• 영어어문교육
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• 제6호
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• pp.219-239
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• 2000

There has been a growing enthusiasm in Korea for the early education of English as a foreign language (EFL). The present study examined the validity of the Critical Period Hypothesis in terms of the Universal Grammar (UG), in three different types of learning contexts - first language (L1), second language (SL), and foreign language (FL) learning contexts. While previous research findings in L1 and SL learning contexts suggest that UG principles and parameters are accessible to language learners only for the early years of lifetime, this article argues that their results - and even the methods - cannot be applied to EFL settings and that independent studies on the EFL context are, required. It also proposes the recent UG notion of functional categories as the most appropriate subject in the discussion of Korean EFL learners' access to UG. Findings on foreign language contexts, including the author's own, strongly indicate that UG is not sensitive to learners' starting ages in FL settings. If young children in FL contexts cannot develop their interlanguage grammar based on UG, the existing teaching methods for young children should be revised.

• 영어어문교육
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• 제15권4호
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• pp.199-216
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• 2009

This study investigates how Korean speakers develop their interlanguage of English passive constructions with a reference to the learners' grammar proficiency levels. Sixty two college students of different levels of English participated in this study. They were asked to complete a sentence-completion task. Their production was classified into accurate passives, malformed passives, pseudo-passives, unaccusatives, and actives according to the use of transitive, ergative and unergative verbs. They then were further analyzed depending on the subjects' levels of grammar by three main factors: L1 transfer, the English voice system, and universal cognitive factors. The results showed that the subjects of the lower group produced more pseudo-passives, malformed passives, and overpassivization than those of the higher group, and even subjects of higher group still made passives for ergative verbs. It was also shown that L1 and universal factors had more influence on the lower group than on the higher group. Based on the analyses of the subjects' responses, the development of the English passive system by Korean learners is shown and some implications are suggested for effective teaching of English.

• 중국학논총
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• 제71호
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• pp.23-40
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• 2021

'过' and '了' are the key points, as well as difficult ones, in the academic study of Chinese grammar and language teaching. This article analyzes this language use by taking two sentence structures as example, namely 'Pao le.' and 'Pao guo le.'. As the semantic meanings of 'V+了2' and 'V+过1+了2' are very similar. Therefore, it can be confusing for non-native speakers to master this usage. This article attempts to sort out and analyze the usage environment and pragmatic characteristics of 'V+过1+了2' by employing the examples from the data of Corpus of the Chinese Linguistics Research Center of Peking University. By focusing on the usage environment and pragmatic characteristics of '过' and it is desirable for teachers to combine semantics, syntax and pragmatics while explaining the grammar point, in order for learners to understand accurate information quickly and learn how to use it.

• 비교문화연구
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• 제35권
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• pp.339-368
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• 2014

In Teaching Chinese as a Foreign Language, phoneme-based pronunciation teaching such as tone, consonants, vowels is the most common teaching methods. Based on main character of Chinese grammar: 'lack of morphological change' in a narrow sense, was proposed by Lv Shuxiang and Zhu Dexi, I designed 'Communicative oriented Chinese pronunciation teaching method'. This teaching method is composed of seven elements: one kind is the 'structural elements': phoneme, word, phrase, sentence; another kind is the 'functional elements': listening, speaking and translation. This pronunciation teaching method has four kinds of practice methods: 1) phoneme learning method; 2) word based pronunciation practice; 3) phrase based pronunciation practice; 4) sentence based pronunciation practice. When the teachers use these practice methods, they can use the dialogue and Korean-Chinese translation. In particular, when the teachers use 'phoneme learning method', they must use Korean and Chinese phonetic comparison results. When the teachers try to correct learner's errors, they must first consider the speech communication.

• 융합정보논문지
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• 제9권2호
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• pp.43-48
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• 2019

본 연구는 현재 영어문법 교수과정에서 흔하게 나타나고 있는 문법용어 즉, 품사와 문장구성요소 용어의 오사용 문제점을 살펴보고 이에 대한 수정 및 개선할 수 있는 방안을 제시하고자 한다. 품사와 문장요소는 어떤 문법적인 기술을 위해서도 필수불가결한 것이다. 이러한 품사와 문장요소들은 학교 문법과 일반적인 문법의 기초를 이루는 부분임에도 정확한 재단 및 검증이 이루어지지 않은 채 중의적으로 사용되기도 하고 품사와 문장요소를 정확히 구분하지 않은 상태로 혼용하고 있다. 영어의 품사와 문장요소는 서로 다른 것을 지칭하는 것이고 이것들을 혼용해서 사용하는 경우 영어 교육을 위한 문법용어 설정에 큰 문제점을 야기하게 된다. 결론적으로, 현재 학교에서 사용되는 영어교재 및 각종 수험서에서 정의하고 있는 품사 및 문장요소에 대한 정의를 논의 및 제고해 볼 필요성이 있고 이러한 논의 및 분석을 통해 효과적인 영어교육을 위한 문법용어 설정에 대한 논의를 하고자 한다.

