• 음성과학
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• 제9권2호
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• pp.109-132
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• 2002

The purpose of this study is to examine the focus realization of [Adjective+Noun] phrases which are used in English classroom situations. In order to examine this, two production and one perception experiments were designed. The noun phrases in the first two production experiments are divided into three patterns according to the location of focus. The difference between the two production experiments is that in the first experiment the focused words are contextually given in the classroom situation, but in the second experiment they are presented in written form. We compare the native English teachers' focus realization of noun phrases with that of Korean teachers from the point of view of intonational phonology. In the perception test, we examine how the uttered sentences are perceived by English native speakers and Korean native speakers. The results from the three experiments show that native English teachers' focus realization is quite consistent with informational structure. Also, there is a significant difference in pitch range of adjectives and nouns when the native speakers give pitch accents on the two content words, and the uttered sentences are mostly perceived as well as the speakers' intentions. As for Korean speakers, however, they usually focus only on the adjective or they focus on both the adjective and the noun, regardless of the relative informativeness of these words. From these findings, we can conclude that focus realization of Korean teachers is rather inconsistent with respect to informational structure when compared to that of native English teachers.

• 영어어문교육
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• 제17권4호
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• pp.251-271
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• 2011

The present study analyzed Korean learners' production of English /z/-/$d{\Box}$/ and /z/-/${\Box}$/ contrasts in terms of native speaker judgments and acoustic measurements. Korean learner's production was judged to be either correct or incorrect by native English speakers. Correct and incorrect productions were then compared with productions of native speakers' in terms of acoustic analyses. The results indicated that Korean speakers' correct production was more similar to that of native speakers by sharing more acoustic cues. Incorrect production by Korean speakers indicated patterns either different or opposite from that of native speakers, confirming native speaker judgments. The results also revealed acoustic cues on which native speakers rely in judging L2 speech, thereby implying that the more consistent along with more number of acoustic cues used by native speakers may facilitate the acquisition of segment contrasts by L2 learners.

• 영어어문교육
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• 제11권2호
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• pp.1-18
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• 2005

This study is a preliminary investigation of the nature of discourse marker acquisition in Korean American speakers of English. Discourse markers are of interest because they are not an aspect of language taught through formal instruction either to native or non-native speakers. Therefore, discourse marker use serves as indirect evidence of face-to-face interaction with native speakers and an indicator of integration. In this light, the present study examines the presence of discourse markers in Korean Americans. The markers chosen for analysis were you know, like, and I mean. The data consist of spontaneous speech elicited from interviews. Sociolinguistic variables such as age, sex, and generation (i.e., $1^{st}$, 1.5, $2^{nd}$) were examined. Results show that there appears to be interaction between the variables and discourse marker use. While all speakers showed variable acquisition of markers, younger, female, and 1.5 generation speakers were found to use discourse markers more than other speakers. Although discourse marker use is optional and thus not a linguistic feature that must be necessarily acquired, it is clear that use is pervasive and acquired differentially by English speakers irrespective of whether they are native or not.

• 영어어문교육
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• 제11권4호
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• pp.97-120
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• 2005

Production and perception of second language sounds are typically influenced by second language learners' native language sounds. In this study we investigate how the Korean language influences Korean speakers' production of English alphabets. In the experiment conducted to prepare for this study 16 native speakers of Korean pronounced English alphabets. Then three native speakers of English evaluated the Korean subjects' pronunciation of them. The results show that the Korean subjects' native language (i.e., Korean) influences their production of the English alphabets. When Korean has sounds corresponding to English alphabets, the English subjects rate the Korean subjects' production of them good. For instance, Korean has voiceless stop phonemes, hence their production of English alphabets was rated good by the English subjects. The Korean subjects' production of English alphabets containing the sounds that do not exist in Korean was rated poor by the English subjects. For instance, Korean does not have voiced fricative phonemes, hence their production of English alphabets was rated poor.

• 한국콘텐츠학회논문지
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• 제19권8호
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• pp.572-583
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• 2019

