With an effort to verify the involvement load hypothesis, this study investigates the effects of three different vocabulary learning tasks - reading, filling in blanks, and sentence writing - on learners' short and long term memory when they are provided with the theoretically identical level of involvement tasks. It is also to examine whether there are any differences of learning effects between input and output vocabulary learning tasks. The experiments were conducted with 86 Korean middle school students grouped by three different task types. Pre-/post-tests and delayed tests were administered and analyzed. It was found that three vocabulary tasks with theoretically identical levels of involvement do not have the same learning effects: the involvement load hypothesis was not completely proved in the case of Korean students' vocabulary learning. The findings implied that (i) the difference of vocabulary learning tasks should be considered even though they have the same involvement load; (ii) given that EFL students learn new words in a limited amount of time in class, the reading task using a dictionary is found to be very helpful; and (iii) it is important to study target vocabulary repeatedly during class and to expose the vocabulary with different tasks to enhance students' retention of the newly learned vocabulary.

The purpose of this study is to explore one bilingual person’s language development in relation to the changing environments in which she has lived. Bronfenbrenner's (1977, 1979, 1992) bioecological model provided insight as a theoretical framework in that the model emphasizes active interactions and strong interconnectedness between the individual and her surrounding environments, as well as interactions among environments (micro, meso, exo, and macrosystem). As a main data source, a two and half hour semi-structured interview was conducted with the participant, who is a Korean-English bilingual pursuing a graduate degree at an American university. The analysis of the interview data revealed that 1) the participant's developing characteristics (e.g., outgoing personality, age of language learning), 2) the changing environments (e.g., parents’ belief and philosophy, home residential location), and 3) the interactions between the participant and her environments (e.g., the participant’s intrinsic motivation and the mother’s philosophy) and interactions between inner and outer environments (e.g., school system and national educational policy) played out for the participant's reach on the current language development in Korean and English.

The present study explored the effects of different task types on the autonomous vocabulary learning of EFL learners. To this end, two types of tasks with similar but slightly different levels of involvement loads were developed: a corpus-based task and a word map task. The participants of the study were 41 EFL students from a university in Seoul, Korea. They were divided into two groups: a corpus group (n=20) and a word map group (n=21). A total of 33 target words were selected and the experiment was administered during a period of five weeks. Major findings from the study were as follows: First, the corpus task proved to be more effective than the word map task in productive vocabulary learning, whereas the two tasks showed similar effectiveness in receptive vocabulary learning. Second, the two tasks varied in the effectiveness of vocabulary learning depending on the learners' vocabulary proficiency levels and the specific domains of vocabulary knowledge (receptive and productive). Lastly, the corpus group responded more positively than the word map group to their task and to the vocabulary learning. The findings indicate that the corpus task has advantages over the word map task and provide ‘residual’ empirical support for Hulstijn and Laufer’s (2001) involvement load hypothesis. Based on the findings, some pedagogical implications were made for the effective teaching and the autonomous learning of vocabulary.

L2 learners tend to encounter and use morphological derivatives more frequently as their L2 skills develop. To pronounce the morphological derivatives correctly, L2 learners have to be aware of the phonological changes occurring in the derivatives with affixation. The four phonological rules (stress shift, vowel laxing, consonant coalescence, and vowel reduction) in English, applying to morphological derivatives, are examined with respect to the entities that the rules affect (stress, vowels, and consonants); the number of rules (only one and more than one rule); and rule interaction (interacting and non-interacting) in L2 phonological acquisition. This study reveals that 1) the accuracy of consonant coalescence is highest although its significance with respect to the accuracy of stress shift and vowel laxing varies according to the number of rules; 2) stress shift and vowel laxing show different order in accuracy depending on the number of rules; 3) the three rules (stress shift, vowel laxing, and consonant coalescence) exhibit distinct behaviors with respect to the number of rules; 4) in the interacting rules, the accuracy of the fed rule (vowel reduction) is significantly lower than the feeding rule (stress shift) while in the non-interacting rules, the accuracy of one rule appears to have no influence on that of the other rule. Based on the results, implications for teaching pronunciation of the derivatives are suggested.

