• English Language & Literature Teaching
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• v.15 no.4
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• pp.199-216
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• 2009

This study investigates how Korean speakers develop their interlanguage of English passive constructions with a reference to the learners' grammar proficiency levels. Sixty two college students of different levels of English participated in this study. They were asked to complete a sentence-completion task. Their production was classified into accurate passives, malformed passives, pseudo-passives, unaccusatives, and actives according to the use of transitive, ergative and unergative verbs. They then were further analyzed depending on the subjects' levels of grammar by three main factors: L1 transfer, the English voice system, and universal cognitive factors. The results showed that the subjects of the lower group produced more pseudo-passives, malformed passives, and overpassivization than those of the higher group, and even subjects of higher group still made passives for ergative verbs. It was also shown that L1 and universal factors had more influence on the lower group than on the higher group. Based on the analyses of the subjects' responses, the development of the English passive system by Korean learners is shown and some implications are suggested for effective teaching of English.

• English Language & Literature Teaching
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• v.16 no.3
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• pp.269-289
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• 2010

The present study reports on a study of the development of customized intensive in-service English teachers training programs (IIETTP) reflecting on the demands of elementary/secondary school English teachers. For the purpose of study, a survey was conducted with 1,033 English teachers at elementary/secondary schools across the country. The results showed by and large no significant differences by school level, albeit some slight differences were revealed such as in training times, training methods, the percentages of teaching English in English (TEE), and other things. Since the two IIETTP models are presented as basic formats, they can be modified and applied according to the contexts of schools and the demands of trainees.

• English Language & Literature Teaching
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• v.13 no.2
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• pp.1-23
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• 2007

The purpose of this research is to explore the effects of systematic teaching English pronunciation and listening in English. Focusing on phonemes and words in pairs and sentences, the sound systems of the English and Korean languages are dealt with in conjunction with the test data. This paper first discusses the systemic, or primary interference and the habitual, or secondary interference that hinder comprehension of certain English sounds. Second, the analysis of input and output test data on the contrasting vowels and consonants shows statistic significance in terms of the probability (p value) of t-test. Third, the comparative data by means of percentile of right answers on contrasting vowel and consonant sounds expound the different sound systems of the English and Korean languages. With this data, problems in pronunciation of and listening to English, and the factors that may cause these problems are analyzed so that they can be used as a guideline for a systematic approach in teaching English learners, thus leading to more satisfactory performance.

• Speech Sciences
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• v.8 no.4
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• pp.215-220
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• 2001

This study was done to find out the difference in vowel length between English produced by Americans and KATUSA soldiers. Though English pronunciation by Koreans shows different features in many ways, I focused on English vowel length of KATUSA soldiers. I wanted to know if English low vowels show a foreign accent by comparing vowel lengths in English produced by Americans and KATUSA soldiers. The reason I wanted to deal with English low vowels is that most Koreans have difficulty in pronouncing them. Therefore I selected three English low vowels, /$\{\ae}$, /c/, and/$\alpha$/, as the experimental object, and I tried to find out the foreign accent of them. In this study, I also tried to find out the vowel lengths in relation to their utterance positions and see the foreign accent of English low vowels. I investigated the difference of the English low vowels lengths between Americans and KATUSA soldiers using information gathered from experimental results.

• English Language & Literature Teaching
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• v.8 no.1
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• pp.85-102
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• 2002

Learners and users of a second language have to resort to a variety of conversational strategies or structures to enable them to communicate effectively and competently. Factors affecting effective communication among English as a second or English as foreign language (ESL/EFL) learners are diverse in nature because of different socio-cultural backgrounds. Gambits as a conversational strategy are used to a large extent and teachers must be made aware of such conversational strategies used by English as second or foreign language learners. Thus, studies focusing on conversational strategies among ESL/EFL learners in the English language classroom are important in order to identify the types of conversational strategies used and to help teachers to understand the appropriate conversational strategies and structures. Such understanding can be used to guide learners to use correct conversational strategies when communicating in English. The purpose of this paper is to highlight the use of gambits as a communication strategy in conversation among non-native speakers of English in an English as a second language(ESL) context based on Kellers conversational strategy signals. (175 words)

• English Language & Literature Teaching
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• v.15 no.2
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• pp.121-150
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• 2009

