• 한국콘텐츠학회논문지
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• 제8권10호
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• pp.373-380
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• 2008

이 연구의 목적은 한국대학생들의 영어 시제습득에 관한 것이다. 이를 위해 다음과 같이 연구문제를 제시하였다 첫 번째, 영어 시제습득이 실험집단과 통제집단에 차이가 있는가? 두 번째, 영어 능숙도에 따라 영어 시제 습득에 차이가 있는가? 를 조사하였다. 이 연구의 대상은 광주소재의 C 대학교 교양 영어를 수강하는 77명의 학생들이며 실험집단 39명이고 통제 집단은 38명이었다. 이 연구를 위한 자료는 영어 시제에 관한 40문제를 제시하였고 설문지 기법을 이용하였다. 이 연구의 분석방법은 통계프로그램인 SPSS 12.0을 이용하여 t 검정 방법을 실행하였다. 분석 결과 비록 하위 집단에서는 유의미한 차이를 보이지 않았으나, 실험집단과 통제집단은 통계적으로 유의미한 차이가 있었다. 독해지문을 활용한 영어시제 학습을 함으로써 학생들은 수업에 흥미를 가지고 참여 하였고 그 결과 실험집단이 통제집단보다 더 높은 학업 성취도를 보였다.

• 영어어문교육
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• 제17권3호
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• pp.237-254
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• 2011

This study investigated Korean university students' perceptions of NESTs (Native English Speaking Teachers) and NNESTs (Non-native English Speaking Teachers) in TEE (Teaching English through English) courses to examine strengths and weaknesses of NESTs and NNESTs. 100 university students who had an experience in taking TEE courses with both NESTs and NNESTs answered the questionnaire in which they were asked to answer questions of general area, language skills, affective areas, and teaching behaviors. 20 students out of them were also interviewed to consolidate the data. The results revealed that except for speaking ability, students did not express a strong preference for NESTs and they did have a preference in learning some specific skills. In terms of affective areas, students had a preference for NNESTs. In addition, there were differences in teaching behaviors of NESTs and NNESTs. These findings have valuable implications for NNESTs to improve their speaking proficiency: analyzing and participating in discourses, and monitoring teaching practice through videotaping.

• 영어어문교육
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• 제9권2호
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• pp.133-149
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• 2003

As the world becomes a global village, national conferences become more frequent, and the language of choice to mediate the exchange of information is English. Accordingly, the purpose of this research is to find several methods to prepare L2 students for English communication at conferences. Various studies about discourse markers can be found in this study. Discourse markers are indicators of fluency in spoken language, and indicators of improvement from features of spoken English to more typical forms of formal writing. In this study the presentation styles of native speakers and Asian non-native speakers are compared, and the difference between efficient and non-efficient speakers at conferences are discussed. As a study of conference English teaching and learning method, this research targets suggestion and application of discourse markers for L2 speakers. As a result, the fact that discourse markers are very important in effective writing and conference English is found and accordingly we can see that developing the ability to use discourse markers in writing and speaking are essential for L2 speakers.

• 음성과학
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• 제9권1호
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• pp.111-135
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• 2002

An annotation model of a non-native speech database has been devised, wherein English is the target language and Korean is the native language. The proposed annotation model features overt transcription of predictable linguistic information in native speech by the dictionary entry and several predefined types of error specification found in native language transfer. The proposed model is, in that sense, different from other previously explored annotation models in the literature, most of which are based on native speech. The validity of the newly proposed model is revealed in its consistent annotation of 1) salient linguistic features of English, 2) contrastive linguistic features of English and Korean, 3) actual errors reported in the literature, and 4) the newly collected data in this study. The annotation method in this model adopts the widely accepted conventions, Speech Assessment Methods Phonetic Alphabet (SAMPA) and the TOnes and Break Indices (ToBI). In the proposed annotation model, SAMPA is exclusively employed for segmental transcription and ToBI for prosodic transcription. The annotation of non-native speech is used to assess speaking ability for English as Foreign Language (EFL) learners.

• 음성과학
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• 제15권1호
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• pp.37-51
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• 2008

The main goal of this study is to examine if there is a difference in the utilization of a vowel length cue between Korean and Japanese L2 learners of English in their perception and production of postvocalic coda contrast in English. Given that Japanese subjects' performances on the identification and production tasks were much better than Korean subjects' performance, we may support the prediction based on the Feature Hypothesis which maintains that L1 phonological features can facilitate the perception of L2 acoustic cue. Since vowel length contrast is a phonological feature in Japanese but not in Korean, the tasks, which assess L2 leaners' ability to discriminate vowel length contrast in English, are much easier for the Japanese group than for the Korean group. Although the Japanese subjects demonstrated a better performance than the Korean subjects, the performance of the Japanese group was worse than that of the English control group. This finding implies that L2 learners, even Japanese learners, should be taught that the durational difference of the preceding vowels is the most important cue to differentiate postvocalic contrastive codas in English.