본 연구는 우리나라 영어교육환경에서 가장 이상적이고 적합한 원어민-한국인 영어교사 협동수업 모형과 효과적인 협동수업을 구성하기 위한 정의적 요인들이 무엇인지를 찾고자 하였다. 이러한 연구목적을 달성하기 위해, 서울특별시에 위치한 5개 초등학교 6학년 학생 총 165명을 연구대상으로 하여, 2019년 4월 1일부터 4월 30일까지 약 한달 간 설문조사와 다중회귀분석, 상관관계분석, 교차분석, t/F검증 등 통계분석을 실시하였다. 연구결과를 요약하면 다음과 같다. 첫째, 원어민-한국인 영어교사 협동수업 인식 중 수업관련 기술, 과제지 향성, 교수-학습전략, 학습동기유발 순으로 정의적 요인에 영향을 미치는 것으로 나타났다. 둘째, 성별/수업형태에 따라, 원어민-한국인 영어교사의 협동수업에 대한 인식의 차이를 검증한 결과, 성별과 현재 참여하고 있는 영어 협동수업유형에 따라 원어민-한국인 영어교사 협동수업에 대한 인식에는 차이가 있었지만, 원하는 영어 협동수업유형에 따라 통계적으로 유의한 원어민-한국인 영어교사 협동수업에 대한 인식의 하위요인은 확인되지 않았다. 셋째, 성별/수업형태에 따라, 학습자의 정의적 요인의 차이를 검증한 결과, 성별에 따른 차이는 발생하였지만, 현재 영어 협동수업유형에 따른 학습자 정의적 요인은 차이가 발생하지 않았다. 또한, 원하는 영어 협동수업유형에 따른 학자 정의적 요인의 차이도 발생하지 않았다.

• 영어어문교육
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• 제12권3호
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• pp.51-78
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• 2006

This research conducted between March and December of 2005 has focused on analyzing a diverse range of educational services provided by English native-speaking instructors teaching in Korea. This study includes quantitative research findings from 238 university students. This dual-semester research study focuses on our most recent Korean EFL (English as a Foreign Language) programs provided for university students who wish to improve their English ability. Many students hope to partake in lectures taught by Native English Speaking teachers (hereafter NS teachers), and many universities are also willing to open additional courses for these students. However, in order for lectures to be most effective, NS instructors need to be appropriately trained or qualified teachers in order to successfully educate their students. Furthermore, NS teachers need to constantly review their teaching styles and strategies to allow for professional development and to ensure an improvement in their teaching methodology. Overall, this research provides whole English lecture views of NS teachers that is data-driven regarding designing, implementing, evaluating, and reforming the education of English taught by NS teachers working in Korea.

• 영어어문교육
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• 제17권2호
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• pp.59-77
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• 2011

In recent years, as many native English speakers are working in Asia to as English teachers, team teaching with local teachers has been commonly implemented within the Korean EFL classroom. Using qualitative case studies, this paper aims to explore native English-speaking teachers' (NESTs) perceptions of team teaching and their challenges at different secondary Korean schools. The study documents the challenges faced by three foreign teachers embedded in intercultural teaching teams. The data shows that common challenges include vague role distribution among teachers, problems presented by mixed levels of students, large classes, and students' low valuation during foreign teacher's classes, which go ungraded. The study calls for serious governmental efforts to change these fundamental problems and closely examine local factors that strongly affect team teaching practices before initiating a system of importing foreign teachers without proper preparation.

• 대한음성학회지:말소리
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• 제41호
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• pp.1-18
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• 2001

The purpose of this paper is to slove problems with English pronunciation education and to correct the misbelief that misbelief that English pronunciation can be thught effectiverly by native speakers or good speakers. Best sellers have many mistakes even in the description of sounds and most English education departments in national universities teach English phonetics theoretically only for 1 semester, More than 10 years' investigation into native speakers' and good speakers' teaching methods in various ways confirmed that they couldn't know English phonetics teachers should have a theoretical and practical knowledge of phonetics of English and students' dialects and the abilities to find the same or similar English sounds their students can make in normal or abnormal situations, to make both correct sounds and incorrect ones their students can make and to make them perceive the differences by using various ways.

• 영어어문교육
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• 제7권1호
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• pp.51-66
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• 2001

This paper compares different uses of downgraders by Korean English speakers (KES) with those by American English native speakers (AENS) in their requestive e-mail. Three different situations in which social power and distance were controlled were set up to examine and compare the participants' politeness strategies in requestive e-mail. It was found that the KESs' use of downgraders appeared differently from the AENSs' use qualitatively and quantitatively across three situations. The AENSs used downgraders almost three times as more, resulting in a much more mitigated and polite effect in requests. The AENSs' requests were mostly modified by syntactic modifiers, such as aspect, tense, conditional, and consultative devices. On the other hand, the KESs' requests were modified mostly by politeness markers and conditionals in a limited number of requests.

• 대한음성학회:학술대회논문집
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• 대한음성학회 2007년도 한국음성과학회 공동학술대회 발표논문집
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• pp.95-98
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• 2007

This study investigates pause positions of Korean students' reading of an English script. 12 natives speakers of English and 18 Korean students were asked to read The North Wind and the Sun. The common pause positions were determined by examining the pauses of the native speakers' readings. Korean students were asked to mark pauses on a script. And then they were trained to put pauses as native speakers of English do. Although some errors have been corrected after the training, others have not been corrected in Korean students' readings. Korean students made fewer errors in marking on the script than in reading the script. They seem to know where to put pauses, but lack of practice makes it difficult to put pause in the right positions when they read. That suggests that teachers should continue to teach students where to put pauses in their reading or speaking English.