• 셀메드
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• 제14권10호
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• pp.11.1-11.5
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• 2024

This study aims to identify the positive effects of psychological healing in Korean language learners through participating in K-POP club activities. As the reasons for learning Korean are becoming more diverse, the learner-centered education is gaining much attention. We conducted real-time classes and surveys to verify if participating in the K-POP club activities brings more positive impacts in learning Korean. The survey results indicated that not only the participants felt psychological stability through club activities, it also improved their peer relationships among the learners and it enhanced their Korean language skills. Additionally, the learners felt a strong desire to recommend the club activities to other learners. The study confirmed that club activities have a positive effect on Korean language learners.

• 영어어문교육
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• 제6호
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• pp.113-142
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• 2000

In order to obtain a better understanding of L2 learners, transitional knowledges, it is very important and necessary to have a better knowledge of interlanguage. According to Corder, the role of interlanguage in English education holds significance to (1) for language teachers, (2) for language learners themselves, and (3) for language textbook compilers. To me the significance of interlanguage in English education can be described in terms of not only language teachers, learners themselves, textbook writers and compilers but pure linguists, applied linguists, school authorities as well as parents. For language learners themselves a clear understanding of interlanguage results in students being receptive to language input, and the avoidance of mental block, and low levels of foreign language anxiety. Native speakers of English (NSE) reflect not only linguistic features but also psychological, socio-linguistic, and discourse features when engaged in communication activities. This means that L2 learners are introduced to these different features, especially pragmatic features which are different from their mother tongue or L1 when engaged in communication with NSE. Hence the importance of interlanguage pragmatics should be recognized. It is very important that teachers of English should have a better understanding of interlanguage and present L2 learners with their interlanguage features so they can avoid any misunderstandings such features may cause when conversing with NSS. It should also be noted that interlanguage can form the foundation of language acquisition theory and linguistic analysis.

• 셀메드
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• 제13권10호
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• pp.9.1-9.6
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• 2023

This study aims to explore the potential of Korean language learning as a means of psychological healing and improving the quality of life for Japanese middle-aged and older learners. Results showed that Korean language learning could help alleviate various psychological issues experienced by middle-aged learners and contribute to enhancing their quality of life. Learning a foreign language is not just about acquiring information but also about meeting people who use the language and understanding and experiencing their culture. In particular, for Japanese middle-aged learners, Korean language learning can be advantageous as it can lead to the discovery or development of new hobbies or interests. Results also showed that Korean language learning increased learners' opportunities for interaction with others and enjoyment of learning new cultural customs. These positive outcomes suggest the need for discussion of teaching strategies that focus on psychological healing in foreign language education. Further clinical trials with participants who learn foreign languages for healing purposes may provide more conclusive evidence on the diverse effects of language learning on stress, anxiety, depression, self-development, social connections, and cognitive ability.

• 영어어문교육
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• 제16권3호
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• pp.161-182
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• 2010

The goals of this study were to identify differences in learners' and teachers' perspectives on EFL learners' language anxiety, to identify the differences among teachers coping with learners' language anxiety, and to find how learners cope with their language anxiety. The research was effectuated by means of a survey questionnaire and interviews. The data were collected from 92 teachers and 230 students in four different school settings. There were the $6^{th}$ grade 50 primary school learners, the $2^{nd}$ grade 60 middle school learners, the $11^{th}$ grade 60 high school learners of, and the $2^{nd}$ and $3^{rd}$ grade 60 university learners. There were also 26 primary school teachers, 22 middle school teachers, 21 high school teachers, and 23 university teachers. The findings reveal that there were differences in responses among the respondents. The findings suggest that teachers need to pay attention to their particular learners' anxiety sources: especially in the case of primary school setting, the activity of answering teachers' questions for teachers was the primary source of learner's anxiety, in the case of middle school settings, translating sentences in English into Korean, in the case of high school setting, checking unknown vocabulary, and in the case of university settings, university learners felt anxious when classmates spoke fluently. The implications of the study indicate that these aspects should be handled carefully to motivate certain group of learners.

• 영어어문교육
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• 제8권1호
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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)

• 영어어문교육
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• 제11권4호
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• pp.121-137
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• 2005

The present study aims to examine how the roles of teacher and learners affect the repair patterns of both teacher's and learner's utterances in English as a second language (ESL) classroom discourse. The study analyzed beginning ESL classroom discourse and found that the structure of repair seems to be greatly influenced by the roles of participants in a second language classroom. The teacher's repair work was mainly characterized by self-repair. In contrast, learners' repair sequences were predominantly characterized by other-repair. More specifically, self-initiation by the learner of the trouble source was cooperatively completed by the teacher and the other learners. Other-initiated and other-completed repair was the most prevalent form in the current classroom data, which was carried out by the teacher in both modulated and unmodulated manners. When the trouble sources were mostly concerned with the learners' problems with linguistic competence and information presented in the textbook, other-repair took place in a modulated manner (i.e., recasting and prompting). On the other hand, when dealing with learners' errors with factual knowledge, other-repair was conducted in an unmodulated way (i.e., 'no' plus correction).

