• English Language & Literature Teaching
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• v.13 no.2
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• pp.25-45
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• 2007

In this article, I discuss an International Collaborative Writing Course on the Internet (ICWCI) that focused on the learning effectiveness Korean EFL students (KEFLSs) perceived to be necessary to exchange with international EFL students (IEFLSs). The course development was based on an internet-based instructional module, applying widely accepted EFL theories for modern foreign language instruction: collaborative learning, process writing, project-based learning, and integrated approaches. Data from online discussion forum, mid-of-semester and end-of-semester surveys, and final oral interviews are conducted and discussed. KEFLSs and IEFLSs were questioned about (a) changes in attitude towards computers assisted language learning (CALL); (b) effect of computer background on motivation; (c) perception of their acquired writing skills; and (d) attitude towards collaborative learning. The result of this study demonstrated that the majority of ICWCI participants said they enjoyed the course, gained fruitful confidence in English communication and computer skills, and felt that they made significant progress in writing skills. In spite of positive benefits created by the ICWCI, it was found that there were some issues that are crucial to run appropriate networked collaborative courses. This study demonstrates that participants' computer skills, basic language proficiency, and local time differences are important factors to be considered when incorporating the ICWCI as these may affect the quality of online instructional courses and students' motivation toward network based collaboration interaction.

• Phonetics and Speech Sciences
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• v.5 no.3
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• pp.103-111
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• 2013

Traditionally it has been assumed that written abilities are completely dependent on phonology. Therefore spoken and written language skills in aphasic patients have been known to exhibit similar types of impairment. However, a number of latest studies have reported the findings that support the orthographic autonomy hypothesis. The purpose of this study was to examine whether fluent aphasic patients have discrepancy between speaking and writing skills, thereby identifying whether the two skills are realized through independent processes. To this end, this study compared the K-FAST speaking and writing tasks of 30 aphasia patients. In addition, 16 aphasia patients, who were capable of producing sentences not only in speaking but also in writing, were compared in their performances at each phase of the sentence production process. As a result, the subjects exhibited different performances between speaking and writing, along with statistically significant differences between the two language skills at positional and phonological encoding phases of the sentence production process. Therefore, the study's results suggest that written language is more likely to be produced via independent routes without the mediation of the process of spoken language production, beginning from a certain phase of the sentence production process.

• English Language & Literature Teaching
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• v.16 no.4
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• pp.267-290
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• 2010

The purpose of this study is to analyze the writing tasks included in the newly developed high school English textbooks in the aspects of genre, rhetorical structure, task type, and authenticity in order to find out whether these tasks could contribute to improving Korean EFL students' writing skills. A total of nine textbooks were selected for the study and every writing task in each textbook was analyzed. The results show that various types of genres were incorporated in the tasks, but very few opportunities were provided for students to acquire characteristics of specific genres. In terms of rhetorical structure of text, narration, illustration, and transaction were required most, whereas not a single writing task asked students to use classification or cause and effect. Many of the writing tasks analyzed offered linguistic and/or content support through the use of models, which displays traces of the product-based approach to teaching writing. Lastly, most of the tasks lacked authenticity represented by explicit discussion of purpose and audience. Implications for L2 writing task development and writing instruction in the Korean EFL context are discussed.

• Journal of the Korean Home Economics Association
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• v.35 no.4
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• pp.125-138
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• 1997

The purpose of this study was to explore the types of mother's language and literacy information as they collaborated to write a letter during a 10-minute session. Subjects of the study consisted of 60 mothers and their children 10 boys and 10 girls each at the age of 3,4 and 5 The mothers' teaching language was analyzed on the basis of hoffman(1987)'s study and the types of information thant mothers and children exchanged during writing letters was analyzed by Burns and Casbergue (1992)'s categories. Frequency percentages and χ2 tests were used to analyze the data. The resuls of this study were as follows. 1. The types of the mothers' teaching language from the most to the least were mother-initiated statements mother-initiated questions and mother's responses to child's efforts. There were significant differences according to children's age in mothers' language. In the mother-initiated questions request questions were used most frequently and followed by interrogation questions and invitation questions next. The statements initiated by mothers were directive comments informative comments supportive comments insistence comments and invitation comments in order. Mothers' responses to child's efforts were corrects/controls additional cues confirmation promotion and praise in order. In all three types of the teaching language significant promotion and praise in order. In all three types of the teaching language significant differences were found according to children's age. 2. The types of information about writing were spelling content off task/preparation mechanical conventions and conceptual meaning of writing in order. Significant differences were found according to children's age. In the age group of 4-and 5-year-olds the mothers exchanged more information about spelling than the mothers of 3-years-olds who frequently used information about content and off task or preparation of writing the letter.

• Korean Journal of English Language and Linguistics
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• v.2 no.3
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• pp.373-401
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• 2002

It is often observed that Korean migrant students overseas experience various kinds of anxieties learning English as a second language although they are in an English-speaking country like New Zealand. The context of learning English as a second language is explored by examining language anxieties experienced by recent Korean migrant students in New Zealand. 177 students were surveyed using questionnaires asking their anxieties over various contexts of English learning processes. The three stages of language anxiety of Input, Processing, and Output showed that there were some degrees of anxiety among the students at each stage depending on their ages, age at migration, and duration of residence, in particular. Students tended to experience more language anxiety in school than outside the school. It was also clear that students were experiencing more anxieties with English than with Korean in the four language skills of speaking, listening, reading and writing. Writing was commonly found in English and Korean to be the most frequent source of anxiety among the four language skills. Some implications from the results are suggested for parents, teachers, and students.