This study proposes how to teach aspectual derivations of the verb in the Russian language based on the prefixation and suffixation. The author argues that for the intermediate/advanced learners the traditional aspectual pair system needs to be replaced by the aspectual cluster system and the derivations of the imperfective verbs through the suffixation needs to be taught based on the classification of the infinitives. The hierarchical structure of verb stem in Russian is as follows: superlexical prefixes (po-, etc.) > -yva- > superlexical prefixes (ot-, etc.) > intermediate prefixes (do-, pere-) > -nu-/-a- > lexical prefixes > stem. The study also proposes that the syntactic structure needs to contain the split AspPs (PerfP1 > ImpfP > PerfP2 > PerfP3) outside of the vP and another AspP inside the vP in order to derive the above-mentioned hierarchical structure.

Peu de recherches ont été réalisées sur les cours numériques en français. Donc, ce papier a pour but d'examiner les effets de cours numériques offerts dans les classes françaises d'université. Nous avons une expérience d’avoir donné trois types de classes numériques comme la grammaire française, la traduction et l'écoute. Ces trois ont été organisés par une méthode hybride, en ligne et en présentiel pendant un semestre. À partir de cette expérience, nous avons retenu quelques particularités liées aux cours numériques. Il existe quelques points positifs aussi bien que négatifs. Parmi les points positifs, nous pouvons mentionner les possibilités d'inciter les étudiants à développer leurs potentiels et de faire travailler en coopération avec d'autres. Les points négatifs sont liés à l'incapacité de vérifier comment les étudiants travaillent ou s'ils travaillent réellement en ligne. Et le professeur doit être toujours vigilant aux questions posées par les étudiants. Cela donne un fardeau au professeur.

The purpose of this study is to illustrate a general collaborative model of team-teaching in a university general English program. While positive effects of team-teaching and some suggestions for teamteaching practices have been reported previously, there has been less attention paid to an instructional model where native teachers and Korean teachers collaborate with each other for the best classroom experience for students. A qualitative research guided the design. Twenty teachers’ team-teaching classes were observed and video-taped for analysis. The findings showed that the two teachers’ constant negotiations of meanings in any stage of the lessons and in classes with diverse linguistic goals was helpful to the students’ understanding. Also, in the stage of presenting particular language expressions (duringlesson), complimenting each other with native teachers’ intuition and Korean teachers’ analytic skills was suggested as an important instructional move. When activities were introduced, modeling by the two teachers and bridging roles by the Korean teachers were a tremendous contribution and recommended for model collaborations. An instructional model and educational implications have been suggested.

The present study explored a reading-based speaking task for its potential to develop EFL students' fluency. Based on an L1 speaking model by Levelt (1989, 1993), the task was developed in a way that students can maximize their fluency in a scaffolding-rich condition: one in the stage of message generation and the other in linguistic encoding. The use of reading texts for the development of speaking fluency was also hypothesized to induce authentic interaction among interlocutors. How the reading-based speaking task functions as hypothesized was tested with five Korean college students who participated in a 4-week reading-based speaking program. The analysis of the group activity transcripts and interviews revealed that scaffolding in message generation took place in three types of language episode: a personal experience episode, a vocabulary-related episode, and a contentclarification/ elaboration episode. Linguistic encoding in L2 speaking was scaffolded via shared context, which enabled the participants to develop and utilize a paraphrasing skill. Finally, the participants’ engagement in speaking activities increased, affecting their willingness to communicate and their motivation to improve speaking.

This study explores elementary school students’ perceptions of English pop songs in regular English classes at a Korean elementary school. Seven 6th graders participated in the study and they were divided into three groups based on their English proficiency level. Data were collected from their interviews, written logs, and group discussions for a qualitative analysis. The results indicate that low level learners associate pop songs with the auditory factor only, while intermediate and high level learners associate the songs with both auditory and visual factors. It is also found that each individual learner exhibits his or her own music preference in selecting pop songs for learning. In addition, the socialization effect, which evokes the sense of unity, is found among the English learners who attended the pop song lessons. Finally, the study presents the results that learning pop songs contributes to self-directed learning of English. Pedagogical implications on using pop songs for a teaching material are discussed.

