• 음성과학
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• 제13권3호
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• pp.107-117
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• 2006

This study examined how well Korean undergraduate students perceived linked or clear English speech and attempted to find areas of difficulty in their English listening caused by phonological variations. Thirty nine undergraduate students participated in listening sessions. They were divided into high and low groups by their TOEIC listening scores. Samples of linked speech included such phonological processes as linking, palatalization, flapping, and deletion. Results showed that the students had more problem perceiving linked speech than perceiving clear speech. Secondly, both the higher and the lower groups scored low on the linked speech. The lower group had more score difference between linked and clear speech. Thirdly, the students' scores increased from the speech with flapping, through deletion, palatalization, to linking. Finally, there was a strong positive correlation between their TOEIC listening scores and the perception scores. Further studies would be desirable on the level of improvement of TOEIC scores by training the students' listening ability using the linked speech.

• 음성과학
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• 제13권4호
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• pp.43-50
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• 2006

The aim of this study was to identify pronunciation difficulties of Korean learners of English in their articulation of English sibilants /dg, g, z/. Forty-five syllables were produced five times by twelve college students. Test scores were measured from the score board made by FluSpeak, a speech training software program, which was designed for English pronunciation practice and improvement. Results show that 1) the subjects had lower scores in producing /g/ than /dg/ and /z/ from all positions, and 2) subjects had lower scores in inter-vocalic position than in pre-vocalic position and in post-vocalic position when they produced /dg/, /g/, and /z/. The results suggest that on the whole Korean learners have much difficulty in producing /g/, and they also have more auditory and articulatory problems in intervocalic than in the other positions when they produce these sibilants.

• 영어어문교육
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• 제10권3호
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• pp.191-210
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• 2004

The scores of TOEFL, TOEIC and TEPS have been increasingly used for many purposes in Korea In particular, these test scores are being used as a measure of the test-takers' overall communicative competence. Nonetheless, few studies have been conducted that investigate the validity of the test scores used for this purpose. As a preliminary step to explore the validity of the test scores, we conducted a small scale study by comparing 30 university students' scores in TOEFL, TOElC and TEPS with their class performances in English conversation and composition courses. The correlations between the test scores and the grade point averages of the courses show that the test scores are much harder to use as a valid measure of test-takers' overall communicative competence than usually thought to be and that the score in TOEFL is, nonetheless, a more reliable measure than the ones in the other tests. Although tins study has a few limitations such as the small number of participants, the homogeneity of the sample as a group, etc, it provides some insight into the use of the three tests for measurement of overall communicative proficiency and suggests need for conducting further validation studies in these areas.

• 노동경제논집
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• 제34권2호
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• pp.79-107
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• 2011

본 연구는 우리나라의 청년노동시장에서 영어점수가 (1) 선별효과, (2) 신호효과 및 (3) 임금효과에 미치는 영향에 관하여 분석했다. 분석 결과는 다음과 같다. 첫째, 영어점수는 선별 신호과정에서 선별도구 및 신호기재로 이용되고 있는 것으로 나타났다. 둘째, 일정 수준 이하의 영어점수를 보유한 구직자는 선별 신호과정에서 불이익을 받는 것으로 나타났다. 마지막으로 능력편의를 통제한 도구변수법을 이용하여도 영어점수의 임금프리미엄이 존재하는 것으로 나타났다.

• 영어어문교육
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• 제17권4호
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• pp.339-356
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• 2011

This study explored pre-service English teachers' participation in the development of a rubric and examined evaluation of their own English poetry. The current study would investigate: 1) the pre-service English teachers' perception as a rubric developer and self-evaluator, 2) the number of analytic area that the participants included in their rubrics and the scoring scheme that they designed in their rubrics, and 3) the inter-rater differences between self-assessemnt and expert-assessment across analytic areas. Twenty-four EFL learners participated in the current study. The researchers analyzed the learners' own English poetry, their field notes which contained the process of their writing, their rubrics, scores of self-assessment, and expert raters' scores. The results revealed that learners showed positive responses on learner-directed assessment, that 'content' is the most important area, and that inter-rater difference is small across all analytic areas.

