibility, creativity, and problem-solving. A class of 24 students enrolled in Current English Practice was observed for 15 weeks, where four self-assessment sessions were administered. After mid-term exam, a questionnaire was conducted to find out whether self-assessment helped students with their self-directed learning attitude. Additionally, in-depth interviews were conducted with four students of a group regarding possible changes in self-directed learning attitude through self-assessment in the course of time. The findings are as follows. First, the results of the survey indicated that students felt positive changes in those four characteristics of self-directed learning attitude by the implementation of self-assessment in the classroom. Second, the analysis of in-depth interviews supported the findings of the questionnaire that self-assessment provided students with opportunities to strengthen their self-directed learning attitude. However, there is a research limitation that the impact of self-assessment cannot be singled out because of the flipped learning method in class.

This paper examines the effects of student-centered collaborative project programs using digital media for the EFL university students. To compare the effectiveness of a digital storytelling project program (127 students) and a topic-research presentation program (126 students) we used pre- and post-TOEIC English speaking tests. We also administrated a survey on students’ attitude towards their learning, interviewed students and observed the programs. The results showed that there was a significant improvement of the students’ English speaking ability in the two programs. The score of the topic-research presentation program improved more than that of the digital storytelling program. However, the students in the digital storytelling program were more motivated to engage in the collaborative project than those of topic-research presentation program in terms of interest and participation. Based on the results of the two programs, this paper suggests the educational implications for those who want to develop and implement collaborative projects using digital media for the EFL university students.

This study examined the effectiveness of integrated language instruction using dictogloss on vocabulary knowledge and retention. Forty EFL students from two classes of an elementary school participated in the study. The integrated language class and segregated language class were examined by looking into the effect of each instructional type on the vocabulary knowledge development and retention. A total of 10 target words were selected from a storybook related to their textbook. Four types of vocabulary knowledge were measured: passive recognition, passive recall, active recognition, and active recall. The pretest and posttest were performed to measure the vocabulary growth. The retention rate of each instruction was examined by conducting a delayed posttest on the same words after two weeks. The results of this study indicate that integrated language instruction using dictogloss works better in vocabulary retention. They also suggest that further classroom research is required to prove that dictogloss is an effective way for vocabulary learning.

The current study aims to examine whether topic familiarity can be associated with, and can also substantially contribute to, the testlet effect often found among items sharing a common passage in reading comprehension tests, particularly by using the Multidimensional Item Response Theory (MIRT) bifactor model as the main data analytic scheme. Data analyzed in this study were item scores collected from 830 Korean high school students who took a 8-passage, 32-item reading comprehension test (4 items per passage) and a 40-item self-reported topic familiarity questionnaire (5 items per passage). The results of analysis revealed that (a) the bifactor model best fit the test data; (b) the self-reported topic familiarity score was not correlated with the testlet factor scores at a statistically significant level; and (c) the overall topic familiarity score had a positive correlation with the general reading ability score, however. Implications of these major findings are discussed in terms of the usefulness of the bifactor model and the nature of testlet effects in reading tests, along with avenues for further investigation.

This study inquires into the effectiveness of proactive approach to grammaring through explicit grammar instruction in developing linguistic accuracy of Korean EFL college students’ written products. Forty-eight students from two intact sections of mandatory English composition course participated in the experiment for 10 weeks. The control group was taught with traditional process writing methods, whereas a modified version of process writing pedagogy supplemented with two types of grammar instruction―15-minute in-class grammar lessons and individualized online grammar practice―were applied to the experimental group. Linguistic accuracy of the pre- and post-treatment essays was measured by obligatory occasion analysis in the use of subject-verb agreement, pronoun-antecedent agreement, the articles in front of count nouns, the present perfect tense, and passive construction. The statistical analyses show that the experimental group outperformed the control group in three of five grammatical categories. Variations in linguistic accuracy development over a 10-week period support earlier second language acquisition discoveries that some grammatical categories are more resistant to instructional treatment than others and that linguistic characteristic of the structures interact with individual learner’s cognitive maturity

This study examines whether revision mediates the effects of its preceding written corrective feedback (CF) in developing second language (L2) knowledge. For this purpose, effects of direct CF and three sub-types of metalinguistic CF with and without revision were compared in the quasi-experiment with 197 EFL university students. They formed 9 groups (i.e., 4 revision groups, 4 non-revision groups, and 1 control group) and completed 4 dictogloss writings. Written CF and revision were implemented after the first two writings. English articles were the target structure for the written CF. The first, third and fourth writings were measured for the accuracy of article use as the pre-test, the immediate post-test and the delayed post-test, respectively. The results reveal that revision did not affect the efficacy of direct CF while it enhanced that of metalinguistic CF to varying degrees with its subtypes. These findings indicate that, if revision is conducted following written CF with particular metalinguistic information, it may facilitate learning new L2 knowledge beyond manifesting existing L2 knowledge.

