The purpose of this study is to investigate elementary school teachers’ and students’ experience of teaching and learning English grammar and how they perceive English grammar education with regard to its role in learning English and the need and ways of including grammar instruction into the curriculum. Questionnaires were administered to 123 teachers and 1513 6th grade students. In addition, written interviews with 20 teachers were done through e-mail. Major findings from the analysis of this survey are three-fold. First, most of the teachers and the students had experiences of teaching and learning English grammar and they perceived that English grammar knowledge plays a positive role in learning English. Second, majority of both the teachers and the students believed that grammar instruction should start in 5th grade, but there is a gap between the teachers and the students with respect to grammar teaching approaches; the teachers prefer the inductive method, while the students prefer the deductive one. Third, many teachers considered that grammar instruction would not have a negative effect on English classes based on the communicative language teaching approach, but they believed that activities for grammar instruction should be well designed in order to keep students interested in learning English. Based on these results, several suggestions for improving English education in elementary schools are made.

In der vorliegenden Arbeit wird versucht, das Berliner-Modell von Paul Heimann zu erläutern, um den Deutschunterricht von einem lernerzentrierten Gesichtpunkt aus aufzubauen und zu planen. Das Berliner-Modell möchte helfen, unter Berücksichtigung der je unterschiedlichen Bedingungen und Situationen zu sinnvollen Entscheidungen über das Warum, Wohin, Was und Wie in einer Gruppe zu kommen. Das Berliner Modell hebt sechs Struckturelemente hervor: Anthropogene und sozialkulturelle Voraussetzungen werden als reale Gegebenheiten bei der Unterrichtsplanung berücksichtigt. Sie beziehen sich auf vier Entscheidungsfaktoren Absicht, Gegenstände, Methode und Mittel. In diesem Artikel wird der Unterricht “Zimmer besuchen” mit den sechs Strukturelementen von dem Berliner-Modell je nach dem Lernprozess gelpant und analysiert. Bei der Unterrichtsvorbereitung muss der Stellwert entsprechendes Lernprozesses dem Lehrer klar werden

This study delves into the temporary English teachers’ identities through at their reflective journals and interviews, grounded on Norton’s (2000, 2013) and Wenger’s (1998) conceptions of identity. In taking second/foreign language teacher education course at a TESOL MA program, 16 teachers’ reflective journals and interviews were analyzed qualitatively for emergent themes, in terms of the three modes of belonging in identity formation (Wenger, 1998). The analysis revealed that the participants represented the identities of the controller, the diverse teaching program participant. the teaching activity sharer, the negative future dreamer, and the language expert. Moreover, most of the participants, as non-regular teachers, concerned themselves about their future career as part-timer. To empower non-regular teachers’ voices, this study discussed and suggested how to strengthen temporary teachers’ identity for their professional development.

This study aims at exploring the theoretical perspectives and research related to second language teacher identities. In particular, this paper focuses on the studies on the identities of English teachers in the Korean educational system. Major findings are as follows: First, based on the previous literature on teacher identities, teacher identities are defined as dynamic, multidimensional, and changing, as they continuously interact with individual, social, and cultural contexts. Second, it was found that studies have focused on (1) the meta-analyses of English teacher identities, (2) native-speaking English teacher identities, (3) the identities of non-native-speaking English teachers co-teaching with native-English-speaking teachers, (4) the identities of non-native-speaking English teachers including pre- and in-service teachers, and (5) teacher identity development through teacher education activities. Lastly, this paper brings up issues and suggestions on the formation and development of English teacher identities. It also offers directions for the future research on professional identities of second language teachers.

The purpose of the current study was to explore the effects of background knowledge, time pressure, and involvement on reading comprehension. One hundred and twenty college students read three passages and answered comprehension questions in eight different experimental conditions: activated vs inactivated background knowledge, with vs without time pressure, and high vs low involvement. The results showed main effects of background knowledge and involvement on reading comprehension, indicating essential roles of background knowledge in facilitating the processes of reading comprehension in Korea’s EFL educational contexts. In addition, the study found an interaction effect of background knowledge and time pressure on reading comprehension. Pedagogical implications are suggested.

