• 영어어문교육
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• 제10권2호
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• pp.1-23
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• 2004

This article reports a bi-directional interlanguage study designed to investigate the initial state of L2 acquisition with regard to English and Korean wh-questions. Based on the UG system in line with the minimalist theory, it was hypothesized that the L2 initial state is characterized by the most economical form of syntax in which no overt wh-movement to Spec-CP is assumed. Results of the early interlanguage study showed that 1) L1 Korean learners of L2 English predominantly produced wh-questions with the fronted wh-word, but without productive wh-movement to the Spec-CP position; and 2) L1 English learners of L2 Korean overwhelmingly produced wh-questions with the wh-word remaining in-situ. These results were interpreted as supporting the minimalist account of the L2 initial grammar in that no overt syntactic wh-movement were adopted in early interlanguages of both English and Korean regardless of the learner's L1.

• 말소리와 음성과학
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• 제15권3호
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• pp.37-44
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• 2023

This study investigates perceptual confusions of English fricatives among 121 Korean elementary school English as a foreign language (EFL) learners with shorter periods of learning English. The objective is to examine how they perceive English fricative consonants and to provide educational guidelines. Two sets of English fricative identification tasks-voiceless fricatives and voiced fricatives-were administered to participants in a High Variability Phonetic Training (HVPT) setting. Their phonemic awareness of the fricatives was visualized in perceptual confusion maps via multidimensional scaling analysis. The findings are explored in terms of the impacts of Korean EFL learners' L1 linguistic aspects and a comparison with L1 learners. Learners' phonemic awareness patterns are then compared with their relative importance in speech intelligibility based on a functional load hierarchy. The results indicated that Korean elementary EFL learners recognized English fricatives in a manner largely akin to L1 learners, suggesting their ongoing acquisition progress. Additionally, the findings demonstrated that the young EFL learners possess sufficient phonemic awareness for most high functional load segments but encounter some difficulties with one high and one low functional pair. The findings of this study offer suggestions for diagnosing language learners' phonemic awareness abilities, thereby aiding in the development of practical guidelines for language instructional design and helping educators make informed decisions regarding teaching priority in L2 classes.

• 아시아태평양코퍼스연구
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• 제4권1호
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• pp.25-42
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• 2023

The number of studies on data-driven learning (DDL) has increased in recent years, and DDL's overall effectiveness as an L2 (second language) teaching methodology has been reported to be high. However, the degree of its effectiveness in grammar instruction, particularly for the goal of correcting errors in L2 writing, is still unclear. To provide guidelines for focused grammar instruction with DDL in the Japanese classroom setting, we aimed to identify the typical grammatical errors made by Japanese learners in the Cambridge Learner Corpus First Certificate in English (CLC FCE) dataset. The results revealed that three error types (nouns, articles, and prepositions) should be addressed in DDL grammar instruction for Japanese English as a foreign language (EFL) learners. In light of the findings, pedagogical implications and suggestions for future DDL research and practice are discussed.

• 말소리와 음성과학
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• 제3권3호
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• pp.115-121
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• 2011

This paper examines how L2 speech production varies according to learner's L2 proficiency level. L2 speech production variations are analyzed by quantitative measures at word and phone levels using Korean learners' English corpus. Word-level variations are analyzed using correctness to explain how speech realizations are different from the canonical forms, while accuracy is used for analysis at phone level to reflect phone insertions and deletions together with substitutions. The results show that speech production of learners with different L2 proficiency levels are considerably different in terms of performance and individual realizations at word and phone levels. These results confirm that speech production of non-native speakers varies according to their L2 proficiency levels, even though they share the same L1 background. Furthermore, they will contribute to improve non-native speech recognition performance of ASR-based English language educational system for Korean learners of English.

• 한국정보처리학회:학술대회논문집
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• 한국정보처리학회 2006년도 춘계학술발표대회
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• pp.629-632
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• 2006

본 논문에서는 영어 학습을 도와주고 영한 기계번역 시스템의 평가를 통해 기계번역 시스템의 성능 개선을 위한 도구인 HS-eLearner를 설계, 구현하였다. HS-eLearner는 영어 문장의 번역 뿐만 아니라 입력 문장의 구조, 문장에 사용된 단어의 의미를 제공하여 사용자의 효과적인 영어 학습을 보조하는 기능을 가진다. 또한 사용자가 번역된 문장을 평가하여 사용자에 의한 객관적인 번역 시스템에 대한 평가를 기대할 수 있으며 평가 결과를 개발자에게 제공함으로써 번역 시스템의 성능 개선에 사용될 수 있다. 즉 사용자와 개발자간의 커뮤니케이션을 제공함으로써 사용자의 요구를 수용할 수 있는 시스템으로의 개선을 용이하게 한다.

