• 영어어문교육
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• 제4호
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• pp.285-305
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• 1998

In order to scrutinize what realism really means, this paper is to analyze and compare the major realistic plays of Yun Jo-byeong of Korea with the earlier realistic ones of Bernard Shaw of England. As all the scholars concerned admit, Shaw offered reality in all of his plays: social, political, economic, religious. He was a didact, a preacher who readily acknowledged that the stage was his pulpit. Though he preached socialism, creative evolution. the abolition of prisons, real equality for women, and railed against the insincerity of motives for war, he did so as a jester in some of the finest comedy ever written. Shaw brought serious themes back to the trivialized English stage, creating a body of drama that left him second to none among twentieth century dramatists. Today, evolution and creationism and Shaw's ideas on creative evolution and the Life Force remain timely issues. As for Yun Jo-byeong who has written many realistic plays lately, he is known as a major realist in Korea. But his realistic plays are more symbolic, poetic, and private than Shaw's. As a result, Korean realism has not been so flourished in Korea as in England. Therefore, we Korean playwrights who want to write really realistic plays should try to study Shaw's realism more closely than ever.

• 영어어문교육
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• 제11권3호
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• pp.89-112
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• 2005

This study investigated the effects of collocation-based vocabulary instruction for the experimental group (G2). It was compared to the traditional wordlist-based vocabulary instruction for the control group (G1). This results reflect the development of low level high school EFL learners' vocabulary learning strategy use and the positive change in the affective domain. In the analysis of the survey responses, G1 and G2 did not differ significantly on the first questionnaire. They did, however, differ significantly on the second questionnaire. G2 used more strategies to discover and to consolidate the meaning of the words by means of combining words. In terms of the affective domain, G2 participated more actively in the learning activities, which had a significant effect on vocabulary growth, memory, self-confidence, motivation, and cooperative learning. This is attributable to the fact that G2 was more inquisitive, interested, challenged, participatory, cooperative, and attentive than G1 in performing the vocabulary task activities. Moreover, the data collected from the questionnaire showed that G2 performed more interactive and dynamic activities in solving the given tasks.

• 영어어문교육
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• 제15권3호
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• pp.315-332
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• 2009

The purpose of this paper is to scrutinize how Parks recalling, deconstructing and reconstructing African-American memories of the absences in American history through a black Lincoln impersonator named, The Foundling Father or The Lesser Known. Parks unearths and reconstitutes a significance for the historical event of Lincoln's assassination by repetitive mimicry and verbal puns. As a pun of the Founding Father, the Foundling Father reminds us of Abraham Lincoln, one of the most venerated figures in American history. In the first act, the black Foundling Father performs as The Great Man. This inverted minstrel show of the black Foundling Father performing a white Lincoln exposes the desire of the Foundling Father to insert his narrative within the history of America. With a series of assassinations, the African-American performers figuratively murder the power and control of the American myth. In the second act, his wife Lucy and his son Brazil dig relics from the past out of 'The great hole of history' instead of the Foundling Father. Digging and burial for African-Americans are their livelihood and their calling as well. As Parks pointed out, they should locate the ancestral buried ground, dig for bones and find bones because so much of African-American history has been unrecorded, dismembered and washed out. Parks leaves the possibilities of digging and burying on the black history through Lucy and Brazil.

• 영어어문교육
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• 제12권4호
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• pp.211-234
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• 2006

The purpose of the present study was to investigate how two types of cooperative groupworks will affect learners' academic self-efficacy and English achievement in the first graders of Middle school. Experimental class A was done by similar-level groupwork, experimental class B by differential-level groupwork, and controlled class C by whole classwork. In order to accomplish the goals of the study, questionnaires on learners' academic self-efficacy were examined before and after the experiment. Also English achievement tests were done during the experiment. The analytic results of the questionnaires and English achievement tests were like the following conclusions: First, two types of cooperative groupworks were more effective on improving learners' academic self-efficacy than the whole classwork. Second, two types of cooperative groupworks were more effective on improving two levels' (higher and medium) academic self-efficacy. Third, among three types of classworks, differential-level groupwork was the most effective on improving learners' English achievement. Fourth, in case of medium-level learners, differential-level groupwork was more effective on improving their English achievement than similar-level groupwork.

• 영어어문교육
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• 제18권2호
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• pp.45-66
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• 2012

The purpose of this study was to investigate the impact of two different SNS-based tasks on university students' English writing performance. To address our primary research question, Me2day, microblogging and Social Networking Service, was employed. 43 university students were divided into two experimental groups depending on the task types: a comparison task group and a sharing personal experiences task group. The main findings of the study were as follows: first, two different types of SNS-based tasks, 'spot the differences' and 'writing diaries', had a positive effect on learners' writing performance. The reason for this was that the succinct messages limited to 150 characters made it easier for the students to try writing in English without burden; and they may benefit from their peers by seeing their posts and interacting with each other. Yet there were no significant differences between the two groups when it came to the degree of improvement. Second, two different types of SNS-based tasks differently fostered certain aspects of the writing performance; 'contents knowledge' was supported by the 'writing diaries' task and range was supported by the 'spot the differences' task. Third, learners in the two experimental groups mostly had positive impressions regarding usage of Me2day as a new learning tool.