This paper studies psychological experience of reading narrative literary texts from the cognitive perspective. Vicarious experience through literary texts as construction of a virtual human world, generally understood as situation model in the cognitive process of text comprehension, can be grasped as readers’ mental simulation on the backgrounds, scenes, and the actions of characters. Readers, however, not only simulate the outside world in the texts, but also recognize the inner states of the characters such as motivation, intention, and emotion, which makes readers’ reading experience psychological reality. This empathic experience can be explained as readers’ retrieving personal experience from the long-term memory as direct resources for inferencing the overall situation in the texts. In that cognitive text comprehension is closely connected with human learning by both updating and reconstructing memory, mental simulation through narrative literary texts ultimately leads to readers’ personal growth by deeper understanding on themselves and broadening their horizons. Finally this paper suggests two educational implications on reading in foreign language education; the importance of empathy through reading literary texts in communicative situation, and facilitation of foreign language learning by connecting readers’ own experience with it.

Les locutions idiomatiques du français sont l’une des bêtes noires des traducteurs étrangers qui travaillent vers leur langue maternelle. Le traducteur ayant été d’abord un apprenant, la faute nous incombe logiquement, nous, acteurs du FLE, qui redoutons la manipulation de ces, bien nommées pour le cas, « lexies complexes ». Les traducteurs de langues romanes voire germaniques se débrouillent malgré tout grâce à bon nombre de référents culturels partagés avec l’Hexagone mais il en est tout autre des Coréens qui les négocient, à leur insu, littéralement. Pour éviter les contresens et pire les non-sens, c’est dès le niveau A1 qu’il convient d’opérer un enseignement-apprentissage progressif et raisonné de locutions idiomatiques. « Progressif » parce qu’avant de manipuler les locutions dites « en filigrane », il est nécessaire d’avoir au préalable acquis des compétences linguistiques et culturelles conséquentes (« Choses promises chômedu !» = chose promise chose due + promesses non tenues de diminution du chômage en France). « Raisonné » car la phraséodidactique abhorre l’universalisme ; une locution jugée « facile » pour un public ne le sera pas nécessairement pour l’autre (« C’est une vraie tête de cochon ! » sera limpide pour un anglophone mais sera interprété autrement par un Coréen).

This study examines the effects of the integrated reading-writing tasks (e.g., writing summaries or reflective essays) on college students’ writing performance. A pre-test and a post-test which consisted of reading comprehension questions and a writing task were administered to 207 EFL college students at the beginning and end of a semester. The data was analyzed both quantitatively using ANOVA and post-hoc test, and qualitatively using a questionnaire survey and interviews. The mean scores of the posttest for the classes which utilized the integrated reading-writing tasks were higher than that of the control group. Also, higher level students in the two experimental groups and a control group showed that there were improvements between the pre-test and post-test, specifically in the treatment groups. The analyses of the questionnaire survey and interviews revealed that the treatment groups which integrated reading-writing in class perceived writing summaries and reflective essays as helpful and effective tools for enhancing their writing ability. The overall results of the study indicated that implementing the integrative approaches to language instruction in the EFL classroom is beneficial in improving learners’ writing performance regardless of the learners’ proficiency level.

Die vorliegende Arbeit untersucht die Rolle des Intellektuellen in der Gesellschaft in Bezug auf Alfred Anderschs literarische und mediale Aktivitäten in den späten 50er Jahren. Gut 10 Jahre nach Kriegsende 1945 hat sich Alfred Andersch mit den Themen von Verfolgung, Flucht und Freiheit des Menschen auseinandergesetzt, wobei das Spannungsverhältnis zwischen Solidarität und Freiheit der Menschheit hervorgehoben wird. Andersch war ein überzeugender Befürworter für die engagierte Literatur. Sein geistiger Vater war der französische Romancier, Philosoph und Publizist Jean-Paul Sartre, der als Paradefigur der französischen Intellektuellen des 20. Jahrhunderts gilt. Andersch wurde von Sartres Philosophie und Literatur stark beeinflusst. Als engagierter Künstler hat er die Zeitschrift Texte und Zeichen herausgegeben und beim Süddeuschen Rundfunk das gesellschaftskritische Programm Radio-Essay geleitet. 1957 wurde sein erfolgreichster Roman Sansibar oder der letzte Grund erschienen.

