• 제목/요약/키워드: English proficiency

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중급 하 수준을 위한 영어말하기 능력향상 토론수업모형 (A Discussion Class Model to Improve English Oral Proficiency for Intermediate Low Learners)

  • 고미숙
    • 한국산학기술학회논문지
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    • 제17권3호
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    • pp.537-543
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    • 2016
  • 본 연구는 중급 하 수준의 성인 영어 학습자의 말하기능력향상을 위한 토론수업모형을 제시하고 있다. 수업모형은 읽기, 쓰기, 듣기, 말하기의 네 가지 기술을 모두 사용하여 학습자의 스키마(schema)지식을 높이고 토론전략을 연습하는 단계로 구성한다. 토론주제는 학습자들의 인지능력에 적합하고 언어학습의 동기를 높이기 위해 학습자를 대상으로 설문을 통하여 10가지 주제를 선정한다. 토론식 수업모형의 교육적 효과를 살펴보기 위해 서울소재 영어과 2학년 26명을 대상으로 파일럿 실험을 한다. 공인영어말하기시험인 OPIc(Oral Proficiency Interview in computer)을 사용하여 사전, 사후시험을 실시하고 두 시험의 결과를 분석한다. 실험결과 참가자 대부분(82%)을 차지한 중급 하 수준이하의 학습자들은 실험 후 47%로 감소하였고, 실험 전 18%(5명)의 중급 중이상의 언어숙련도 분포는 실험 후 53%(14명)로 증가하였다. 전체적으로 한 단계 수준상승이 있었다. 토론식 수업모형은 학습자들의 언어숙련도 수준에 관계없이 토론수업을 할 수 있다는 가능성을 보여준다. 대학교 수준이상의 영어학습자들은 자신의 인지능력에 적합한 다양하고 창의적인 생각들을 좀 더 형식을 갖춘 지적인 언어로 표현할 필요가 있다. 토론식 수업모형은 종전의 대화식 영어회화와는 다른 새롭고 효과적인 교수법의 대안이 될 수 있다는 긍정적 평가가 기대된다.

The Need for Level-based Criteria in the Assessment of Oral Proficiency

  • Kim, Hae-Young
    • 영어어문교육
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    • 제15권2호
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    • pp.169-184
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    • 2009
  • The purpose of this study is to identify the most important factor(s) that contribute(s) to the overall oral proficiency and to examine whether the factor(s) play(s) a different role depending on the proficiency level of learners. Learners were divided into novice group and advanced group and were asked to produce an oral recording of a story based on a comic strip. The recordings were transcribed and graded by three raters. According to the results, the raters attained high inter-rater reliability when assessing advanced learners. However, the reliability level became considerably lower in the assessment of novice learners. The best predictor of oral proficiency among novice learners was sociolinguistic competence and fluency, while grammatical competence and fluency were the strongest predictors for advanced learners. The results suggest the need for a separate assessment tool for different proficiency levels and the need for a different focus in the classroom depending on the learners' proficiency level.

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한국 대학생의 에세이에 나타난 영어 능력 수준과 통사적 복잡성 간의 관계 탐색 (The Relationship between English Proficiency and Syntactic Complexity for Korean College Students)

  • 이영주
    • 문화기술의 융합
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    • 제7권3호
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    • pp.439-444
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    • 2021
  • 본 연구는 자동화된 통사 구문 분석 프로그램인 TAASSC를 활용하여 한국 대학생의 에세이에 나타난 영어능력 수준과 통사적 복잡성간의 관계를 살펴본다. 본 연구에서는 ICNALE 코퍼스에 포함된 한국인 대학생이 작성한 에세이를 분석하였고, 구 복잡성 지표와 절 복잡성 지표가 영어 수준을 얼마나 잘 예측할 수 있는지를 살펴보았다. 단계적 회귀분석 결과 구 복잡성 지표는 영어 능력 수준 변인의 8%, 절 복잡성 지표는 약 11%를 설명하는 것으로 나타났다. 따라서 절 복잡성 지표가 구 복잡성 지표보다 한국인 대학생의 영어 수준을 조금 더 잘 예측한다고 볼 수 있으며, 이는 구 복잡성 지표가 쓰기 능력 발전의 표준이 된다는 Biber 외(2011)의 연구 결과와는 상반된다.

