• English Language & Literature Teaching
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• v.15 no.3
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• pp.83-104
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• 2009

This study examined whether self-correction or metalinguistic explanation might make a difference in the ability to accurately write two English grammatical structures when learners received indirect teacher feedback in the form of underlining target errors in a Korean EFL college classroom. With the goal of helping low-proficiency students improve their ability to accurately write sentences including nonfinite present participial relative clauses and present participial constructions, four groups were formed: a group which received indirect feedback, a group which received indirect feedback and metalinguistic explanation, a group which received indirect feedback and self-corrected errors, and a group which received indirect feedback and self-corrected errors after receiving metalinguistic explanation. The results showed that the effects of either metalinguistic explanation or self-correction integrated with indirect feedback on learners' ability to accurately write the target structures were not meaningful, while the combined effects of metalinguistic explanation and self-correction were statistically significant.

• English Language & Literature Teaching
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• v.15 no.4
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• pp.95-108
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• 2009

One of the learning difficulties for Korean learners of English is the intonation of English focused yes/no questions. Focused words in English yes/no questions are realized as low pitch accents which contrast with high pitch accents in Korean counterparts. In order to improve Korean students' intonation, direct and metalinguistic explanations on the intonation of English focused yes/no questions were given to Korean learners of English. In pre-tests and post-tests, students' perceptions on the target items were measured. The study results showed that phonetic explanation using intonation contour enhanced students' perception on English intonation. With respect to the position of focused words, sentence initial and medial focused questions were more difficult than sentence final focused questions. The perception was most improved in sentence initial focused questions. The study showed the immediate effects of the explicit instruction on perceptions of English intonation.

• Phonetics and Speech Sciences
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• v.1 no.1
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• pp.77-86
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• 2009

This study observes how the combined intervention program effects on the acquisition reading pronunciation of Korean phonological process words and the acquisition aspects of each phonological process rules to four Korean learners whose first language is Chinese. The training program is the combination of multisensory Auditory, Visual and Kinethetic (AVK) approach, wholistic approach, and metalinguistic approach. The training purpose is to evaluate how accurately they read the words of the phonological process which have fortisization, nasalization, lateralization, intermediate sound /ㅅ/ (/${\int}iot"$/). We access how they read the untrained words which include the four factors above. The intervention effects are analyzed by the multiple probe across subjects design. The results indicate that the combined phonological process rule explanation and the words activity intervention affects the four Chinese subjects in every type of word. The implications of the study are these: First, it suggests the effect of Korean pronunciation intervention in a concrete way. Second, it offers how to evaluate the phonological process and how to train people who are learning Korean language.