Examining the experiences of seven preservice teachers enrolled in a materials development class, this qualitative case study aimed to explore the way their participation in the materials development process was connected not only to their increased knowledge of and skills in materials development but also to their self-perceived confidence as prospective teachers, contributing to their professional development. The data were collected from multiple reflection papers and were analyzed qualitatively. The findings demonstrated that the materials development class offered the preservice teachers an opportunity to gain insight into the importance of materials in language education and of teachers being knowledgeable and skilled in materials design and development. They also came to a new realization that teachers were active agents who could take initiatives in adapting and developing materials, rather than passive users following the prescribed textbooks. The materials development class further taught them the need to prioritize the goal of promoting successful language learning when developing materials and to take a critical approach in order to counteract any biased cultural representations and their negative consequences on students’ worldviews. Gaining confidence, the preservice teachers spoke highly of their experiential learning in the class as they thought the experience prepared them to become more competent teachers.

This article examined the current state of Chinese education in Korean elementary schools. First of all, we surveyed Chinese education in elementary schools by dividing the types of Chinese curriculum into two categories: the regular and after-school courses. This study also analyzed the current situation of Chinese education by surveying Chinese teachers of the elementary schools in Seoul and collecting qualitative data of the curriculum time, objectives, and quantity of the Chinese education, class types, and the ratio of native Chinese speaking teachers. Overall, the results showed that the elementary students in Seoul really want to learn Chinese, but the educational environment lacks sufficient capacity and quality needed to meet the student demands. A lack of resources is demonstrated by a lack of class time and multimedia materials. The typical teaching method suffers from an absence of native Chinese speaking teachers. The frustration that comes with insufficient resources eventually leads students to lose interest in studying Chinese as their satisfaction levels become low. This lack of dedicated resources tends to discourage future Chinese language study.

Настоящая работа посвящена особенностям результативных конс трукций русского и корейского языков в сравнении с английс кимязыком. Так как морфологические и синтаксические свойств а результативных конструкций отличаются друг от друга в раз личных языках, то важным для перевода данных конструкций с одного языка на другой является правильное и точное их по нимание. Так, например, в русском языке не существует так наз ываемойвторичнойпредикации, которая возможна в корейском и английском языках. Вместо этого в русском языке существуе т множество глаголов с приставками и глаголов с приставками и возвратным суффиксом(-ся), имеющих ту же самую семантиче скую структуру, что и в результативных конструкциях. Корейс кие результативные конструкции тесно связаны с морфологией, в корейском языке есть результативные морфемы ‘-게, -도록’, к оторые так же употребляются в других значениях помимо резул ьтативного. В статье подробно описываются способы перевода р езультативных конструций русского и корейского языков в соо тветствии с типами глаголов.

This study investigated the effects of using comic strips and context on the vocabulary learning of Korean high school students. Ninety high school students participated in the study and they were divided into three groups: a control group and two experimental groups using comic strips and using context, respectively. In addition, questionnaires were used to investigate students’ attitudes toward English vocabulary learning. The results of the study revealed that there were statistically significant differences in productive vocabulary retention among three groups in terms of short-term memory. In particular, the experimental groups showed high short-term memory rate compared with the control group, which may mean that the use of comic strips and context in English vocabulary learning is effective in improving learners’ productive vocabulary retention. Also there was a statistically significant difference in productive vocabulary retention among three groups in terms of long-term memory. The experimental groups showed a high long-term memory rate compared with the control group. The results of the questionnaire revealed that the two experimental groups showed more positive attitudes towards English vocabulary learning. This may suggest that teaching vocabulary with comic strips and context could be effective for students in English classes, and it is very helpful to develop various activities using comic strips and context.

