• Korean Journal of English Language and Linguistics
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• v.3 no.2
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• pp.233-254
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• 2003

This paper analyzed the effect of using a content-based English textbook in teaching English to Korean college students. The textbook reflected the recent trend in EFL/ESL development that subject matters should be taught as part of the language instruction. The analysis of the questionnaire survey conducted to college students at the end of the semester revealed an encouraging result that this new type of ELT college textbook is effective in helping Korean college students prepare for learning their subject areas through English. Based on this positive outcome, a suggestion is made that the current general purpose college English teaching curriculum be shifted toward a content-based specific purpose type to accommodate the increasing demand of learning subject areas through English in colleges in Korea.

• Korean Journal of English Language and Linguistics
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• v.3 no.2
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• pp.211-231
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• 2003

The study of English words in terms of etymology has a long history, going back over 110 years since Murray et al. (1884). Scholars have therefore had lots of time to gather all kind of information on the origin of English words. In fact, Modern English is the product of a long and complex process of historical developments from a great diversity of sources. The origins and development of English words meaning ‘a vessel for washing, a bath or a toilet’ are traced from Old English to the twentieth century in this paper in terms of the semantic and/or conceptual categories of the words with their particular senses. We conclude this paper with a brief discussion of how the teaching of English words can give some feedback to both teachers and students under the circumstances of English education in Korea and/or how we come to a better understanding of this charming field of English etymology in its own right.

• MALSORI
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• no.56
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• pp.49-73
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• 2005

This study explores the most important temporal cues in the perception of the voiced/voiceless distinction of English plosives in terms of newly defined measures of perception: original signal to response agreement, unit signal to response agreement, and robustness. Seven native speakers of English and three leveled groups of Korean English learners participated in the present study. The results showed that both native speakers of English and Korean groups failed to successfully perceive the voiced/voiceless distinction of English plosives, particularly alveolar plosives, in word-medial trochaic positions. The results also showed that in word-initial and word-medial iambic positions both native speakers of English and Korean groups employ the information in the release burst and aspiration in the perception of the voiced/voiceless distinction, of English plosives, and that in word-final positions native speakers of English employ the information in the preceding vowel, while Korean groups employ the information in the closure interval.

• Journal of Korean society of Dental Hygiene
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• v.14 no.5
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• pp.631-639
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• 2014

Objectives : The purpose of the study is to investigate the influencing factors on English interest and anxiety in dental hygiene students. Methods : A self-reported questionnaire was filled out by 1,040 dental hygiene students in six universities in Busan and Gyeongnam from April 1 to 30, 2013. The questionnaire consisted of general characteristics, foreign language performance anxiety scale, and English interest. The data were analyzed using descriptive statistics, independent t-tests, one-way ANOVA, and multiple regressions. Results : Those who travelled abroad tended to have a liking for English. English credits significantly influenced on English interest. and employment. The period of English study was proportional to interest and grade of English. Conclusions : The interest and anxiety for English was the major factor to improve the mastery of English. The dental hygienists must try to improve the mastery of language proficiency.

• English Language & Literature Teaching
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• v.15 no.3
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• pp.171-198
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• 2009

The current study explored a pedagogical possibility of utilizing magic as a source of communicative tasks for young learners in developing their English speaking proficiency. Fifteen primary school students participated in the study, which consisted of a 17-week period of task-based English instruction and data collection. The participants were instructed to accomplish various types of magic task through collaborative group interaction. The data collected for the study pertained to the students' linguistic outputs, interactions in group and attitudes to English learning. They were analyzed for how magic tasks affect the students' English proficiency developments and group interactions. The study results suggested the significant improvement in the students' English speaking proficiencies. They revealed that magic tasks contributed to a) enhancing the motivation to speak in English, b) stimulating the creative and problem-solving processes, and c) providing the sufficient opportunity to repeat and internalize the target expressions. The study results also indicated that the students' satisfaction with their group members and tasks seemed to have positive influences on their interactions in group and English proficiency development. Further discussion and pedagogical implications are provided as well as the study limitations.