Korean EFL Learners' Listening Anxiety, Listening Strategy Use, and Listening Proficiency

  • Kim, Ji-Sun
    • 영어어문교육
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    • 제17권1호
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    • pp.101-124
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    • 2011
  • This paper investigated the relationships among Korean EFL learners' listening anxiety, listening strategy use, and listening proficiency. One hundred and forty four Korean college students who were enrolled in the required practical English classes participated in this study. Questionnaires related to students' listening strategy use and listening anxiety were administered and a TOEIC listening comprehension test was given to measure the students' listening proficiency. The one-way ANOVA was used to analyze the data. The findings of this study are that the students' listening performance is positively correlated with their strategy use and negatively correlated with their anxiety level, and their strategy use is negatively correlated with their anxiety level. The results suggest that successful learning will occur when anxiety is reduced and when the use of strategies is encouraged more often. The pedagogical implications for EFL educators and teachers are described.

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Effects of the Type of Dyad on Repair Patterns and Linguistic Features in Repairs

  • Goo, Jaemyung;Lee, Kwang-Ok
    • 영어어문교육
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    • 제18권3호
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    • pp.53-75
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    • 2012
  • The present study examined the role of language proficiency in dyadic discourse in the organization of repairs and the distribution of linguistic features contained in repairs. One native speaker of English and five non-native speakers participated and formed three dyads: one same-proficiency NNS-NNS (non-native speaker), one different-proficiency NNS-NNS, and one NS (native speaker)-NNS dyads. Results showed that overall repair patterns in this type of interaction were more conversational than didactic, and that the degree of difference in proficiency between the participants in the dyad influenced repair patterns and the distribution of linguistic features in relation to repair patterns. Also, discussed in the present paper are some implications of the results and other issues related to language learning.

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The Acquistion of English Prepositions by L1 Chinese Speakers

  • Eng, Wong Bee;Yoke, Soo Kum;Chong, Lany
    • 영어어문교육
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    • 제9권2호
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    • pp.35-70
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    • 2003
  • This study investigates the acquisition of English prepositions of location and direction by Malaysian Chinese ESL learners. It was conducted with the objective of finding out which of the two types of prepositions was more problematic to the L1 Chinese learners. The study also sought to investigate the effect of age and proficiency levels in English on the acquisition of the English prepositions of location and direction by these learners. Additionally, the study sets out to determine the extent to which the L1 Chinese learners have acquired the English prepositions of location and direction. This study involved three groups of Chinese ESL learners: elementary, intermediate and advanced. They were selected based on their age and their performance on a standardized proficiency test. The instrument used to collect data was a preposition test comprising 85 items. These items on prepositions of location and direction were randomly arranged in the tasks. The test required subjects to respond to multiple choice questions, match given sentences with appropriate prepositions, fill in blanks with the appropriate prepositions, judge given sentences to see if they are grammatical or ungrammatical and correct the ungrammatical sentence by providing the appropriate prepositions. The results indicate that age and proficiency levels of the learners made a difference in the acquisition of English prepositions of location and direction. The older learners with higher proficiency levels seem to fare better than the younger and less proficient learners. The results suggest that the prepositions of location arc slightly more problematic than prepositions of directions to the L1 Chinese learners. Our data also suggest that certain prepositions of each type are more problematic than others.

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Vocabulary Learning Strategy Use and Vocabulary Proficiency

  • Huh, Jin-Hee
    • 영어어문교육
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    • 제15권4호
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    • pp.37-54
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    • 2009
  • This study investigated vocabulary learning strategies used by EFL middle school learners in Korea and examined the relationship between the middle school learners' vocabulary learning strategy (VLS) use and their vocabulary proficiency level. One hundred and forty-one students in a public middle school participated in the study and the data for this study were collected from a vocabulary learning strategy questionnaire and a vocabulary proficiency test. Based on the result of the vocabulary proficiency test, the participants were divided into three proficiency groups: high-, mid- and low- level proficiency groups. The overall findings of the study revealed that the participants used cognitive strategies most frequently and social strategies least frequently. The most frequently used individual strategies were 'using a bilingual dictionary,' 'studying the sound of a word' and 'practicing words through verbal repetition.' The least frequently used ones were 'interacting with native speakers' and 'studying or practicing the meaning of a word in a group.' The research results also showed that the vocabulary proficiency level has a significant influence on the vocabulary strategy use. The more proficient learners used vocabulary learning strategies more actively. More specifically, the high proficiency level group used metacognitive strategies the most. The middle and low proficiency groups used cognitive strategies the most. It is suggested that language teachers should facilitate the vocabulary learning process by helping learners develop appropriate strategies.

