This study aims to enhance the quality of general Chinese in university by developing learner-centered curriculum and instruction based on student's needs. In an effort to develop an effective general Chinese program of a university, the present study examined curricular and learner needs for general Chinese courses of universities. The curricular of general Chinese programs collected from a total of 46 universities in South Korea were analyzed to examine class teaching hours, credits, courses, diffentiated-level classes, special courses, and a waiving policy of credits based on student proficiency. Also the survey and the interviews were carried out with the students studying in one university (N=387) to find out their needs on general Chinese courses. The curricular analysis showed the followings: 1) When analyzing the general Chinese courses curriculum of 46 universities surveyed, most of universities preferred 2~3 hours/2~3 credits Chinese courses,; 2) The results of surveys showed that the participants have strong needs for improving differentiated-level education. 3) It seems to be necessary to accommodate learners, teachers demand and realistic constraints on learning Chinese language learners.

As a preliminary study for the effective development of a genre-focused English learner corpus, this article aims to investigate most frequent error types and their frequencies in English emails written by undergraduate freshmen in South Korea. Data for this study include English emails of 86 Korean students majoring in humanities or social science in a university located in Daegu. With the rise of Internet, ESL/EFL education has witnessed a growing interest in teaching email usage in composition courses, as it provides a variety of opportunities to evaluate language abilities including interpersonal and pragmatic abilities. The present article revealed that the most frequent error type was concerned with style, such as capitalization (28.7%) and punctuation (7.8%), which was followed by determiner deletion (6.3%), genre convention such as closing (3%), countability of nouns (3%), and verb choice (2.7%). Different error types and frequencies were identified according to different English proficiency levels (Korean SAT and TOEIC), which evidenced the need to include the English proficiency level annotation in the corpus design and to focus on different types of errors in class in accordance with learners’ proficiency levels.

The purpose of this study is to investigate in-depth high school students’ strategy use in reading English texts of College Scholastic Ability Test (KSAT). This study employed a think-aloud method to look into the reading process by task types and by reading proficiency. Six high school students, three high-level and three low-level readers, were asked to perform reading tasks of three types, ‘finding a theme’, ‘filling the gap’, ‘finding an irrelevant sentence & inserting a sentence’, thinking out loud after training. The results are as follows. First, the participants used varied types of reading strategies regardless of top-down/bottom-up. ‘Guessing from the context’ and ‘paraphrasing in L1’, were most frequently used, and ‘using schema’ and ‘sensing the logical organization’ were least used.’ Second, different strategy use patterns were shown by task types: Far more strategies were used in ‘finding a theme’ than the others, especially, attending to keyword. Third, the high-level readers employed more reading strategies than the low-level counterparts. Furthermore, the strategy use pattern was very different between groups: The low-level readers seldom used ‘checking discourse markers,’ ‘synthesizing information,’ and ‘questioning’ that the high level readers commonly used.

Yang, Myung-hee & Kim, Bo-hyeon. 2017. “A Study on Korean Language Anxiety in the Classrooms of Advanced-level Korean Language Learners for Academic purposes: With Chinese Students in Graduate School in Korea”. The Sociolinguistic Journal of Korea 25(1). 119~141. The aim of this study is to examine the level of and the factors for Korean language anxiety in the classrooms of advanced-level Korean language learners for academic purposes. To this end, 60 Chinese students attending graduate school participated in the survey with the questionnaires: i.e., PRCA and FLCAS. The results suggest as follows. First, the Korean language anxiety level in the classrooms of the Chinese students is likely to be high. Also, it is not because of the participants’ traits, but because of the classroom environment. Second, there are 5 factors for Korean language anxiety in the classrooms; communication anxiety with native speakers, communication anxiety, fears of negative evaluation and failing in class, Korean proficiency anxiety, and negative attitudes toward class. Especially, the forth factor suggests that Korean learners needs an educational intervention of Korean, even after they enter undergraduate or graduate institutions. Third, there is a negative correlation between Korean language anxiety in the classroom and a residence period in Korea. That is, it is necessary to give them as many opportunities as possible for being exposed to Korean by a Korean educational intervention.