• Speech Sciences
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• v.10 no.2
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• pp.223-236
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• 2003

The purpose of this experimental study is to investigate characteristics of English pitch accents uttered by Korean speakers. Six English sentences were uttered five times by fifteen male undergraduate and graduate students from three groups, Seoul, Yongnam and Honam dialect speakers. We compared the subjects' data with the data of a native speaker of English as model pronunciation of English pitch accents. Acoustic features(Fo, duration, amplitude) were measured from sound spectrograms made by the PC Works. Results showed that (1) acoustic features of English pitch accents are Fo and duration for the native speaker and Korean speakers altogether, (2) Seoul dialect speakers uttered English pitch accents more similarly to the English native speaker than the other dialect speakers and (3) Korean speakers generally have difficulties in pronouncing L* accents. It appears that Korean speakers have more problems in pronouncing L* accents than H* accents.

• Speech Sciences
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• v.13 no.1
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• pp.43-54
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• 2006

The purpose of this study is to examine temporal structures of English words beginning with an /s/ plus stop sequence through production experiments with native speakers of Korean learning English and native speakers of English. According to the results of our production experiment, both a beginner and an advanced group of Korean English learners produced /s/ shorter than a following stop, while the opposite pattern was observed in English native speakers' production. An advanced group of Korean English learners were good at producing a stop after /s/ as unaspirated, but their production of a stop following /s/ was different from English native speakers' production in that the closure duration of the stop was much longer.

• English Language & Literature Teaching
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• v.17 no.4
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• pp.157-175
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• 2011

The purpose of this study is to compare learners' view on Korean and native teachers of English with regard to competence of teaching skills. A total of 166 high school students attending the same high school in Korea participated in a questionnaire survey. The students were asked a series of questions about their five Korean teachers of English and three natives. The analysis of the results indicates that the learners believed Korean English teachers would be better in teaching vocabulary, grammar and reading than native English teachers. The learners answered native English teachers would be better in teaching speaking, listening, and writing. In the areas of the accuracy of classroom language, the level of teacher-centeredness, and the amount of cultural information given in a classroom, there were no significant differences in the learners' responses between Korea and native teacher of English. By recognizing the differences of the learners' views on two different types of ELT teachers, we suggest that it would be beneficial for learners if we would utilize their views in designing and administrating a team-teaching program.

• Speech Sciences
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• v.13 no.4
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• pp.7-21
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• 2006

The intent of the present study is to investigate the acoustic properties of Korean /w/ in various phonological contexts, compare them with those of English /w/, and attempt to explain why English /w/'s are perceived differently by Korean speakers depending on the phonological contexts. Experiments 1 and 2 present the acoustic measure of F2 of Korean /w/ in various linguistic positions and show that unlike English /w/, Korean /w/ shows quite a strong coarticulation with the following vowel. Based on these experiments, Experiment 3 investigates why English /w/ is adapted differently into Korean. Specifically, it discusses why English /wain/ is adapted as /wain/ whereas English /twin/ is adapted into Korean as $/t^{h_i}win/$ with an extra vowel. This study argues that the different perception of English /w/ by Korean and English speakers is due to the different F2 transitional pattern of /w/ in Korean and English in various phonological contexts. It also argues that the F2 transitional pattern is an important factor in the perception of /w/.

• Phonetics and Speech Sciences
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• v.10 no.2
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• pp.1-6
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• 2018

The current study aimed to investigate the transfer of English word stress rules to the production of Korean trisyllabic words by L1 English learners of Korean. It compared English and Korean speakers' productions of seven Korean words from the corpus L2KSC (Rhee et al., 2005). To this end, it analyzed the syllable duration, intensity, and pitch. The results showed that English and Korean speakers' pronunciations differed markedly in duration and intensity. English learners produced word-initial syllables of greater intensity than Korean speakers, while Korean speakers produced word-final syllables of longer duration than English learners. However, these differences between the two speaker groups were not related to the expected L1 transfer. The tonal patterns produced by English and Korean speakers were similar, reflecting L1 English speakers' learning of the L2 Korean prosodic system.