• 영어어문교육
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• 제1호
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• pp.109-127
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• 1995

Due to frequent international exchanges, there has been much emphasis on communication proficiency in foreign language education. However, when we look back upon teaching English in Korea over past years, we find that English teaching has been dominated mainly by Grammar-Translation Method, which makes teachers and students pay little attention to listening skill that is regarded as the basis of communication proficiency. Recently many English teachers have shown their interest in listening skill, so they come to use the textbook record tapes to improve listening skill. But listening training by textbook record tapes seems to make students feel bored. So the purpose of this study is to suggest an effective way of improving listening skill by means of Pop Songs that the students are indulged in. The processes of this study consist of three stages : 1) listening to songs, 2) explanation about structures and vocabularies in songs, 3) filling in blanks while listening. The subjects in this study are freshmen 88 students in girls' High School They are grouped into two : one is experimental group and the other control group. Among the subjects, the former have been taught by the lesson plan using pop songs, while the latter by the lesson plan using textbook record tapes. The experiment lasts about 9 months (from March to November, l994) The data for analyzing the study results have been collected from two kinds of tests : one is listening test and the other comprehensive test. The hypothesises of this study areas follows : 1) Depending on hearing materials (experimental material vs traditional material), there will be a difference in scores of listening skills between EG (experimental group) and CG (control group), 2) Depending on the interest on pop songs, there will be a difference in scores of hearing skills in CG, 3) Depending on hearing material. there will be a difference in scores of overall English skills between EG and CG, 4) Improvement in listening skill will give influence on the overall English scores. The findings of this study indicate that pop songs are effective to improve students' listening skill, that students' interest in the hearing material is important, and that listening skill is closely related to other skills, especially reading skill. It can be concluded that English teachers should make efforts to find the suitable listening materials which will help students to improve their listening proficiency effectively.

• 영어어문교육
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• 제18권1호
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• pp.133-151
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• 2012

This study investigates Korean university students' perception of TOEIC courses taught by Korean and native English teachers and test results in an effort to identify better methodologies to teach TOEIC. To find out the student's perceptions of TOEIC classes, a survey was conducted. The one hundred sixty students who attended the TOEIC courses participated in a questionnaire survey at the end of the semester. Based on a survey of students' assumptions toward TOEIC classes and teachers, this paper discusses the skills students feel important to improve their TOEIC scores and what their actual scores show. The research questions were: 1) what are some of the benefits of having a Korean or native English teacher for TOEIC courses? 2) what are some of the drawbacks of having a Korean or native English teacher for TOEIC courses? The results indicated that Korean and native English teachers have an equal chance to become successful teachers, but the methods used by the two groups are not the same in the context of teaching TOEIC courses; in the short term, direct test preparation, dictation and repetition by Korean or native teachers might be good methods for TOEIC courses, however, in the long term, conversation and discussion performed by native teachers may affect scores in a positive way.

• 영어어문교육
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• 제11권1호
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• pp.179-202
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• 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.

• International Journal of Contents
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• 제15권4호
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• pp.97-106
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• 2019

EMI (English as a Medium of Instruction) classes are now accepted policy at Korean universities, yet students often struggle with required academic English writings. The present study examined an EMI class that used direct instruction and access to online assistive English writing software. From preliminary analysis, 26 students expressed interest in how an EMI academic writing class could facilitate improved English writing skills. Study participants completed a survey on self-efficacy and learning needs and assignments for an EMI academic writing class. To establish inter-rater reliability, three trained raters assessed the written essays of students prior to and after instructional intervention. Fleiss' Kappas statistics showed moderate reliability. Students' opinions on the use of online software were also analysed. Paired t-test was run on the quality of students' pre- and post-instruction assignments, and there was significant difference in the rated scores. Self-efficacy was found to have moderate positive association with improved post-essay writing scores.

• 말소리와 음성과학
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• 제9권2호
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• pp.1-7
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• 2017

The purpose of this study is to investigate the relations between phonetic differences among Korean learners' production of English front vowels, pronunciation intelligibility and speaking proficiency test score. To do so, thirty Korean university students were asked (1) to read English text book paragraphs and (2) describe a picture. Two English native raters and one Korean rater evaluated Korean subjects' English pronunciation intelligibility and speaking. In addition, subjects' English vowel productions were acoustically analyzed(F0, F1, F2, vowel duration, intensity). The results of the study show that the vowel quality and pitch of the unstressed vowels and lax vowel are related to the pronunciation intelligibility. In addition, the scores of pronunciation intelligibility and speaking are highly related.