Le but de cette étude est de mesurer la pertinence et la faisabilité des classes « inversées » dans la conception de curricula de français dans les universités coréennes. Plus précisément, l'objectif était de répondre à quatre questions de recherche: (1) Quelle est l'attitude générale des étudiants coréens de français, face à leurs professeurs, leurs pairs et vis-à-vis du français? (2) Quelles sont les attentes des étudiants coréens vis-à-vis des classes «inversées»? (3) Quelles étapes de la conception des parcours sont les plus déterminants? (4) Dans le parcours proposé, quels sont les éléments les plus pertinents et quels sont ceux qui restent à améliorer? Selon le résultat de l'enquête, les étudiants coréens avaient des aprioris plutôt méfiants envers leurs pairs et leur professeur de français, mais aucun à l'égard de la matière elle-même. En outre, ils reconnaissaient l'influence prépondérante de l'enseignant dans leurs études de français. La prise de parole et la grammaire étant désignées comme les parties les plus difficiles de leur apprentissage. Enfin, beaucoup d'entre eux ont montré leur grand intérêt et des attentes élevées quant à l'efficacité de la classe dite «inversée».

Qiu, Lina. 2016. “The Loanwords Usage of Chinese Students”. The Sociolinguistic Journal of Korea 24(3). 37~63. The purpose of this article is to statistically sort out the usage of Korean loanwords usage from Chinese students, and to examine the causes. Standing in the position of Chinese students, revealing their loanwords' actual applications not only can help them to recognize their mistakes in loanwords, but also can support them to correct the mistakes. From the standpoint of academic research, we should find out the reason why their frequent mistakes, which is very helpful to loanwords teaching, too. This paper focuses on the real situation, designed to pass the actual investigation to observe the use of loanwords by Chinese students. And also try to clarify the reasons for their use. To this end, this paper conducted a number of written investigations and interviews. Especially, when I try to use a variety of ways in the interviews which I will introduced in chapter 2. Survey data show that their use of loanwords are more complex than we think. However, the reasons can be traceable. In this study is to try to explore the causes just like influence of Chinese-Style English, influence from China's loanwords pronunciation, the pronunciation problems of loanwords, psychological factors.

사이버대학과 일반 오프라인 대학은 수업운영 방식뿐만 아니라 학습자들의 특성에서도 많은 차이점이 있다. 즉, 사이버대학의 수업은 콘텐츠 기반의 온라인 중심으로 운영되며 학습자들은 연령층과 직업분 야, 입학동기 등이 다양하다. 따라서 학습자들에게는 자기주도적인 학습역량이 요구되며, 대학 차원에서 는 성인학습자들의 특성을 고려한 체계적인 교수-학습지원을 해야 한다. 특히 사이버대학은 학습자들의 상황적 요인에 의한 중도탈락율이 일반대학에 비해 높은 편으로 입학에서 졸업까지의 지속적인 학습지 도가 필요하다. 이 연구의 목적은 사이버대학 학습자들의 요구분석에 기초한 맞춤형 학습지원 프로그램 개발 및 운영 사례를 통해 학습자들의 학습역량 강화를 위한 전략을 제안하는데 있다. 연구 대상은 B 사이버대학 재학생으로 학습실태 조사를 기반으로 한 요구조사 분석을 토대로 1) 디지털 리터러시 강 화, 2)상호작용 강화, 3) 대학생활 안정화, 4) 실무능력 강화, 그리고 5) 학습자 맞춤형 콘텐츠 개발과 운영 등 다섯 가지 영역의 프로그램을 개발하였다. 사이버대학 성인학습자들의 학습역량 강화를 위해서 는 사이버대학의 특성과 학습자들의 요구를 적극 반영하여 학습동기와 목표를 충족시킬 수 있도록 사 이버대학의 장점을 극대화하고, 온라인 수업의 한계를 최소화할 수 있는 최적의 교수-학습지원이 이루 어져한다.