• 영어어문교육
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• 제16권3호
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• pp.141-160
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• 2010

This study aims to analyze the effects of explicit lexical collocation instruction on grammatical collocation knowledge, by focusing on the preposition collocations. The forty participants consisting of twenty men and twenty women are currently freshmen English majors in college. They responded to the questionnaire on their basic lexical learning strategies in pre-post tests, and carried out a lexical collocation test and a preposition collocation test as pre-post tests. They took the open class on the lexical collocations(LC) 5 times, but they did not concretely study any grammatical collocations(GC). Each test is analyzed and compared with pre-post tests by SPSS 12.0. From all the analyses, it was first revealed that most students who didn't know about the concepts, types and uses of collocations became aware of them after the class. The effects of the lexical collocations on the lexical collocation knowledge were quite revealing. Second, the correlations between the lexical collocations and grammatical collocations were not significant, although relations among the lexical collocations were quite significant. Finally, some suggestions for methods of mixed lexical chunks instruction are made for students' productive skills. Also, it is suggested that more profound attention should be paid to giving direct instructions on the basis of the lexico-grammatical continuum between LC and GC.

• 영어어문교육
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• 제15권4호
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• pp.55-74
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• 2009

Although a considerable amount of research on discourse signaling cues has been conducted in reading, little attention has been paid to such cues in the area of listening. Moreover, despite the solid evidence showing that cues have beneficial effects for reading comprehension, L2 listening research has produced mixed findings about the role of cues. Such discrepancies among these findings might be due in part to inadequate research methodologies as well as the idiosyncratic features of their experimental designs. However, no study, to date, has thoroughly examined the research designs of listening comprehension studies on cues. Consequently, this study critically evaluates the present state of research designs and reporting practices of studies investigating the role of cues in listening comprehension. The present study aims to provide insights into areas that require empirical attention and systematic investigation. It also seeks to encourage improved and refined research practices for future studies. This paper is organized as follows: It will first critically review the empirical findings regarding cues in the area of L1 listening comprehension. Second, it will present a critical evaluation of L2 listening studies on cues. Finally, it will address the major research design issues of currently available listening studies and provide suggestions for improvement in future research.

• 영어어문교육
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• 제13권2호
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• pp.63-90
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• 2007

The present study investigated what combination of three form-focused options - explicit explanation, production practice, and corrective feedback - may be effective in helping low-proficiency learners improve accuracy in communicative writing. The subjects were 34 Korean university students enrolled in 'Business English 1' and the study lasted 11 weeks. The relative clause structure was selected as the target structure. The study found that the combination of explicit explanation, sentence-level production practice, communicative writing practice, and recasts had a significantly greater effect on improved accuracy than the combination of communicative writing practice and recasts and that of explicit explanation, communicative writing practice, and recasts. Because the second and third combinations didn't lead to significantly improved accuracy, it can be concluded that of the form-focused options forming the first combination sentence-level production practice made a decisive contribution to the significant increase in accuracy. It also found that the provision of self-correcting opportunities before providing recasts on errors committed in sentence-level production practice resulted in significantly greater accuracy in communicative writing than the provision of recasts alone on them. The results of the study suggest that we should make low-proficiency Korean learners have sentence-level production practice which is intensive and focused and make them self-correct targeted errors before providing them with narrowly focused recasts in order to help them to improve writing accuracy.

• 영어어문교육
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• 제7권2호
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• pp.167-185
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• 2002

The purpose of this article is to examine the relationship between sin and grace represented in The Power and the Glory. This work is composed of two thriller patterns of the pursuer and the pursed. The first pursuit is that the whisky priest, the representative of religious order is pursued by the lieutenant, the representative of secular order. And the second pursuit is that the whisky priest is trying to escape from God. In the course of his flight from God the whisky priest discovers his sinful nature and this self-recognition helps him restore his proper relationship with God. When he was a young priest he had religious piety, but he didn't feel true love for others. Ironically, after he is corrupted he finds his sinful nature and regrets his wrong behavior. He then comes to understand God's will and his responsibility to have love for the miserable human beings. The whisky priest is willing to accept his destiny as a martyr, after having repented his sins to God. Though the lieutenant captures the whisky priest and executes him, he doesn't feel triumph or hope but feels empty. The Power and the Glory shows us the irony that the lieutenant's power is a symbol of his weakness, while the priest's weakness is a symbol of his power.

• 비교문화연구
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• 제30권
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• pp.125-165
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• 2013

The purpose of this study is to find methods that allow learners to improve their listening comprehension skills. To do this, we have divided this article into three parts. In the first part, we analyzed studies focus on the skill of listening. In the second part, we are dedicated to the process steps in the study of listening comprehension. In the last part, we tried to demonstrate this by examples according to the difference in levels of learners. More specifically, we applied the questionnaires according to a typological difference. Most teachers recognize the importance of listening to complete the language proficiency of learners. Nevertheless, there are many difficulties in implementing effective methods for improving listening comprehension skills. In addition, there is a strong tendency not to consider listening as an autonomous field, but as a part of oral proficiency. In addition, we can not ignore the importance of the method of application, because it can motivate learners to both concentrate on their studies and to voluntarily participate in the course. In this sense, the Professors and teaching staff can use the examples of DELF to establish concrete goals for the course of listening. It is difficult to confirm that this study is the most effective way with regard to the methodology, but we hope it may be useful to improve the skills of listening comprehension French learners.