Articles in one domestic journal, English Teaching (ET), and one international journal, TESOL Quarterly (TQ) from 2011 to 2013 were surveyed in order to analyze current research trends and to suggest better orientation toward future research focusing on participants, research methods, target language skills, and research topics. The results show that university students have participated most in both of the journal articles, indicating that they are practically available to the researchers in higher educational settings. The proportion of quantitative and qualitative research methods was well balanced in TQ, while, in ET, more than 50 percent of the articles relied on quantitative research methodology along with a relatively larger proportion of mixed method research in ET. In terms of target language skills, writing has been studied most in ET and speaking in TQ, showing growing interest in productive language skills nowadays. As for research topics, articles based on socio-cultural factors have been published most in TQ and articles based on classrooms pedagogy in ET, which reflects that English learning is performed mostly in classroom settings in Korea. Pedagogical implications and suggestions are made based on the findings

This study investigates whether model dialogues in currently available middle school English textbooks present appropriate pragmatic input in the realization of speech acts or communicative functions with a focus on the authenticity of the textbook dialogues. To attain this purpose, a total of 18 textbooks were scrutinized in terms of communicative functions. The results showed that many of the textbook dialogues are devoid of adequate treatment of speech acts or communicative functions. The poor representation was evident in a wide array of communicative functions such as requesting/favor-asking, thanking, inviting, encouraging, complaining, responding to complaints, expressing sympathy, expressing surprise, refusing and responding to refusals. The misrepresented functions were largely due to the lack of sensitivity to situational constraints, interlocutor variables, and/or formality. Some cases were ascribed to pragmatic transfer from the native language. This study will contribute to the improvement of the currently available textbooks so that they can provide authentic speech act input.

This paper aims to analyze the scores assigned to compositions of Korean as a foreign language (KFL) in terms of the many-facet Rasch measurement (MFRM) model. The MFRM computer program Facets has recently been updated and this research uses it in order to investigate the scoring reliability of KFL writing test. For the research data the Korean compositions written by 270 KFL learners were collected and rated by eleven Korean raters. At first a brief theoretical basis for the Facets is introduced based on the MFRM model. Then focusing on the raters’ characteristics such as rating consistency and fitness in terms of the rating scheme of content/organization and language, the collected scores of KFL compositions are analyzed and the analysis results are interpreted. As a result, a few cases of unreliable scoring of Korean raters are identified, but it appears that the ratings of Korean raters for a standardized KFL writing test are generally reliable. Finally it is suggested that the Facets program of MFRM offer many potential advantages for validating the scoring reliability of Korean writing assessment.

This paper reports results from two types of priming experiments (i.e., masked and cross-modal priming experiments) which compare Chinese L2 learners’ morphological processing of a Korean verbal suffix -ko with adult native speakers of Korean. L1/L2 differences were found in both the masked and cross-modal priming experiments: Full priming effects were found in the masked priming experiment and partial priming effects in the cross-modal priming experiment in L1, while weak or no priming effects were found in both types of priming experiments of L2. These findings indicate that L2 learners of Korean are less sensitive to morphological structure than native speakers and dependent on the lexical storage of the full form. This study also provided evidence for the non-difference between the masked priming and the cross-modal priming experiments both in L1 and L2.

