• English Language & Literature Teaching
• /
• v.11 no.4
• /
• pp.189-208
• /
• 2005

The purpose of this study is to investigate knowledge and use of English collocations in their relation to Korean college students' general English proficiency and writing abilities. Participants in the present study were 203 Korean college students. Their knowledge and use of English collocations were measured by a self-designed collocation test and an essay writing test. The findings were as follows: First, there was a significant difference in students' knowledge of collocations according to their general English proficiency. Students' performance in the collocation test increased as their level of proficiency increased. Second, there was a significant difference in students' knowledge of collocations according to their writing abilities. Students showed better performance in the collocation test as their level of writing abilities increased. Third, there was a significant difference in students' use of collocations according to their writing abilities. Students' collocation use in the writing test increased as their level of writing abilities increased. Fourth, there was a strong relationship between the students' knowledge of collocations and their general English proficiency and between the students' use of collocations and their writing abilities. Pedagogical implications of the study and suggestions for further research were discussed on the basis of the research findings.

• English Language & Literature Teaching
• /
• v.13 no.1
• /
• pp.235-259
• /
• 2007

The purpose of the present study is to develop a prototype automated scoring system for English writing. The system was developed for scoring writings of Korean middle school students. In order to develop the automated scoring system, following procedures have been applied. First, review and analysis of established automated essay scoring systems in other countries have been accomplished. By doing so, we could get the guidance for development of a new sentence-level automated scoring system for Korean EFL students. Second, knowledge base such as lexicon, grammar and WordNet for natural language processing and error corpus of English writing of Korean middle school students were established. Error corpus was established through the paper and pencil test with 589 third year middle school students. This study provided suggestions for the successful introduction of an automated scoring system in Korea. The automated scoring system developed in this study should be continuously upgraded to improve the accuracy of the scoring system. Also, it is suggested to develop an automated scoring system being able to carry out evaluation of English essay, not only sentence-level evaluation. The system needs to be upgraded for the improved precision, but, it was a successful introduction of an sentence-level automated scoring system for English writing in Korea.

• Journal of Industrial Convergence
• /
• v.18 no.4
• /
• pp.93-99
• /
• 2020

The Journal of Industrial Management Society in Republic of Korea. In order to explore the effect of overseas language training on the development of foreign language accuracy, this study investigates the errors in English compositions produced by 27 Korean university students who received overseas language training for 15 weeks. For data collection, students were made to take two tests, a pretest and a posttest, a semester apart. The differences in composition elements and errors between the two tests were examined and statistical analyses were performed. Results showed that while the average length of the compositions and sentences increased, the number of sentences decreased in the posttest. Also, more errors were found in the posttest where the students tried to construct more complex sentence structures. The students' ability to generate sentences were found to have improved, while their competence in using grammatical elements accurately within sentences did not see great improvement. This implies that overseas language training was not effective for aiding the development of one's grammatical accuracy of a foreign language over a 15-week period for the students.

• The Journal of the Convergence on Culture Technology
• /
• v.9 no.6
• /
• pp.1-8
• /
• 2023

This study investigates why Korean English speakers misunderstand the English article system, which article Korean EFL learners use more accurately in their English writings, and implications for English writing instruction from Korean EFL learners' utterances. There have been numerous studies on the acquisition of English article system by non-native English speakers. Those studies agree that acquiring English articles is difficult for learners of English as a second language. As a result, in this study, many English learners use the definite and indefinite articles a/an. Many wrote articles from their writings, and occasionally, errors of excessive use of definite articles occurred. Through this, this paper investigates how a Korean English learner whose native language has no articles chooses the English article system in speech. It is based on the elicited production of the Korean English learner and suggests some implications for teaching English writing in the classroom. When English instructors teach Korean English learners to write English, it is more important than anything else to practice the correct usage of definite articles or indefinite articles.

• Journal of Convergence for Information Technology
• /
• v.9 no.1
• /
• pp.99-104
• /
• 2019

In an attempt to shed light on the effects of overseas internships on foreign language development, this study investigated the differences in English compositions written by 10 Korean university students who joined an overseas internship program for 15 weeks. For data collection, the participants each wrote an English composition before and after the internship. Data collected was analyzed to discern differences in the two writings, and statistical analyses were carried out of the results. Results showed that the participants appeared to have attained lexical fluency, generating longer sentences embedded with multisyllabic, more diverse types, more complex and less redundant words in more complicated structures after the internship. This study revealed that overseas internships facilitated the growth of linguistic abilities. Korean SMEs need to enhance the global capacity of their human resources via overseas internships to strengthen their global competitiveness, apart from improving their industrial competencies such as productivity and product quality.