• 영어영문학
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• 제55권6호
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• pp.1057-1085
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• 2009

This paper addresses the question of why prepositions are particularly difficult forEFL learners. The first reason for such difficulty lies in the distinction between seemingly equivalent prepositions such as to and with, as in compared to and compared with. Most monolingual learners' dictionaries regard these two phrases as virtually synonymous. Yet, the results of the corpus analysis conducted in this study indicate that there are differences between the two. A second reason why EFL learners have problems with prepositions is that there are often variations in the inputdata. For example, although from generally follows different, in American English different than is also used. On the other hand, in British English, different to is the second most commonly used construction. This type of regional variation, confirmed in the corpus findings of the present paper, causes confusion in students of English. A learner who is not accustomed to British English may be puzzled by the expression different to. Finally, L1 negative transfer is responsible for the incorrect use of expressions such as discuss about. An error of this sort is the result of interference from the learner's mother tongue. The English verb discuss is not subcategorized for a preposition, whereas the equivalent Korean verb, for example, requires a noun phrase combined with the postposition.

• 영어어문교육
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• 제17권3호
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• pp.273-290
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• 2011

This paper presents a case study involving one Korean primary school student and people around him in order to explore the reading process in English of a young Korean EFL learner and to investigate the social context in which his reading takes place. Six participants were included in the study (one primary school student and five adult participants). The student participant was asked to read a text in English and translate what he read into Korean and the teacher participants were asked to listen to the student's reading. Semi-structured interview was used to collect data from the student as well as five adult participants (his private tutor, his parent, his state school teacher, and two other state school teachers). The analysis reveals four characteristics of the way a young EFL learner approaches reading: word-by-word reading, disconnected word recognition, selective use of cues, and lack of awareness of difficulties. The four characteristics of Kilsu's reading suggest that reading can become a wild guessing game for young foreign learners, if they give selective attention to unimportant cues while reading. The pedagogical implications of this study are also discussed to help teachers designing reading lessons for young learners.

• 영어어문교육
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• 제16권1호
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• pp.19-40
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• 2009

Teacher written feedback on student compositions has received tremendous attention in second language (L2) writing research. Notwithstanding the importance of understanding both teachers' and students' perspectives on the feedback process, much of the feedback research has only looked into one-side of the story - adopting either the teacher's or the student's perspective. The current study is an attempt to look into both sides of the story by examining the types of written feedback that students prefer, the extent to which students' preferences and teachers' actual feedback practice overlap, and the extent to which student perceptions of teacher feedback coordinate teacher self-reflections on their feedback practice. Three English composition classes (3 teachers and 46 students) at a university participated in this study. It analyzed student and teacher data from questionnaires and teacher written feedback on student compositions. The results showed that students' preference for feedback on global and local issues varied across the three composition classes. This is partly a consequence of how students perceived the type of feedback that their teachers practiced. Teacher self-reflection on and student perception of teacher written-feedback generally coordinated. These findings are discussed in light of how contextual factors affect learner perception of teacher written feedback and underscore the need for examining students' reactions to feedback and teacher self-reflection.

• 영어어문교육
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• 제11권4호
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• pp.21-47
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• 2005

The purpose of this study is to investigate the effectiveness of English vocabulary learning strategies such as definition-oriented/contextoriented/situated context-oriented vocabulary learning strategy according to the cognitive styles of learners and interaction effect on the achievement test score between the learners' cognitive style and vocabulary learning strategies. The results show that there is no significant difference in the achievement test scores between field-dependent learner group and field-independent learner group. And there is significant difference in the English vocabulary achievement test scores among three experimental treatment groups, definition-oriented, context-oriented, situated context-oriented vocabulary learning strategy groups. Finally, there is an interaction effect on the achievement test score between the learners' cognitive style and vocabulary learning strategies.

• 대한음성학회:학술대회논문집
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• 대한음성학회 2000년도 3월 학술대회지
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• pp.103-104
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• 2000

As the role and status of English as an international language(EIL) have been widely discussed, studies need to be done to find out new issues and concerns related to teaching EIL In Korea. This presentation will review the changes in teaching English in Korea, teaching pronunciation, in particular, focusing on its goal and major instructional approaches. Suggestions will be made on developing a learner-centered communicative model for teaching English pronunciation and on training both Korean and foreign teachers of English to teach English pronunciation.