• 영어어문교육
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• 제11권1호
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• pp.179-202
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• 2005

The purpose of this study is to examine whether the teacher feedback (TF) group and the peer feedback (PF) group exhibit significant differences in their English writing abilities and attitudes toward English writing. The subjects of this study are eighty-three college first-year students enrolled in a college English reading class. The subjects' first and final writing samples are used to measure the improvement of English writing abilities and a set of pretest and posttest questionnaires is administered in order to find their attitudes. The qualitative and quantitative analyses of the data collected show the following results. First, the two groups show no significant difference in their holistic scores. Neither do the two groups display any significantly different development in their analytic scores. Second, the two groups show no significant differences in attitude factors but writing confidence. These findings suggest that peer feedback can be used to encourage EFL college students to develop their writing abilities.

• 영어어문교육
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• 제9권spc호
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• pp.19-38
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• 2003

This paper is aimed to evaluate the communicative competence of Korean EFL learners through the Discourse Completion Tasks(DCT) analysis. The present study has three purposes. The first purpose is to analyse English textbooks on the basis of thanking strategies, apologizing strategies, and requesting and offering strategies presented in Aijmer(1996). The second purpose is to analyse the discourse completion data collected from Korean middle school students and university students. The third one is to suggest the discourse syllabus model for the 8th national curriculum in Korea.

• 대한음성학회지:말소리
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• 제41호
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• pp.73-81
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• 2001

This paper reports the results of an experimental phonetic study of intonation contrasts perception by speakers of British English, Japanese and Russian. Six series of re-synthesized two-syllable rise-fall contours with manipulated parameters of the rise in the first and the fall in the second syllable were employed in the experiment. Modifications of pitch height were executed in 2 st steps, and of duration in 30ms steps. The subjects, who were native speakers of British English, Japanese and Russian, identified the sentence type of presented re-synthesized stimuli. The results of the experiments demonstrate overall similarity of the perception strategies across the three groups of subjects, especially regarding the thresholds of declarative' sentence type judgement. Non-declarative judgements are more language-specific. The results can be employed for the teaching of English, Japanese and Russian as foreign languages as well as for speech synthesis and recognition.

• 영어어문교육
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• 제15권3호
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• pp.301-314
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• 2009

This study explores the function of the affixes -en and -ing that could influence the theta-roles of verbs to which the affixes are attached. The two affixes often appear in the synthetic compounds in English. The results are as follows. First, the affixes -en and -ing link the theta-role realized in the subject of the verb to the noun followed, which is proposed as Theta-linking Principle: that is, the affixes -en and -ing link the theta-role realized in the subject of the verb to the noun followed. Second, in the synthetic compounds including the affixes -en and -ing, the left element must not be the subject of the verb, which is the Synthetic Compound Constraint. And the affix -er link thematic roles of the sentential subject, such as Agent, Instrument. Thus, this study aims to find out the function of the affixes on the point of lexical functional approach.

• 영어어문교육
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• 제17권4호
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• pp.193-206
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• 2011

The purpose of the study is to examine the use of emotion vocabulary by Korean English learners. Three basic emotion fields, pleasure, anger, and fear were selected to elicit the participants' responses. L1 English speakers' data was also collected for comparison. The major results are as follows. First, English learners responded with various inappropriate verb forms like I feel~, I am~ while the majority of English native speaking teachers responded with subjunctive forms like I would feel~. In addition, L2 English learners used mostly simple and coordination sentences. Second, the lexical richness, measured through type/token ratio, was higher in English L1 data than in English L2 data. The proportion of emotion lemmas reflects the lexical richness or the diversity of the emotion words. Lastly, L2 English learners' responses focused on a few typical adjectives like happy, angry and scared. This structural and semantic distinctiveness of Korean English learners' emotion words was discussed from pedagogical perspectives.