The purpose of this study is to demonstrate that the acquisition of figurative language contributes to the development of communicative competence. In addition, this educational proposal aims to enhance the metaphorical awareness of the E/LE students and develop the strategies to the understanding of the Spanish phraseological units (PUs). Therefore, I selected quite a number of Spanish PUs of emotions of joy, sadness and anger from the latest dictionaries and analyzed these PUs on the basis of the Cognitive Metaphor Theory. With the cognitive models like ANGER IS FIRE, JOY IS LIGHT, SADNESS IS DOWN that underlie these PUs, I demonstrated the didactic possibilities to explain the idiomaticity of PUs, which becomes an additional resource that guarantees the enhancement of lexical capacity. Finally, I made some didactic proposals about how to deal with PUs in Spanish as a foreign language classroom. El objetivo de esta comunicación es mostrar que la adquisición del lenguaje figurado contribuye al desarrollo de la competencia comunicativa de forma integral. Se trata de una propuesta didáctica que tiene como meta desarrollar en los alumnos de la E/LE conciencia metafórica y estrategias para comprender unidades fraseológicas españolas (UFs). Asimismo, seleccionamos bastantes UFs de las emociones como alegría, tristeza e ira en los más recientes diccionarios y las analizamos a base de la teoría de la metáfora cognitiva. Con los modelos cognitivos como LA IRA ES FUEGO, LA ALEGRÍA ES LUZ, LA TRISTEZA ES ABAJO que subyacen a estas UFs demostramos las posibilidades didácticas de explicar la idiomaticidad de estas UFs, que se convierte en un recurso adicional con capacidad potenciadora del léxico. Por último, ofrecemos algunas propuestas didácticas para abordar UFs en la clase de ELE.

This paper aims to present some arguments for introducing Korean culture in teaching of French at Korean high schools. First, it is compatible with Intercultural Approach, a general trend for foreign culture education. Second, it is helpful to the communicative competence of the Korean students who are supposed to communicate with French interlocutors. In a natural communication situation, a French speaking person is likely to ask a Korean interlocutor questions concerning the Korean culture, which makes it necessary for Korean highschool students to learn how to explain it in French. Third, it can help Korean learners to take up positive attitudes towards French learning with higher motivation for French speaking and stronger confidence in themselves. Finally, it is recommended that the elements of the Korean culture introduced in French lessons should concern everyday lives rather than the sophisticated intellectual culture and that they be introduced through ‘intercultural dialogues’ in French. l’introduction de la culture coréenne dans l’enseignement du français au sein des lycées coréens. Premièrement, son introduction permet aux lycéens coréens, tout en apprenant le français, d’être sensibilisés à l’approche interculturelle, préalable à une éducation des cultures étangères. Deuxièmement, elle peut leur servir à développer leur compétence de communication lors de leurs interactions avec des francophones. Il est en effet naturel que, dans les situations de communication dans lesquelles un lycéen coréen et un francophone dialoguent, le francophone pose des questions sur la culture coréenne et que le coréen y réponde. D’où la nécessité de préparer les lycéens coréens à en parler en français. Troisièmement, cette capacité à parler de culture coréenne en français, avec ses principaux corollaires : une grande confiance en soi et un comportement plus participatif, peut favoriser une acquisition plus aisée de la compétence de communication en français. Enfin, nous recommandons que les éléments de la culture coréenne portent sur le quotidien et que ces éléments prennent la forme de ‘dialogues interculturels’ en français entre un francophone et un coréen.