• 영어어문교육
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• 제1호
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• pp.69-108
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• 1995

Listening comprehension can be defined as a process of an integrative, positive and creative activity through which listeners get the message of speakers' production using linguistic or non-linguistic redundancy as well as linguistic or non-linguistic knowledge. Compared with reading comprehension, it has many difficulties especially for foreigners. while it can be transferred to the other skills: speaking, reading, writing. With this said, listening comprehension can be taught effectively using the following teaching strategies. First. systematic and intensive instruction of segmental phonemes, suprasegmental phonemes and sound changes must be given to remove the difficulties of listening comprehension concerned with the identification of sounds. Second, vocabulary drill through various games and other activities is absolutely needed until words can be unconsciously recognized. Without this, comprehension is almost impossible. Third, instruction of sentence structures is thought to be essential considering grammar is supplementary to listening comprehension and reading comprehension for academic purpose. So grammar translation drills, mechanical drills, meaningful drills and communicative drills should be performed in succession with common or frequently used structures. Fourth, listening activities for overall comprehension should teach how to receive overall meaning of intended messages intact. Linguists and literatures have listed some specific activities as follows: Total Physical Response, dictation, role playing, singing songs, selective listening, picture recognition, list activities, completion, prediction, true or false choice, multiple choice, seeking of specific information, summarizing, problem-solving and decision-making, recognization of relationships between speakers, recognition of mood, attitude and behavior of speakers.

• 영어어문교육
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• 제6호
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• pp.75-88
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• 2000

There are many reasons why foreigners have difficulties learning English. In addition to the difference between English and the learner's grammar, the large number of irregularities found in English become another obstacle to learning English. Understanding the difference and the irregularities will help us not only have a good command of English but also teach English more effectively. Many irregular or alternating patterns, or even anomalies in Modern English are the results of historical changes. In this paper, I would like to focus on some of the irregular or alternating patterns found in different components of the grammar of English and to show how they can be accounted for historically. Through this study, I would like to show that the irregular patterns and anomalies in English were once regular and systematic, they have deviated from the regular patterns of the grammar as time has gone by, and they have survived in Modern English as irregular and alternating patterns. Many of the irregular or alternating patterns can be traced back by phonological, morphological and/or semantic changes in the history of English. Finally, by looking at language history, we can hold a more tolerant view on many anomalies present in English.

• 영재교육연구
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• 제7권2호
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• pp.47-67
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• 1997

Fourteen Special high schools for developing talents in Science, Foreign Languages, and Arts in Seoul Metropolitan city were analyzed in terms of their educational objectives, Students screening system, curriculum, teaching-learning methods, teachers, and consistency with higher education. Special high schools in talent area were more or less similar to each other in all the above aspects. However, special high schools in different talent areas were quite different in student screening, teaching-learning methods, teachers, and consistency with higher education. Public schools were more affluent than the private ones. Special high schools in Science, arts and Sports were providing individualized, activity oriented, process-oriented teaching-learning methods, while the Foreign languages high schools excercised teacher-centered, grammar oriented, lecture-focused teaching methods more. Special high schools in arts and sports could have consistency with higher education because the university focuses on talents in the specified field rather than academic scores. In conclusion, the schools have a great deal of rooms to improve in teaching-learning methods with which students can maximize their potential development. However, the special high schools were equipped with better learning environments than regular high schools in many aspects.

• 영어어문교육
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• 제17권4호
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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.

• 영어어문교육
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• 제17권1호
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• pp.191-208
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• 2011

The quantitative study investigated perceptions of evaluative criteria in L2 writing between two groups - learners (N=212) and instructors (N=52) in Korea. Specifically, the purpose of the study is (1) to examine learners' and instructors' perceptions on evaluative criteria in L2 writing and to provide empirical evidence concerning how they respond to a list of them and (2) to ultimately devise appropriate rating criteria applicable to an EFL context like Korea. Analyses of evaluative criteria were conducted using factor analysis and yielded the following results: learner and instructor groups perceived the evaluative criteria differently and weighted them in a different way. For the learner group, the combined elements of grammar and language in use were identified as Factor 1 and mechanics as Factor 2. The results may infer that learners' response patterns are primarily linked to their instructors' writing practice in class, which may largely focus on grammatical knowledge based on lexical use and mechanical accuracy. Similarly, the instructor group acknowledged grammatical knowledge as Factor 1 and lexical use as Factor 2. The first two factors found in both learner and instructor groups indicate that in an EFL context like Korea, the form-then-content way of teaching and learning is still being considered more effective in L2 writing than any other method. Taking into consideration these perceptive similarities and differences between learners and instructors, the categories of evaluative criteria in writing include content and organization, grammar, mechanics, language in use, and flow of the essay, respectively.