The present study has investigated teaching motivation and demotivation factors on itinerant English teachers for pre-school children. A total of 119 itinerant English teachers were asked to answer a questionnaire with a 5-point Likert scale, which had 32 items for teaching motivation and 14 items for demotivation. They also responded to 8 items asking about personal background information, which were used to examine the direct influence on teachers’ (de)motivation. Factor analyses were conducted to explore (de)motivation factors. As a result, five factors emerged regarding teaching motivation: altruistic motivation, intrinsic motivation, interpersonal motivation, monetary reward, and self-improvement motivation. Four teaching demotivation factors were also identified through factor analysis: burnout, lack of self-confidence, insufficient external support, and lack of autonomy. The result of t-test and one-way ANOVA indicated that teachers’ age, marital status, and teaching experiences have influenced teaching motivation, whereas their undergraduate major and age contributed to the level of teaching demotivation. This study implies that it is necessary to provide them with systematic pre- and in-service teacher training programs in order to develop the comprehensive knowledge of early childhood education as well as to improve their overall English proficiency.

This study aimed to examine educational connoisseurships of the 3rd and 4th year pre-service elementary school teachers (PSTs). Twenty eight 3rd year and 28 4th year PSTs were asked to write a critique on a video-taped elementary English lesson. Their comments were categorized and examined to see if there were any outstanding characteristics. It was also investigated whether the different amounts of coursework the two groups of PSTs had completed were reflected in their critiques. Many PSTs were found not to have developed their educational connoisseurships to examine whether a lesson was designed to maximize learning, and the functions of the target expressions were practiced and learned in a meaningful way. Two most common perspectives in their critiques were to examine whether the students were interested in the learning activities, and whether the learning activities helped students learn the target expressions. Some differences in the views on classroom English and differential learning activities were found across the two groups.

With the advent of technology, telecollaborative projects have emerged that enable learners to interact with native speakers of the target language, helping them to improve both language proficiency and intercultural communicative competence (ICC). One long-lasting project is Cultura, which has been successful because of its pedagogical qualities, such as a task-based approach and collaborative learning (Furstenberg & Levet, 2014). In this study, a Cultura-inspired project was designed to foster interaction between students of Korean as a foreign language (KFL) residing in Australia and students of English as a foreign language (EFL) residing in Korea. ‘Facebook’ was used for asynchronous communication, and ‘Kakao Talk’ and ‘Facebook’ messenger were used for synchronous online chat. In order to suggest a model for designing and practicing future intercultural projects, this study focused on demonstrating the procedures for each task and examining evidence of ICC in the students’ interactions, as represented in speech acts. This study also investigated the students’ experience of the project, using surveys and interviews. The findings suggest that the students showed limited knowledge of their target culture in a word-association task on Facebook, but that their online interactions provided evidence of ICC, for example curiosity, and reflection on their own culture. Most of the students enjoyed the project, especially the online chat. However, the participants mentioned issues, such as the limited number of online interactions and lack of in-class discussions. For future practice, the use of various modes of communication and the desirability of balancing proficiency levels in the target language are discussed.

Ellipsis has been analyzed, if at all, as a type of cohesion markers by earlier studies. The underestimation of its importance and the lack of attention it has received has resulted in only few empirical studies analyzing the ellipsis as a primary object of inquiry. At the same time, there are conflicting findings on whether the relationship between ellipsis use and discourse quality is substantially positive or insignificant. Aware of these gaps, this study focuses on ellipsis and its subtypes to examine whether ellipses enhance the quality of writing. The study participants were 315 Korean high school students who wrote stories in English. Their writing samples were analyzed for ellipsis use and writing quality. The findings revealed that ellipsis occurrences in writing had a substantial relationship with the overall writing quality. This result was substantiated by a separate examination of the good vs. poor writer groups: Good writers used a significantly greater number of ellipses than did poor writers. Structural and nominal ellipses were the most prominent types of ellipses while clausal and verbal ellipsis occurred rarely. This pattern was held true for both good and poor writer groups. The current study promotes the status of ellipsis as a definitely contributing factor to good writing.

The contributions of teachers in building foundation of social processes, promoting learners’ agency and engagements have been constantly highlighted. This study explores language socialization of English Language Learners (ELLs) in an elementary school in U.S., focusing on the role of an ESL teacher. It examines how the ESL teacher provides linguistic and cultural scaffolding, and creates a learning environment conducive to ELLs’ socialization into American school academic discourse (Gee, 1999). A prevalent approach for linguistic scaffolding was through using questions. Questions were used for assessment, identifying prior knowledge, current understanding level, and potential level for future development, and to train ELLs to think critically and analytically. Cultural scaffolding was made through classroom scripts, such as whole group and small group activities, individual work with teacher assistance, and working locations in the classrooms. The classroom script projected American values of power functioning, respect for individuals, and freedom of choice. The findings imply that ESL learners need more than linguistic scaffolding and having the knowledge of cultural learning dynamics could be crucial in multicultural students’ socialization into the mainstream American school discourse.