The goal of the present study was to investigate the effects of technology-enhanced instruction types, vocabulary activity types, and learners' cognitive style on vocabulary knowledge. With regard to the types of technology-enhanced instruction, the results of post-vocabulary tests indicated that both blended learning and web-based instruction had positive effects on vocabulary learning. In particular, the blended learning group outperformed the web-based group showing greater improvement. With regard to vocabulary activity type, the results did not reveal a significant difference between groups with different types of vocabulary activities. When comparing the results from test items assessing the receptive and productive knowledge of vocabulary, both groups made greater improvements in their receptive knowledge of vocabulary than productive use of vocabulary. Concerning learners’ cognitive style, the analysis of the test scores indicated that there was no significant difference among groups. Finally, pedagogical implications were provided at the end of the paper.

This study examines opportunities for Korean EFL students at a Korean university to use English as their L2 in their informal social networks. Through interviews as well as analysis of the students’ interactions in an informal environment, the study focuses on the major factors affecting the construction of these opportunities. The findings show that the students expanded their social networks with English speakers during their first year of university. More importantly, the study indicates that the same students sometimes had difficulty constructing interactions in English in these networks. This difficulty can be attributed to various factors, including the learners’ history as an L2 learner/user and some norms in the community where the learners were situated. However, the analysis of L1/L2 selection and its negotiation in their interactions shows that the construction of L2 interactions also appears to be mediated by certain factors, such as accommodated goals of interaction and specific discourse strategies. Research implications are provided at the end of the research paper.

This study investigates the effects of collocation task types on Korean high school students' collocation learning and learning attitudes. A total of 118 Korean high school students participated in the experiment, and they were divided into four groups: control group, receptive treatment group, productive treatment group and combination treatment group. In order to investigate the effects of collocation task types on students' English proficiency, each group of students was classified into a high proficiency group and a low proficiency group. The students took a pre-test before the experiment and a post-test after the experiment. After the post-test, the post-questionnaire survey was conducted to examine the students' learning attitudes. The results of the study were as follows: (1) The three types of collocation tasks were effective in learning receptive and productive collocations; (2) in the delayed retention test, it was revealed that the effect of the three types of collocation tasks on both receptive and productive collocation learning lasted; and (3) the result of post-questionnaire survey showed that learning collocation through collocation tasks had positive influence on most students in terms of raising their interest and increasing their self-confidence.

The purpose of the study was two-fold: to investigate the effects of a group-based book reading plus self-efficacy and outcome expectancy intervention on reading amount, perceived reading ability, reading behavior, and social cognitions and to examine influencing factors of book reading behaviors. Sixty-three sixth graders completed a ten-week book reading intervention in two experimental conditions: one with book-reading activities only and the other with a book-reading plus social cognition intervention. The control group (n=32) studied English in their regular English classes. Questionnaires were administered three times to assess the participants' social cognition, reading behavior, and perceptions of reading English books: right before and right after the intervention, and at eight weeks post intervention. The results showed positive effects of the intervention on reading amount, perceived reading ability, and reading behavior. Of the two experimental groups, the group that had received the book-reading plus social cognition intervention showed more positive results. At eight weeks post intervention, intervention effects on goal efficacy, reading behavior, and attitude toward reading were maintained. Social cognition was found to affect reading amount and behavior for the experimental groups. Research and practical implications are suggested.

The purpose of this study is to investigate the effects of two different types of vocabulary activities on Korean EFL learners’ vocabulary learning and perceptions. The participants of the study were 30 Korean middle school students in Seoul, and they were divided into two groups (typography and web-based authoring). The former employed the word meaning and spelling image association technique and the latter used a multimedia vocabulary authoring tool for 42 target words. The major findings of the study are as follows: (1) Both the typography and the web-based vocabulary authoring groups showed significant improvement on the posttest of vocabulary test, which indicated the equal effectiveness of the two vocabulary activities; (2) with respect to different English proficiency levels, the low-level group showed much higher improvement of the mean difference between pre and post tests than the higher group; and (3) the participants’ perceptions turned out to be more positive when they participated in creating English word spelling image than authoring multimedia vocabulary learning materials. The results suggest the beneficial effects of active student involvement in the vocabulary learning process. Pedagogical and practical suggestions are made on the effective teaching of English vocabulary in Korean classroom settings.