• 영어어문교육
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• 제8권2호
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• pp.177-196
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• 2003

The purpose of this study is to help teachers and program developers develop comprehensive and authentic assessment models with appropriate ways of using various kinds of assessment tools in college English instruction and assessment. Assessing by traditional discrete tests based on grammar and vocabulary cannot measure the authentic ability for language use in meaningful context in the real world. Currently, the trend in language assessment is changing to performance assessment. Increased use of performance assessments that involve language students in selecting and reflecting on their learning means that language teachers will have a wider range of evidence on which to judge whether students are becoming purposeful and are able to communicate as English users. Also, language programs focused on performance assessment are likely to instil in students authentic skills related to communication in the global world and enable them to evaluate what they learn from their English classes. In this study, the author investigated the theoretical background, the need of change, and several types of performance assessment.

• 영어어문교육
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• 제11권1호
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• pp.77-98
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• 2005

The purpose of the study is to investigate whether focus-on-form instruction is effective in promoting accuracy in writing and to make some suggestions regarding education in business English writing. For this purpose, an experiment, of which the participants were 29 college sophomores taking a course in business English, was made. The learners received instruction in the English nouns followed by modificatory phrases or clauses through the focus-on-form techniques, feedback and explicit explanation. The results were as follows: First, the learners who received focus-on-form instruction improved accuracy in writing. Second, there was a correlation between the learners' English proficiency levels and the effects of focus-on-form instruction. Third, the high level learners showed more positive attitude toward focus-on-form instruction than the low level ones. To promote accuracy in written business communication, the following suggestions were made on the basis of the results: First, focus-on-form instruction should be incorporated into a content-based business English class. Second, repeated focus-on-form instruction is needed. Third, learners' English proficiency levels should be taken into account when focus-on-form instruction is given.

• 노동경제논집
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• 제32권2호
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• pp.61-93
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• 2009

본고는 영어 실력이 우리나라 노동시장에 어떤 대가로 이어지는지를 노동패널 10차년도 조사 자료를 바탕으로 살펴본다. 분석 결과, 영어 실력을 갖춘 사람들은 그렇지 못한 사람들에 비해 학력이나 연령을 통제하더라도 상당히 높은 임금을 받고 있지만 영어 점수가 높은 사람의 임금이 높은 현상은 관측되지 않았으며, 수능 백분위 점수를 통제할 경우에나 도구 변수법을 사용한 추정에서는 영어 프리미엄이 거의 없는 것으로 나타난다. 이런 결과들은 영어 실력이 더 나은 사람들이 받는 높은 임금이 영어 실력에서만 기인하는 것은 아니라는 점을 시사한다.

• 영어어문교육
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• 제16권4호
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• pp.71-90
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• 2010

This study suggests that English literature educators need to be eclectic and flexible in applying theories and methods, not simply adhering to one or two for all situations and occasions. They need to be available to go with the flow and particularly employ whatever is needed at any given moment of class time. There is a current trend emphasizing English literature as merely a language resource rather than the study of English literature as an end in itself. Without much attention given to literary analysis and criticism, students tend to lack creative and critical thinking abilities. Given the current imbalance, it would seem important to address the issue, and create English class programs that maintain a balance between teaching the study of English literature to improve students' critical thinking abilities, and its use as a language resource. To fulfill this goal, thorough preparation is required. Indeed, we can direct our intelligence more effectively when we are well prepared and we are familiar with the basic methods and mechanics of teaching our subject. The greatest achievement of the English literature class I taught was that the students showed unexpectedly remarkable creative and critical appreciation of the novel we studied, in addition to improving their English language skills.

• 공학교육연구
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• 제16권3호
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• pp.10-19
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• 2013

Recently, Korean universities have increased the number of English Medium Instruction (EMI) lectures in order to allow students to gain both specialized knowledge and enhanced English ability. Previous researches on effective EMI lectures have focused on exploring the effects of learners' cognitive and affective characteristics on learning outcomes. Whereas the input variables of learning have been investigated as predicting variables of effects in EMI lectures, there has been a few research for investigating process variables to yield learning outcomes. The purpose of this study is to analyze the structural relationships among variables affecting on learner satisfaction and effects. The participants are 209 engineering students from various majors. Independent variables are defined as English motivation, English competency, and English confidence, a mediated variable is Cognitive engagement, and dependent variables are Learning satisfaction and Educational effect perception. The results show that the relationships are statistically significant: learners' English competency & English confidence ${\rightarrow}$ Cognitive engagement ${\rightarrow}$ Learning satisfaction ${\rightarrow}$ Educational effect perception. Especially, the structural model confirms that the effect of learners' English confidence on Learning satisfaction and Educational effect perception is mediated by the level of learners' Cognitive engagement. Further, the implication for effective EMI lectures is discussed based on the observed research results.