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.

본 연구는 중학교 국어 교과의 읽기 영역에서 문학 장르와 비문학 장르에 각기 적합한 국어 교과 내 언 어 영역 통합 교수 학습 모형을 구안 적용함으로써 학습자의 자기 주도적 학습 능력을 신장시키는 것을 목적으로 하였다. 문학 장르에서는 읽기 영역에서 문제 중심, 팀 중심의 ‘창틀 채우기’ 교수‧학습 모형을 적용하고 이를 확장하여 ‘독서 토론하기’와 ‘논증 글쓰기’까지 통합하여 수업에 적용하였다. 비문학 장르에 서는 읽기 영역에서 ‘의미지도 만들기’ 교수 학습 모형을 바탕으로 ‘문단형식 글쓰기’를 통합하여 수업에 적용하였다. 그리고 이러한 교수 학습 모형에서 적합한 포트폴리오 방식의 수행평가를 적용하였다. 그 결 과, 학습자의 학습흥미를 높이고 학습자가 교수 학습 과정에 적극적으로 참여하도록 유도할 수 있었고, 효 과적으로 자기 주도적 학습 능력을 신장시킬 수 있었다.

본 연구는 학습자 중심 수업이 비판적 사고 전략의 향상에 미치는 영향을 알아보는 것을 목적으로 수행 되었다. 이를 위해 서울, 충청도 소재 4년제 사립대학교의 3학년 학생 260명을 대상으로 플립드 러닝 (flipped learning)을 기반으로 한 학습자 중심 수업 설계를 16주에 걸쳐 적용하였다. 이를 위하여 비판 적 사고 전략 검사의 확인적 요인분석을 실시하였고, 수업 전과 후의 비판적 사고 전략의 수준의 차이를 분석하였다. 또한 수업 전의 비판적 사고 전략 수준에 따라서 수업 후에 변화의 양상이 어떠한가를 알아 보기 위해 상ㆍ하 집단(25%, 75%)으로 분류하고, 이들의 차이를 분석하였다. 연구결과를 살펴보면 첫째, 비판적 사고 전략 검사는 대학생의 비판적 사고 전략을 측정하기에 적합한 요인구조를 가졌음을 확인하였다. 둘째, 학습자 중심 수업은 비판적 사고 전략의 향상에 긍정적인 영향을 주는 것으로 나타났다. 특히 가장 높은 차원인 비판적 반성 전략의 경우 수업 적용 전에 비해 가장 큰 향상 효과가 있는 것으로 나타났다. 셋째, 수업 전의 비판적 사고 수준이 낮은 집단이 수업 후의 비판적 사고향상의 폭이 더 크게 나타나 하위집단일수록 학습자 중심 수업이 효과적이라는 선행연구 결과와 일치하는 결과를 확인하였 다. 이러한 연구 결과는 몇 가지의 제한점에도 불구하고 비판적 사고의 향상을 위해서는 학습자의 활동 과 개별학습, 협업, 소통이 중시되는 학습자 중심 수업을 충분히 고려할 필요가 있음을 시사하였고, 학습 수준에 따라 학습자 중심 수업을 어떻게 활용할 것인가에 대한 자료를 제공하였다는 측면에서 의의 가 있었다.

이 연구는 평생교육학습자의 인구사회학적 배경 변인에 따른 참여동기와 평생교육의 참여 특성 을 분석하였다. 분석된 결과를 근거로 평생교육 지속 및 참여 촉진을 위한 방안으로서의 정책적 시사점을 도출하고, 통계적으로써 분석함으로써 평생교육학습자의 인구사회학적 특성과 평생교육 참여 지속 및 촉진의 관련 요인을 분석하고자 하였다. 이러한 결과를 근거로 평생교육의 참여 촉 진 및 활성화의 시사점을 도출 하고자 하였다. 연구방법으로는 전국 시.도 지역의 평생교육기관을 무작위표집하여 총 표본수 1,607명을 대상으로 설문조사를 실시하였다.