The purpose of this study is to analyze part of speech distribution according to proficiency level in 66 Korean textbooks used in major Korean language institutes. Since the number of Korean learners with instrumental motivation has significantly increased, it becomes a very important issue to evaluate their Korean proficiency levels measured through the official assessment of Korean Proficiency Test (TOPIK). Language teaching is subject to certain target learners, and it is necessary to proceed along with studies on them by considering the utilization of their research results. With regard to the distribution of different parts of speech throughout the proficiency levels, 593,100 nouns accounted for 47.86% of the total, 267,334 verbs accounted for 21.57%, and 108,593 adjectives accounted for 8.76%. Other than these three major parts of speech, those that modify other elements of a sentence show a comparatively high percentage. Although many parts of the textbooks contain dialogues or conversational sentence examples, the percentage of abbreviated words or exclamations that represent the characteristics of the spoken language were not very high.

Le présent article a pour but de montrer l’intérêt d’un cours de français débutant en anglais à l’intention des étudiants coréens d’un point de vue théorique, et de présenter les moyens concrets pour mener ce cours. La théorie de base sur laquelle il s’appuie est le transfert positif entre les langues typologiquement proches. On peut bien comprendre le besoin de ce cours en réfléchissant au système éducatif en Corée où l’anglais est enseigné dès l’école primaire et est perçu comme une matière très importante jusqu’à l’université par les étudiants. Ce cours suppose qu’un apprentissage plus efficace du français peut passer par l’utilisation de l’anglais, comme langue d’enseignement, plus proche du français que du coréen au niveau typologique, et ainsi censé être plus propice à initier l’apprenant aux spécificités du français. D’abord, il est important que les enseignants structurent chaque cours de telle manière que les élèves anticipent son déroulement. De plus, il est important que les enseignants aient une attitude positive et une bonne compétence en anglais oral, y compris l’anglais de classe. Au niveau universitaire, les enseignants auront besoin de lieu d’échange et de soutien pour partager les idées sur ce cours et sur la mise en oeuvre du manuel approprié à ce type de cours. Dans ces efforts, on peut aussi offrir des ateliers d’anglais régulièrement non seulement pour les enseignants mais aussi pour les élèves.

This study compares the phonics instruction with the whole language approach to literacy instruction in elementary English education and investigates the effects of the two approaches on literacy skills and affective factors. The experiment was conducted over eight weeks by sampling 56 fifth-graders at an elementary school in Seoul. The control group was given phonics instruction using English stories, whereas the experimental group was given the whole language approach using the same English stories. The instruments included pre- and post-reading and writing English tests and pre- and post-questionnaires. The analyses showed that the whole language approach had more positive effect than phonics instruction on improving learners’ English reading and writing ability. Furthermore, the whole language approach showed a positive change in the affective domain of interest, self-learning attitude and recognition, whereas two sectors of self-confidence and learning motivation did not show statistically significant difference compared to the control group. These results suggest that the whole language approach is more efficient than phonics instruction in developing learners’ literacy in elementary English education.

The present study aims at investigating problems with a TEE class in terms of classroom activities and code-switching. One middle school teacher and her students participated in the study. The teacher taught a writing class in TEE context. She taught more than half of the class in English. Her students experienced different interactional patterns in four different activities. However, most of the students could not participate both in pair work and group work without her teacher’s help. That was because the teacher had problems with giving instructions: (1) her instructions about the activities were not clear enough; (2) she did not provide any modelling for the activities; and (3) she did not check any clarifications for the activities. Also, the ratio of the teacher’s utterance to students’ was too high: 96% in English and 89.5% in Korean. In addition, she did not use any pause in code-switching from English to Korean, deprived of checking whether her students understood the target language input given in English. Directions for further research and pedagogical implications will be discussed.

The study investigated the effect of the flipped class method implemented in a general English program in the tertiary level. The treatment variable of the experiment was a teaching method: a flipped class for the experimental group and a traditional class for the control group. A total of 13 class sessions were completed. The model of the experiment was a nested design with repeated measures. The dependent variables were positive affective experience, negative affective experience, class satisfaction, and language achievement. This study analyzed the data using factorial analysis, t-test, and repeated measures analysis of variance. The results showed that learners in the experimental group improved their positive experience during the treatment through statistically significant differences in pre-test and post-test scores; while the control group did not. The negative experience decreased at the end of the class in both groups. Although the mean differences were not statistically significant, the mean of the negative experience in the experimental group was lower than that in the control group. The class satisfaction was significantly different between the two groups. The experimental group improved language achievement on their final exam, while the control group’s mean decreased.