• 영어어문교육
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• 제13권4호
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• pp.233-252
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• 2007

The aim of this study is to propose a systematic way of evaluating competing ELT textbook series. Three stages of evaluation procedures were employed: A sample of two sets of English textbook series for young learners were first analysed by five trained textbook evaluators using a checklist. Second, based on the results of analysis, evaluative discussion was carried out. Third, two independent evaluators conducted impressionistic evaluation on the series. The procedure employed in this materials evaluation process can be adapted in choosing series of textbooks. Since not many studies have dealt the evaluation of textbook series by multiple evaluators, the method presented in this study can be referred to and applied by materials evaluators in other contexts.

• 말소리와 음성과학
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• 제9권3호
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• pp.49-56
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• 2017

Much research attention has been directed to identify how native speakers perceive non-native speakers' oral proficiency. To investigate the generalizability of previous findings, this study examined segmental, phonological, accentual, and temporal correlates of native speakers' evaluation of L2 Korean proficiency produced by learners with various levels and nationalities. Our experiment results show that proficiency ratings by native speakers significantly correlate not only with rate of speech, but also with the segmental accuracies. The influence of segmental errors has the highest correlation with the proficiency of L2 Korean speech. We further verified this finding within substitution, deletion, insertion error rates. Although phonological accuracy was expected to be highly correlated with the proficiency score, it was the least influential measure. Another new finding in this study is that the role of pitch and accent has been underemphasized so far in the non-native Korean speech perception studies. This work will serve as the groundwork for the development of automatic assessment module in Korean CAPT system.

• 대한음성학회:학술대회논문집
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• 대한음성학회 2000년도 7월 학술대회지
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• pp.139-148
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• 2000

This paper reports the results of an experimental phonetic study of intonation contrasts perception by speakers of British English, Japanese and Russian. Six series of re-synthesized two-syllable rise-fall contours with manipulated parameters of the rise in the first and the fall in the second syllable were employed in the experiment. Modifications of pitch height were executed in 2 st steps, and of duration - in 30ms steps. The subjects, who were native speakers of British English, Japanese and Russian, identified the sentence type of presented re-synthesized stimuli. The results of the experiments demonstrate overall similarity of the perception strategies across the three groups of subjects, especially regarding the thresholds of 'declarative' sentence type judgement. Non-declarative judgements are more language-specific. The results can be employed for the teaching of English, Japanese and Russian as foreign languages as well as for speech synthesis and recognition.

• 영어어문교육
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• 제16권3호
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• pp.1-18
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• 2010

This study examined the effects of previewing and providing background knowledge on low level EFL readers' comprehension of expository texts and their responses to these treatments. 130 college freshmen were randomly placed into one of three treatment groups and read two expository texts reflecting unfamiliar cultural information. Prior to reading, one group was given previewing instruction, which included vocabulary preteaching and summaries, and a second group was provided with culture-specific background knowledge through watching videos and slides. The third group read each text without any prereading instruction. Immediately after reading a passage, subjects answered a 10-item multiple-choice test. Results showed significant positive effects of the previewing treatment and weak positive effects of the providing background knowledge treatment. Students' responses on the questionnaires revealed that the majority felt that the experimental treatments contributed to comprehension enhancement, made reading more enjoyable, and expedited their reading process. Students in the control group, however, indicated that they needed explicit prereading instruction in order to understand the texts. Pedagogical implications of the findings for EFL reading instruction are provided.

• 영어어문교육
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• 제7권2호
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• pp.1-15
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• 2002

The English education policy of Korea has focused on cultivating communicative competence in Korean students. Especially the 6th national curriculum adopted a notional-functional syllabus instead of a grammatical-structural syllabus. The syllabus design of the 7th curriculum is different from that of the 6th curriculum in that the 6th curriculum adopted just one syllabus design-the Notional-Functional syllabus, but the 7th curriculum includes various syllabus types. The present study has two purposes. The first purpose is to historically survey syllabus design development in Korea : grammatical-structural syllabus(the 1st-5th curriculum), notional-functional syllabus(the 6th curriculum) and a new syllabus model(the 7th curriculum). The second purpose is to analyze the syllabus design of the 7th national curriculum according to the following criteria : a) communicative functional categories, b) sample sentences. The data was collected by analyzing the 7th grade English textbooks adopted on the basis of the 7th national curriculum.