This study mainly explores the research themes and topics of corpus-based studies published in English Teaching in an attempt to provide future directions and pedagogical implications in this research domain. For the purposes of the study, a total of 42 corpus-based research articles published in English Teaching were reviewed and analyzed in terms of research topics, methodology, and characteristics of the corpora employed in the studies. The thematic and topical analysis of the corpus-based studies showed that much research, i.e., 64%, has focused on the analysis ofvocabulary items. Further, the analysis of the research methods revealed that corpus-based studies published in English Teaching mainly employed quantitative methods to describe frequency and distribution information of the target linguistic items. It also provided the description of the characteristics of the corpora adopted in the corpus-based research. Interestingly, many corpus-based studies published in English Teaching focused on the analysis of the learner corpus data. The paper discusses the future research directions and pedagogical implications for corpus-based studies on TEFL.

The purpose of this paper is to examine the current state of research on learner factors in second language acquisition by reviewing relevant studies published in English Teaching over the past 50 years. A total of 182 articles on various learner factors were extracted from the journal. Further detailed analyses were conducted on 110 articles on strategy, motivation, and personality traits in terms ofpublication year, research topics, participants, methods, and researchers' concentration. The results reveal that research on learner factors has significantly expanded over time in terms of volume and diversity, reflecting increasing research interests in the field. As for research methodology, a quantitative approach was far more frequent but qualitative and mixedmethod approaches have gained visibility since 2000. Yet, most of the studies focused on tertiary level learners, while overall neglecting primary and secondary level learners. Furthermore, individual researchers' interests in the factors looked rather sporadic as revealed in the lack of research concentration. Based on the findings, suggestions for future research on learner factors are made.

This paper attempts to stress the importance of teaching Chinese proverbs by comparing proverbs of Korea and China. The study divides the proverbs into two broad categories: equivalent switch and non-equivalent switch. The equivalent switch refers to the proverbs with various forms but the same meaning. Accordingly, they are divided into four types: 1) the same form and the same meaning, 2) similar form and the same meaning, 3) different form but the same meaning, and 4) those with local names but the same meaning. Likewise, non-equivalent switch, the proverbs with different meanings, are divided into three types: 5) the same form but different meaning, 6) those with strong influence of local names, and finally 7) those with strong influence of food cultures. The paper suggests that Korean leaners should improve their understandings about Chinese proverbs and their abilities to use those proverbs appropriately in real situations of communication.

Les apprenants coréens de français langue étrangère ont, en Corée, rarement l'occasion d'utiliser le français en dehors de la salle de classe. Cependant, le développement des outils de Communications Médiatisées par Ordinateurs (CMO) leur fournissent un environnement d'apprentissage plus favorable pour surmonter les contraintes d’isolement et les aident à améliorer leurs capacités à communiquer en français. Notre travail de recherche porte sur l’utilisation de ressources en ligne. Ce parcours est divisé en trois segments selon les stades atteints dans l'apprentissage de la prononciation : la présentation, la pratique, la production (3P). En outre, des questionnaires et des entretiens ont été menés pour mesurer l'utilité perçue de ce site. Sur dix semaines, les principaux résultats de cette étude sont les suivants: la prononciation a d'abord été analysée à travers un pré-test et un post-test par des enregistrements. Les résultats du post-test ont montré une nette amélioration de leur prononciation, en particulier en lecture à haute voix plus qu’en expression libre. Cela souligne la difficulté de parvenir à un usage automatique d’une prononciation apprise consciemment. Ces ressources en ligne ont montré leur utilité dans l'apprentissage des caractéristiques prosodiques. A la lecture des enquêtes, les étudiants reconnaissaient un effet positif en prononciation, pour l'écoute et la prise de parole. Cette amélioration serait due à la possibilité de télé-charger, d’écouter et de répéter des fichiers authentiques, mais aussi aux taches communicatives proposées, qui intégraient des conversations en ligne.