• (The)Study of the Eastern Classic
• /
• no.34
• /
• pp.167-206
• /
• 2009

This paper discovers and introduces the collection of letters, "A Collector of Correspondence from Chinese Intellectuals (中朝學士書翰錄)" which was made by Kim Youngjak(1802~1868) who had collected the letters from Chinese intellectuals. "A Collector of Correspondence from Chinese Intellectuals (中朝學士書翰錄)" is a collector which contains handwritten letters to Kim Youngjak from Chinese people such as cheng gong shou(程恭壽), weng xue han(翁學涵), zhang bing yan(張丙炎), shao yan han(少言翰), and li wen yuan(李文源). Kim Youngjak had frequent meetings with Chinese intellectuals not only directly but also indirectly. He had exchanged letters with li bo heng(李伯衡), shuai fang wei(帥方蔚) for 30 years. In 1858, he went to Beijing and met Chinese intellectuals ye ming li(葉名澧), zhang bing yan(張丙炎), wu kun tian(吳昆田), cheng gong shou(程恭壽), and zhao guang(趙光). After coming back to Chos?n, he continued to exchange letters with them. "A Collector of Correspondence from Chinese Intellectuals (中朝學士書翰錄)" contains autograph letters by Kim Youngjak and Chinese intellectuals. It has ten letters for Kim Youngjak written by cheng gong shou(程恭壽), weng xue han(翁學涵), zhang bing yan(張丙炎), shao yan han(少言翰) and so on. One letter and five poems which zhao ting huang(趙廷璜) wrote to the son of Kim are also contained. The letters by zhao ting huang(趙廷璜) shows a sincere friendship with Kim Youngjak. The relationship between li bo heng(李伯衡) (who had exchanged letters with Kim for 30 years) and his son li wen yuan(李文源) proves that the cultural interchange between Korea and China had lasted successively. Kim Youngjak has not been widely known in academic circles yet but should not be ignored for the study in the cultural interchange between Korea and China. He proposed to have a relationship with li bo heng(李伯衡) and shuai fang wei(帥方蔚) first and they sent back positively. Therefore, they had a literal and private relationship by only exchanging letters each other. Also considering the fact that Kim Youngjak, as a man of high birth, had a close relationship with Chinese intelletuals, we can notice that Chinese and Korean intellectuals had open minds based on sincerity and trust. This was possible because many intellectuals before him like Hong Daeyong made a basis of the tradition of companionship. At this point, the relationship between Kim Youngjak and Chinese intellectuals and "A Collector of Correspondence from Chinese Intellectuals (中朝學士書翰錄)" have an important value. The collections of Kim Youngjak's works contain only several letters and poems which he sent to Chinese intellectuals. Accordingly, the letters in "A Collector of Correspondence from Chinese Intellectuals (中朝學士書翰錄)" are important to understand the aspects of their interchange.

• English Language & Literature Teaching
• /
• v.11 no.1
• /
• pp.179-202
• /
• 2005

The purpose of this study is to examine whether the teacher feedback (TF) group and the peer feedback (PF) group exhibit significant differences in their English writing abilities and attitudes toward English writing. The subjects of this study are eighty-three college first-year students enrolled in a college English reading class. The subjects' first and final writing samples are used to measure the improvement of English writing abilities and a set of pretest and posttest questionnaires is administered in order to find their attitudes. The qualitative and quantitative analyses of the data collected show the following results. First, the two groups show no significant difference in their holistic scores. Neither do the two groups display any significantly different development in their analytic scores. Second, the two groups show no significant differences in attitude factors but writing confidence. These findings suggest that peer feedback can be used to encourage EFL college students to develop their writing abilities.

• English Language & Literature Teaching
• /
• no.3
• /
• pp.1-12
• /
• 1997

Errors in EFL writing are very often attributable to learner's inadequate understanding of the target culture. Most of these errors are very hard to identify because they are grammatically correct notwithstanding the meaning. EFL learners almost habitually equate the meaning and usage of a linguistic item when it is present both in the native and the target languages. However, seemingly identical items in both languages sometimes prove themselves to be distinct from each other because of cultural differences. Some expressions in the native language are neither socially acceptable nor meaningful in the target language. Out of sheer ignorance, moreover, one puts a target item in the way he may use it in his native language. For instance. the primary feature of the term "friend" in Korean is [+same age group]. So, a Korean young man is not supposed to call his teacher a friend. This paper aims to clarify patterns of college level writing errors caused by interference of mother culture.

• Annual Conference on Human and Language Technology
• /
• 2021.10a
• /
• pp.384-390
• /
• 2021

본 논문은 영어 에세이 자동 평가를 위한 딥러닝 기반의 새로운 평가 방법론을 제안한다. 어휘, 형태소, 구문, 의미 단계로 이루어진 평가 과정을 통해 자동화된 에세이 평가가 가능하다. 제안하는 방법의 객관성과 신뢰성을 검증하기 위하여 사람이 평가한 점수와 각 단계별 점수 사이의 상관관계 분석을 진행하였으며, 그 결과 제안하는 평가 방법이 유의미함을 알 수 있었다.

• English Language & Literature Teaching
• /
• v.12 no.1
• /
• pp.221-238
• /
• 2006

This study investigates the reliability of plagiarism measurement in the ESL essay writing context. The current study aims to address the answers to the following research questions: 1) How does plagiarism measurement affect test reliability in a psychometric view? and 2) how do raters conceive the plagiarism in their analytic scoring? This study uses the mixed-methodology that crosses quantitative-qualitative techniques. Thirty eight international students took an ESL placement writing test offered by the University of Illinois. Two native expert raters rated students' essays in terms of 5 analytic features (organization, content, language use, source use, plagiarism) and made a holistic score using a scoring benchmark. For research question 1, the current study, using G-theory and Multi-facet Rasch model, found that plagiarism measurement threatened test reliability. For research question 2, two native raters and one non-native rater in their email correspondences responded that plagiarism was not a valid analytic area to be measured in a large-scale writing test. They viewed the plagiarism as a difficult measurement are. In conclusion, this study proposes that a systematic training program for avoiding plagiarism should be given to students. In addition, this study suggested that plagiarism is measured reliably in the small-scale classroom test.