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Korean College Students' English Learning Motivation and Listening Proficiency

  • Yang, Eun-Mi
    • 영어어문교육
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    • 제17권2호
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    • pp.93-114
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    • 2011
  • The aim of this study is twofold. First, this study aimed to explore how Korean university students' English learning motivation is related to their English listening proficiency and study time. Second, it attempted to interpret the English learning motivation linking the two different motivation theories: self-determination theory and L2 motivational self system. The constructs of the students' L2 learning motivation were investigated with the data obtained through the questionnaire from 122 sophomore students. A factor analysis was conducted to extract the major factors of motivation. As a result, 6 factors were extracted: Intrinsic Pleasure, Identified Value Regulation, Intrinsic Accomplishment, Introjected Regulation, External Regulation, and Identified Regulation. The Interrelatedness among the assessment results on the L2 listening proficiency (pre and post test), listening study time, and motivation factors was measured by correlation coefficients. The statistical results indicated that pre-test scores were significantly related to Identified Regulation and Identified Value Regulation toward English learning, and post-test results had significant correlation with Intrinsic Accomplishment and Identified Regulation. However, no motivation subtypes showed statistical association with the students' listening study time. The results were attempted to be interpreted both under L2 motivational self system and self-determination framework to better illuminate the motivation theory with more explanatory power.

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Information Structure and the Use of the English Existential Construction in Korean Learner English

  • Lee, Hanjung
    • 영어영문학
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    • 제57권6호
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    • pp.1017-1041
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    • 2011
  • This study investigates Korean EFL learners' awareness and use of the English existential there-construction by examining data collected from 54 Korean EFL learners of English by means of a pragmalinguistic judgment task and a controlled discourse completion task. The results of the judgment task reveal that lower proficiency learners rated canonical sentences and existentials with a preposed locative best in the communicative situations where the use of existentials would have been most appropriate. A comparison of the ratings by more proficient learners and native speakers shows that existentials received highest ratings by both groups where they are the most natural option, while canonical sentences received significantly higher ratings by the learners. With regard to the production data, learners tended to avoid existentials, but rather relied on canonical sentences. Existentials were rarely used by lower proficiency learners and not used productively even by more proficient learners in the situations where existentials would have been the most natural option. These results suggest that Korean learners' difficulty with the use of existentials is not merely a product of performance limitations, but attributable to limited knowledge about existentials and their syntactic alternatives in terms of contextual appropriateness. Lower proficiency learners lack such knowledge, and more proficient learners, while showing better awareness of the use of existentials, have problems as to the placement of new information when engaging in writing tasks that place lower level of demands on attention to the information status of noun phrases compared to communicative, oral tasks.

Korean EFL Students' Reader Responses on an Expository Text and a Narrative Text

  • Lee, Jisun
    • 영어어문교육
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    • 제17권3호
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    • pp.161-175
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    • 2011
  • This paper examines Korean EFL high school students' reader responses on an expository text and a narrative text with the same topic. The purpose of the study is to investigate whether they have different reading models depending on the two genres and whether there are any differences depending on the learners' proficiency levels. The analysis focuses on textual, critical, and aesthetic reading models in the reader responses written in English by science-gifted high school students (N=30). The results show that the participants have different reading models in reading an expository text and a narrative text. They tend to read the expository text in a more critical way while reading the narrative text in a more personal and emotional way. Moreover, regardless of the proficiency levels, they wrote longer responses on the narrative text than the expository text. However, the proficiency level of English does not support any significant differences in the types of reading models. The findings provide Korean EFL high school students' characteristics in L2 reading and suggest the pedagogical implication to pursue linguistic development as well as reading for pleasure.

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