Willingness To Communicate (WTC) is one's volition to enter into communication at a particular time with a specific person or persons using an L2. Despite the growing interests about WTC in ESL and EFL context, there is little research done in the Korean EFL classroom context with young learners. This study investigated variables affecting WTC of young Korean EFL learners in regular English classes. A total of 149 fifth graders participated in the study. Data were analyzed using factor and correlation analysis, cross-tabulation, and the ANOVA. The results confirmed the consensus about the positive correlation of competence and the negative correlation of apprehension to WTC. The most powerful predictor of WTC was communication with the native teacher and the second was prohibition of L1. There were partial statistical differences of WTC, Frequency of Communicative Behavior, and Self-Perceived Communicative Competence according to the age of onset, the amount of studying, and the length of stay in English speaking countries.

In der vorliegenden Arbeit wird versucht, die Anwendungsmöglichkeit der Begriffe ‘emotionale Intelligenz’ von Daniel Goleman im deutschen Kulturunterricht zu erläutern. Der Begriff ‘emotionale Intelligenz’ wird fünf Ebenen untergeordnet: i) die eigenen Emotionen kennen, ii) Emotionen beeinflussen, iii) Empathie, iv) Emotionen in die Tat umsetzen, v) Umgang mit Beziehung. Heutzutage ist die Kultur im Deutsch als Fremdsprache einen wichtigen Lernstoff. Die Kultur kann nicht nur kognitive Ebene sondern auch affektive Ebene beeinflussen. In dieser Arbeit wird aber sie sich auf das affektive Lernen konzentriert. Um die Affektivität der Lernenden im Kulturunterricht zu entwickeln, kann der Begriff ‘emitionale Intelligenz’mit vier Lernverfahren kombiniert werden: die Zusammenarbeit für Wahrnehmung von Emotionen, der Rollspiel für Nutzung von Emotionen, das Lesen für Verstehen von Emotionen und das Sehen für Beeinflussung von Emotionen. Je nach Lernverfahren können die verschiedenen affektiven Ebenen der Lernenden sich darin progressiv entfalten und daher können die Lernenden innerlich stark motivert werden.

Purpose: The purpose of this study was to explore learner's debriefing experience in team-based nursing simulation. Methods: Participants were 8 students in undergraduate nursing program at a university in Korea. All students were place in setting of team-based nursing simulation. Data were collected October 2015 to December 2015, through in-depth interviews and analyzed using Colizzi phenomenological method. Result: Three essential themes were extract as follows 1) learner’s reflection on their teambased practicum in simulation education 2) negative feeling of being engaged in debriefing through recorded video-sharing 3) request to run debriefing for development of simulation education. Conclusion: As the results of showed, debriefing of nursing simulation was important to improve nursing competency. However, the debriefing of simulation education need to consider negative feelings. These results through students’ data debrifing would help develop nursing simulation, specially debriefing in the simulation education process.

Purpose: This study was to identify relationship between instructor and learner's evaluation in the simulation-based maternity nursing. Methods: The simulation-based nursing education program was taken by 112 fourth year nursing students. 30 item clinical practice competency evaluation tool has been developed for instructor. And 30 item clinical practice competency scale(self reported form) was used for students. Result: The critical items of the simulation-based maternity nursing were suggested in this study. Mean score for clinical practice competency are as follows: student's evaluation 4.0(on a 5-point scale), instructor's evaluation 76.7(on a total 90-point). There was a positive correlation between instructor and learner's evaluation score. Conclusion: These findings will be useful guideline in development direction of qualitative simulation-based nursing education program.