This paper deals with contrastive analysis and interlanguage with respect to adjective ordering. It aimed to investigate how similar and different the orders of descriptive adjectives are in English and Korean, and how Korean EFL learners perceive the sequences of English descriptive adjectives. Data were collected from native English speakers and native Korean speakers and Korean EFL learners. The contrastive analysis showed that the order of English adjectives was size, opinion, condition, age, color, shape, material, and origin, whereas the Korean order was condition, age, opinion, color, size, shape, material, and origin. The relative order of the interlanguage was shown to be age, size, opinion, shape, condition, color, origin, and material, with the exceptions of the order of condition preceding age and that of size being the same position as condition. The interlanguage data manifested different aspects of ordering when compared with English and Korean: Some adjective combinations were similar to both English and Korean; Some were different from English or Korean; Some were different from both English and Korean. These ordering patterns are discussed in terms of such principles as the nouniness principle, the subjectivity/objectivity principle, the iconic principle, etc. On the basis of these results, some helpful suggestions are made.

• Speech Sciences
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• v.8 no.3
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• pp.7-14
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• 2001

This study was done to find out the difference in vowel length between the English language produced by American soldiers and KATUSA soldiers. Though English pronunciation by Koreans shows different features in many ways, I focused on English vowel length of KATUSA soldiers. I wanted to know if KATUSA soldiers, when compared with American soldiers, showed a foreign accent when they produced English diphthongs. The reason I wanted to deal with English diphthongs is that most Koreans have difficulty in pronouncing them since they do not understand the concept of diphthongs. Therefore I selected five English diphthongs, /aI/, cI/, /au/, /eI/, /ou,/as/ the experimental object, and I tried to find out the foreign accent of them. In this study I also tried to find out the vowel lengths in relation to their utterance positions. I investigated the difference of the English diphthong length between American and KATUSA soldiers using information gathered from experimental results.

• Phonetics and Speech Sciences
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• v.10 no.4
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• pp.11-17
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• 2018

This study reports on a production experiment designed to investigate how Korean speaking learners of English produce English forms ending in stops. In a repetition experiment, Korean participants listened to English nonce words ending in a stop and repeated what they heard. English speakers were recruited for the same task as a control group. The experimental result indicated that the transcriptions of the Korean productions by English native speakers showed vowel insertion in only 3% of productions although the pronunciation of English final stops showed that noise intervals after the closure of final stops were significantly longer for Korean speakers than for English speakers. This finding is inconsistent with the loanword data where 49% of words showed vowel insertion. It is also not compatible with the perceptual similarity approach, which predicts that because Korean speakers accurately perceive an English final stop as a final consonant, they will insert a vowel to make the English sound more similar to the Korean sound.

• Phonetics and Speech Sciences
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• v.14 no.4
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• pp.19-24
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• 2022

This study examined which acoustic cue(s) that Korean learners of English give weight to in perceiving English lexical stress. We manipulated segmental and suprasegmental cues in 5 steps in the first and second syllables of an English stress minimal pair "object". A total of 27 subjects (14 native speakers of English and 13 Korean L2 learners) participated in the English stress judgment task. The results revealed that native Korean listeners used the F0 and intensity cues in identifying English stress and weighted vowel quality most strongly, as native English listeners did. These results indicate that Korean learners' experience with these cues in L1 prosody can help them attend to these cues in their L2 perception. However, L2 learners' perceptual attention is not entirely predicted by their linguistic experience with specific acoustic cues in their native language.

• The Journal of the Korea Contents Association
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• v.20 no.4
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• pp.582-590
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• 2020

This paper aims to analyze and introduce the primary English curriculum of North Korea reformulated according to the New Educational Program. Sources for analysis are the 4th and 5th primary school English syllabus based on the New Educational Program, explanations of the New Educational Program appeared in People's Education and Kim, Jeong-Il's selected writings. The analytical sources are classified into characteristics, objectives, contents, methods and evaluation. The findings are as follows: The primary English education aims to reach to the basis of middle school English by learning English alphabets and basic English expressions. 4th graders learn basic oral English such as pronunciation, stress and intonation for the first semester and learn English alphabets and their sounds for the second semester. 5th graders learn familiar topics in English and repeatedly practice the important components of English such as pronunciation, vocabulary and grammar. The method is to maintain students' interests in English and encourage students to use classroom English. Also, structural practice is an important part of the method. Evaluation is primarily process-oriented and must motivate students to excel in English rather than fail in English.