After the content items of the secondary French curriculum changed to an achievement standards format, the new format appeared to be inconsistent with French education’s current content structure—language skills, language materials, and culture. This study aims to enhance the validity of the creation of the achievement standards by reshaping the curriculum to be more in line with the newly developed standards. This study provides a historical analysis of French curriculum structure and a review of existing literature on the second language education. And it also analyzes the foreign language curriculum structures in several foreign countries. Based on the discussion of preceding chapters, a restructuralization of French curriculum is suggested. The essence of the restructuralization is to divide the achievement standards into language achievement and cultural achievement, as well as to present language skills and materials—subcategories of language achievement in achievement standards formats. Also needed are standards for comprehensive skills including listening, speaking, reading, and writing. To be consistent with the purpose of the achievement standards format, the objectives, teaching and learning methods, and evaluation in French curriculum need to be modified. Finally, I suggest to the entities who are involved in the 2015 curriculum revision the need for scrutiny of the current curriculum format, as well as a change to the format in future development. Après le changement des éléments de contenu faisant partie du curriculum de l’enseignement du français au niveau secondaire pour un nouveau format basé sur les critères d’accomplissement, la structure actuelle de l’enseignement, composée de compétences langagières, de matières langagières et de contenus culturels, n’est plus conforme avec celle modifiée. Par conséquent, cette thèse vise à restucturer le cadre des contenus du curriculum, compte tenu des critères d’accomplissement développés, afin de réhausser la pertinence de l’établissement de ces critères. Cette étude explique l’analyse de la structure des contenus de tous les anciens curriculums et les résultats issus des études et de l’analyse précédentes portant sur les contenus de l’enseignement des langues vivantes. Elle présente ensuite les résultats de l’analyse des contenus des programmes en vigueur à l’étranger, ce qui nous conduit au dernier chapitre qui propose un programme restructuré. Pour résumer ce dernier, les points essentiels consistent à décliner les critères d’accompplissement en deux - critères langagiers et culturels ; proposer les compétences et les matières langagières, sous-catégorie des critères langagiers, sous forme du nouveau format des critères d’accomplissement ; présenter les critères d’accomplissement pour les compétences intégrales comprenant la compréhension et la production orales et écrites ; enfin, faire adapter d’autres points sous ce nouveau format des critères, tels que les objectifs d’enseignement, les méthodes didactiques et celles d’apprentissage, les critères d’évaluation dans le cadre du curriculum de l’enseignement du français. Avec cette proposition, cette thèse invite les chercheurs étudiant le nouveau curriculum 2015 à examiner avec prudence la stucture des contenus actuelle et à réfléchir à la nécessité de la restructuration des contenus à réaliser dans l’avenir.

The research on washback of a test has little been carried out in Korea while it has been flourishing in language testing researchers overseas. This paper investigates whether the advent of NEAT has affected the perception of test takers and the teaching/learning practices in English classrooms of Korea. In addition, we also want to investigate the relationship between variables such as perception of test users, teaching/learning practices, and test scores. We carried out a survey with 601 students who were seated at NEAT administered in April 2013 as well as 3,267 third-year high school students who had no experience on NEAT. The analyses revealed some evidence to support that NEAT has an effect on the perception of the participants. However, the analyses also revealed that NEAT was not effective to appeal for a change in teaching and learning practices in English classrooms in Korea.

The purpose of the present study is to learn about English conversation instructors, in particular, to find out (1) who they are; (2) how they cooperate with English teachers at schools; and (3) what needs they have to serve better as English teaching staff at schools. An online survey was administered to all English conversation instructors at elementary and secondary schools in Korea. Around 4,630 English conversation instructors- 2,920 at elementary schools and 1,710 at secondary schools- participated in the study. The collected data were analyzed: (1) to describe the characteristics of English conversation instructors; (2) to examine how they are sharing teaching duties with English teachers; and (3) to assess the needs for their competency development. The needs of English conversation instructors were analyzed by calculating the gap between the current competence and the expected competence. The difference of English conversation instructors competence development needs at the elementary level and at the secondary level were then further analyzed through Analysis of Variance. The results of this study can be used as basic data to establish the training system for English conversation instructors’ competence development.

The purpose of this study was to develop English writing instruction models in order to improve 1st grade high school students’ writing ability under the communicative framework. A writing pattern ‘describing pictures and making an inference’ was utilized to develop writing instruction models and lesson plans. In order to accommodate a wider range of teachers’ needs in high school, the study took into consideration two teaching conditions, learner proficiency levels (high, mid, and low) and skill integration (listening, writing, and reading, writing) in the development process. A total of five English writing instruction models and lesson plans for different teaching conditions were developed using two chapters extracted from two textbooks. The characteristics of the newly developed models and lesson plans were provided so that teachers can easily modify them for their own needs in the practice. Further, the writing pattern ‘describing pictures and making an inference’ turned out to be quite adaptable to real teaching conditions and seemed to contribute to enhancing students’ creativity as well as their writing skills. At the end, study limitations were discussed.