• 한국어교육
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• 제25권1호
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• pp.53-82
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• 2014

This study aims to find the method to promote interaction in L2 classrooms. Active interaction between learner-to-learner and learner-to-teacher in L2 classroom plays an important role in language acquisition. In light of this, L2 classroom would benefit with the help of learning tools such as Clickers which helps learners to express their level of understanding during the process of learning itself. This is because the anonymity of Clickers allows learners to express their needs without the social risks associated with speaking up in the class. It allows for an evaluative feedback loop where both learners and teachers understand the level of progress of the learners, better enabling classrooms to adapt to the learners' needs. Eventually this tool promotes participation from learners, This is in turn, believed to be effective in fostering classroom interaction, allowing learning to take place in a more comfortable yet vibrant way. This study is finalized by presenting the result of an experiment conducted to verify the effectiveness of this approach when teaching pragmatic aspect of the Korean expressions with similar semantic functions. As a result of the research, the learning achievement of learners in the experimental group was found higher than the learners' in a control group. Analyzing the data collected from a questionnaire given to the learners, the study presented data suggesting that this approach increased the scope of interactivity in the classroom, thus enhancing more active participation among learners. This active participation in turn led to a marked improvement in their communicative abilities.

• 예술인문사회 융합 멀티미디어 논문지
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• 제8권3호
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• pp.367-375
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• 2018

본 연구의 목적은 중국계 결혼이주여성들이 자신의 모국어인 중국어를 자녀들에게 제2언어로 교육하지 못하는 원인을 그들의 경험을 통하여 탐색하고 이에 대한 개선방안을 제시하는 것이다. 이를 위해 2017년 3월부터 2017년 6월까지 한국 거주한지 10년 이상 된 중국인 결혼이주여성 4명을 대상으로 심층인터뷰를 하고 그 내용을 분석하였다. 분석한 결과 결혼이주여성들이 자녀들에게 자신의 모국어를 교육하지 못하는 요인은 크게 네 가지로 나타났다. 첫째, 결혼이주여성 자신이 한국 환경에 적응하기 바빠 어려서부터 자녀에게 모어 가르치는 것을 소홀히 하였다. 둘째, 자녀들이 한국에서 살아가야하기 때문에 중국어보다 한국어교육에 더 많이 신경 쓰고 있었다. 셋째, 어머니 나라의 부정적인 인식 때문에 어머니의 모어를 배우려하지 않았다. 넷째, 한국인들의 부정적인 인식 때문에 당당하게 자신의 언어와 문화를 교육 시킬 수 없었다. 이와 같은 결과를 통하여 결혼이주여성들이 자녀들에게 모어를 가르쳐줄 수 있는 학습기회와 환경을 마련되길 기대한다.

• 음성과학
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• 제9권1호
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• pp.77-88
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• 2002

Acoustical correlates of stress can be classified as duration, intensity and fundamental frequency. This study examined the acoustical differences in the first two syllables of stressed English words produced by ten American and Korean speakers. The Korean subjects scored very high on the TOEFL. They read at a normal speed a fable from which the acoustical parameters of eight words were analyzed. In order to make the data comparison meaningful, each parameter was collected at 100 dynamic time points proportional to the total duration of the two syllables. Then the ratio of the parameter sum of the first rime to that of the second rime was calculated to determine the relative prominence of the syllables. Results showed that the durations of the first two syllables were almost comparable between the Americans and Koreans. However, statistically significant differences showed up in the diphthong pronunciations and in the words with the second syllable stressed. Also, remarkably high r-squared values were found between pairs of the three acoustical parameters, which suggests that either one or a combination of two or more parameters may account for the prominence of a syllable within a word.

• 아시아태평양코퍼스연구
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• 제3권1호
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• pp.35-49
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• 2022

This study examines crosslinguistic influence on the use of concessive conditionals by Japanese EFL learners. Contrastive analysis suggests that Japanese native speakers may overuse the concessive conditional even if due to partial similarities to Japanese concessive conditionals, whose formal and semantic restrictions are fewer than those of English concessive conditionals. This hypothesis is tested using data from the written module of the International Corpus Network of Asian Learners of English (ICNALE). Comparison of Japanese native speakers with English native speakers and Chinese native speakers reveals the following trends. First, Japanese native speakers tend to overuse concessive conditionals compared to native speakers, while similar overuse is not observed in Chinese native speaker data. Second, non-nativelike uses of even if appear in contexts allowing the use of concessive conditionals in Japanese. Third, while overuse and infelicitous use of even if is observed at all proficiency levels, formal errors are restricted to learners at lower proficiency levels. These findings suggest that crosslinguistic influence does occur in the use of concessive conditionals, and that its particular realization is affected by L2 proficiency, with formal crosslinguistic influence mediated at an earlier stage than semantic cross-linguistic influence.

• 영어어문교육
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• 제8권2호
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• pp.105-115
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• 2003

The four skills of a language are basically required for a communication. They are very important for a learner to develop the balanced language acquisition. Today both listening and speaking skills are emphasized in the global era rather than reading and writing proficiencies. The reason is really why the learners' communicative competence is more needed than the accurate knowledge of a structure in the language. For this reason, the listening comprehension should be taught effectively using the following strategies. First, the sound difference of a language must be taught. Language is a complicated process to convey the comprehensive meaning combined with the internal and external factors of a language. In other words, the meaning for the sound of language should be transmitted by the unit of vocabulary and syntax. Second, a good listening comprehension requires the familiarity and much experience with a lot of English words to understand English sentences unconsciously. Third, as understanding the structure of language is effective for the listening comprehension, the better listening comprehension can be possible through the meaningful exercise. Fourth, the compound process of listening comprehension requires the comprehensive understanding of language, but not the separate understanding of language. Fifth, the appropriate application of the multimedia courseware helps improve the listening comprehension better than that of the existing audio, video, tape recorder and so on. Using multimedia courseware is useful as follows: A learner is able to take as much lesson as he/she wants. It does take little time to repeat about what he/she takes a lesson. It gives the lively picture with the native speakers' voices. It gives him/her(a learner) a feedback effect continuously through the interaction of computer. It controls his/her lesson in accordance with the level of a learner.