• 한국어교육
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• 제25권1호
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• pp.235-265
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• 2014

This study is for looking into distinguishing features in child KSL learners' early literacy development. For these, the writings, recording data of dialogue, and observational journals of KSL child learners was collected regularly and the data were analysed. As results, KSL child learners showed lots of writing errors due to difficulty in phonological awareness or letter awareness of Korean language. And they seemed to develop the competence of connecting letters and meanings prior to developing the competence of connecting letters and sounds. Three KSL child learners showed great individual differences in development rate, and it is supposed to be mainly caused from differences of literacy development in their mother tongue, or quantity and quality in exposure for Korean language.

• 한국수학교육학회지시리즈E:수학교육논문집
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• 제36권3호
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• pp.335-353
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• 2022

본 연구의 목적은 수학 문장제 해결에 기초가 되는 수학과 용어의 유형에 따른 한국어학습자의 이해 특성 및 오류유형을 파악하여 한국어학습자의 문장제 해결에 효과적인 교수·학습 지도 방안 마련을 위한 기초 자료를 제공하는 것이다. 이를 위해 학교에서 별도의 한국어 수업을 듣는 한국어학습자 4명을 대상으로 교육과정 등재 용어와 교과서에 사용된 교육과정 미등재(정의/무정의) 용어에 대한 구체적인 개념이미지를 분석하는 사례 연구를 하였다. 연구 결과 첫째, 한국어학습자가 수학과 용어에 대하여 적합한 개념정의를 정립할 수 있도록 충분한 시각화 자료를 활용하여 지도할 필요가 있다. 둘째, 한국어학습자의 가정 내 사용 언어와 수학과 용어에 대한 적합한 개념이미지 형성 사이의 구체적인 관계를 파악할 필요가 있다. 셋째, 능동형 용어보다 의미 이해에 어려움을 겪고 있는 피동형 용어에 주의하여 지도할 필요가 있다. 넷째, 일상의 의사소통에 어려움이 없는 한국어학습자의 경우에도 수학 교과서에 사용되는 교육과정 미등재 일상어에 대하여 지도할 필요가 있다. 다섯째, 용어에 대한 설명에서 나타난 한국어학습자의 언어적 특성이 반영된 오류 유형을 고려하여 수학과 용어를 지도해야 할 것이다. 이러한 인식은 언어적 배경이 다른 한국어학습자의 문장제 해결 지도에 도움이 될 것으로 기대된다.

• 한국어교육
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• 제28권4호
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• pp.367-402
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• 2017

본 연구는 언어 학습이 실행공동체 (Communities of practice) 참여를 통한 사회적 학습과정이라는 전제 하에, Norton (2001)의 상상 공동체 (Imagined communities) 개념을 바탕으로 언어학습자들의 다면적 동기를 이해하기 위한 목적으로 수행되었다. 특별히 기존 제2언어습득 문헌에서 상대적으로 연구되지 않은 미국 내 소수민족언어 (less commonly taught languages) 중 하나인 한국어 학습자의 다면적 동기를 조명하고자 하였다. 이를 위해 미국 동부 소재 대학에서 한국어 강의를 수강하는 11명의 학생들을 대상으로 심층적 인터뷰를 실시하였다. 연구 분석결과 학습자 그룹 내에 관찰되는 상상공동체의 유형으로 K-pop 문화공동체, 직업 공동체, 한국 친인척 공동체, 민족 정체성 공동체의 네가지 유형이 관찰되었다. 그리고 학습자 개개인의 상상 공동체는 언어 배경, 학습 기간, 매체 사용 등의 다양한 경험을 통해 다양하게 발전, 변화하는 것으로 나타났다. 특히 계승어 학습자와 비계승어 학습자 간에 지향하는 상상 공동체의 유형을 비교해 보았을 때 명확한 차이가 나타났다. 또한 기존 문헌에서 계승어 관련 동기 (heritage motivation or motivation related to heritage)라 명명되는 개념 내에도 학습자의 경험에 따라 실제로는 상이한 공동체 유형이 존재함이 발견되었다.

• 영어어문교육
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• 제15권3호
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• pp.129-150
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• 2009

This paper attempts to examine the effect of children's English stories on the development of Korean EFL primary school learners' listening and speaking competences and their motivation to learn English. This paper also discusses factors of English children's stories that make EFL learners' language learning efficient. Participants were 120 primary school students who attend one of the elementary schools in Chungnam province. They were randomly chosen and divided into two groups: experimental and control groups. In order to collect data, students' listening and speaking proficiency pre- and post-tests and the pre- and post-questionnaires regarding the participants' motivation to learn English were administered. The data were analyzed by ANOVA. The results indicate that the application of English children's stories to EFL learning settings can be an efficient way to improve EFL learners' listening and speaking competences and motivation to learn their target language. The findings of this study suggest that English children's stories provide language learners with interest, meaningful and authentic contexts and enjoyment. The pedagogical suggestion and implications are provided for EFL educators and teachers.