• Journal of The Korean Association For Science Education
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• v.35 no.4
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• pp.649-663
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• 2015

This study investigated the current state of writing in research papers of science education with focus on the translationese and basic Korean grammar, and found a way of improving the Korean language. The science education research have characteristics of both social science and natural science, and of having more quantitative than qualitative research, which could influence the writing of the research paper. The translationese means the conventional expression originated from foreign language other than Korean. The basic Korean grammar includes 'agreement,' 'spelling, word spacing, punctuation mark,' 'causative suffix,' 'use of English or loanword,' and the translationese is divided in 'English,' 'Japanese,' and 'English and Japanese.' The sentences in nine research papers in the 'Journal of the Korean Association for Science Education' were analyzed, and the problematic sentences were discussed and provided with alternatives. The cases with high frequency include '-jeok,' 'use of English,' 'expression of the plural,' 'passive voice of the verb with -hada,' '-go inneun,' '-eul tonghayeo,' '-e daehayeo,' 'gajida,' 'genitive case marker -eui,' 'passive voice with subject of thing,' and 'causative suffix, -sikida.' Based on the results, the characteristics of writing of science education research papers were described as 'writing of quantitative research,' 'objective writing of academic research,' and 'writing of research of foreign origin.' In order to improve the writing of research paper of science education, the science education researcher should pay attention to basic Korean grammar and the translationese, and be familiar with the concrete examples of problematic cases. The results of this study could be used in the education of writing and grammar of Korean language.

• English Language & Literature Teaching
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• no.3
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• pp.1-12
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• 1997

Errors in EFL writing are very often attributable to learner's inadequate understanding of the target culture. Most of these errors are very hard to identify because they are grammatically correct notwithstanding the meaning. EFL learners almost habitually equate the meaning and usage of a linguistic item when it is present both in the native and the target languages. However, seemingly identical items in both languages sometimes prove themselves to be distinct from each other because of cultural differences. Some expressions in the native language are neither socially acceptable nor meaningful in the target language. Out of sheer ignorance, moreover, one puts a target item in the way he may use it in his native language. For instance. the primary feature of the term "friend" in Korean is [+same age group]. So, a Korean young man is not supposed to call his teacher a friend. This paper aims to clarify patterns of college level writing errors caused by interference of mother culture.

• Cross-Cultural Studies
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• v.20
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• pp.29-66
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• 2010

This paper is a qualitative study of the experiences of Korean heritage language learners (KHLLs) with literacy (reading and writing), particularly before they enter the college-level heritage language classroom. Previous research, both qualitative and quantitative, has addressed the overall language background of KHLLs, including oral and aural proficiency and writing and reading ability, as well as demographic information (such as when the student immigrated to the United States) in relation to language test scores. This study addresses KHLL experiences in the following six areas as they relate to student perceptions and attitudes toward their own heritage language literacy: language proficiency, motivation for learning, academic preparedness, cultural connectedness, emotional factors, and social factors. Fourteen undergraduate students at a university in the western United States participated in a convenience sample by responding to a 10-question survey. Trends in responses indicated that KHLLs entered the classroom with high integrational motivation and experienced great satisfaction with perceived progress in literacy, but students also expressed regret for having missed childhood learning experiences that would likely have resulted in higher proficiency. These experiences include informal and formal instruction in the home and formal instruction outside of the home.

• Proceedings of the KSPS conference
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• 1996.10a
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• pp.289-293
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• 1996

In Korean, as with Kana and Kanji in Japanese, two kinds of word-writing systems--Hangul (the Korean alphabet) and Hanja (the Chinese character; Kanji in Japanese)--have been and still are being used. Hangul is phonetic while Hanja is ideographic. A phonetic alphabet represents the pronunciation of words, wheras ideographs are where a character of a writing system represents a concept. Aphasics suffer from language disorders following brain damage. The reading and writing of Hangul and Hanja by two Korean Broca's aphasics were analyzed with two goals. The first goal was to confirm the functional autonomy of reading and writing systems in the brain that has been argued by other researchers. The second goal was to reveal what difference the subjects show in reading and writing Hangul and Hanja. As experimental materials, 50 monosyllabic words were chosen in Hangul and Hanja respectively. The 50 word pairs of Hangul and Hanja have the same meaning and are also the most familiar monosyllabic words for a group of normal adults in their fifties and sixties. The errors that the aphasic subjects made in performing the experimental materials are analyzed and discussed here. This analysis has confirmed that reading and writing systems are located in different parts in the brain. Furthemore, it seems clear that the two writing systems of Hangul and Hanja have their own respective processes.

• Research in Mathematical Education
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• v.16 no.4
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• pp.265-276
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• 2012

These days, with the emphasis on statistical literacy, the importance of communication is the focus of attention. Communication about statistics is important since it is a way of describing the understanding of concepts and the interpretation of data. However, students usually have trouble with expressing what they understand, especially through writing. In this paper, we examined preservice teachers' difficulties when they wrote about statistical concepts. By comparing preservice teachers' written responses and interview transcripts of the variance concept task, we could find the missing information in their written language compared to their verbal language. From the results, we found that preservice teachers had difficulty in connecting terms contextually and conceptually, presenting various factors of the concepts that they considered, and presenting the problem solving strategies that they used.