• 한국어교육
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• 제23권1호
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• pp.123-159
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• 2012

This study investigates relationships between TOPIK ratings and measures of grammaticality judgement competence in the acquisition of Korean as a second language. Data were collected on the linguistic abilities of learners' at 3 to 6 on the TOPIK scale, focusing on perception in grammar-mostly morphology and syntax, some lexis, and a few of collocation. The results show that (i) proficiency and grammaticality judgement competence show high correlation, (ii) individual accuracy scores correlate strongly with levels on the TOPIK proficiency scale on most linguistic features in the test, and (iii) Japanese speakers outperform Chinese speakers at the same levels of proficiency on most linguistic features. The findings indicate that global proficiency scales like the TOPIK can be deconstructed using grammaticality judgement test that provides detailed measures of learners' control of linguistic features.

• 비교문화연구
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• 제32권
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• pp.133-166
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• 2013

Using the observation technique and in-depth interview, the current study compared various aspects of multicultural education between Korea and Canada and suggested the direction Korea's multicultural education needs to take. As a part of class curriculum, the researcher interviewed the representative of Ansan Foreign Center (AFC) and the president of the Kosian's House, a NGO for multicultural educations. The observations and experiences of the researcher were also used in this study. The results of the current study are as follows. First, multicultural education is provided for the minority group in Korea, whereas multiculturalism is included and taught for every student in Canada. In addition, the current multicultural education of Korea focuses on language and culture acquisition to help the students to adjust. Canada, on the other hand, focuses on accepting other cultures and ethnic equality, creating both identities as their ethnic origin and as Canadians. Second, in language educations, both countries had students enrolled in lower school years than their age. However, the differences occurred in terms of emotional support and availability of expert teachers. Third, comparing teacher's attitude towards multicultural education, Korean teachers were not free from perceiving the multicultural student as 'different', whereas Canadian teachers have been taught since little to consider multicultural students as Canadians, but accept their ethnic backgrounds. Based on the results, the current study suggested multicultural education program for the majority group, increase in number of expert language teachers and teaching assistants, and an education program to teach multiculturalism as part of an identity of humankind. The limitations and suggestions for future studies were provided afterwards.

• 말소리와 음성과학
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• 제14권2호
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• pp.19-28
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• 2022

The current study was designed to explore whether taking English pronunciation classes could improve the realization of English rhythm by Korean learners of English. Specifically, this study used various rhythm metrics to examine the extent to which the learners' speech became rhythmically similar to the target language after taking classes that focused on English pronunciation. Sixteen learners who took a 15-week English pronunciation course at a university read an English passage twice (at the beginning and the end of the semester). The rhythm metrics such as Deltas, Varcos, and Pairwise Variability Indices were calculated for the learners' speech, as well as that of 8 native speakers of English. The results demonstrated that the learners' speech was slower, and they put more frequent within-sentence pauses than the native speakers even after the classes. The analyses also indicated that the speech recorded at the beginning of the semester was rhythmically much more different from the target language than at the end of the semester. After the classes, however, the learners' consonantal intervals became much more target-like, while the vocalic intervals were rhythmically even further from those in the target language. Overall, the findings suggested that the pronunciation classes helped the learners to produce English speech that was rhythmically similar to the native speakers.

• 말소리와 음성과학
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• 제8권4호
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• pp.31-38
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• 2016

The purpose of the current study was to examine the acquisition of the second language prosody by Korean learners of English. Specifically, this study investigated Korean learners' patterns of prosodic phrasing and their use of edge tones (i.e., phrase accents and boundary tones) in English, and then compared the patterns with those of native English speakers. Eight Korean learners and 8 native speakers of English read 5 different English passages. Both groups' patterns of tones and prosodic phrasing were analyzed using the Mainstream American English Tones and Break Indices (MAE_ToBI) transcription conventions. The results indicated that the Korean learners chunked their speech into prosodic phrases more frequently than the native speakers did. This frequent prosodic phrasing pattern was especially noticeable in sentence-internal prosodic phrases, often where there was no punctuation mark. Tonal analyses revealed that the Korean learners put significantly more High phrase accents (H-) on their sentence-internal intermediate phrase boundaries than the native speakers of English. In addition, compared with the native speakers, the Korean learners used significantly more High boundary tones (both H-H% and L-H%) for the sentence-internal intonational phrases, while they used similar proportion of High boundary tones for the sentence-final intonational phrases. Overall, the results suggested that Korean learners of English successfully acquired the meanings and functions of prosodic phrasing and edge tones in English as well as that they are able to efficiently use these prosodic features to convey their own discourse intention.

• 음성과학
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• 제13권3호
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• pp.83-95
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• 2006

This study attempts to suggest a criterion of Korean language development. For this purpose we investigated speaking rates of the spontaneous utterances produced by 144 children, aged 3 to 8. We analyzed each subject's speaking rate and its relevance with speaker's age, gender and utterance length. To determine the relative contributions of variables to the speaking rate, multiple regression was conducted. Results of this study can be summarized as follows: (1) The mean and maximum values of the speaking rate increased with the growth of age. (2) A statistically significant increase in speaking rate appeared at two-year intervals. (3) There was no significant difference between male and female groups in the speaking rate. (4) The multiple regression analysis has shown that along with the speaker's age, the utterance length(the mean number of syllables per utterance) is also important in estimating the speaking rates.