• The Journal of the Convergence on Culture Technology
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• v.8 no.1
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• pp.341-348
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• 2022

Formulaic sequences are continuous or discontinuous series of words that are seemingly treated like single units. Formulaic sequences play a key role in language development, and formulaic sequences acquisition determines the success or failure of language development. This study proposes a reading aloud activity as a way for international students to learn formulaic sequences. A class focused on reading aloud was conducted with 41 international students taking a general English course at a university in Seoul. For 15 weeks, video lectures and real-time Zoom classes were conducted in parallel. The animated film Frozen was used as course material. In the video lectures, the teacher interpreted the movie script in easy Korean and read aloud formulaic sequences. Students were tasked with reading the sentences with formulaic sequences aloud, recording themselves reading aloud, and submitting their recordings. During real-time class meetings, students performed the activity of reading aloud the formulaic sequences they had studied in the video lectures. There was a significant increase in the interpretation and sentence writing of formulaic sequences in participants' post-evaluation compared to the pre-evaluation. Through the study's survey, students exhibited positive views in the affective domains.

• Journal of Digital Convergence
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• v.15 no.10
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• pp.419-428
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• 2017

This study investigates whether the use of smartphone and Facebook in the classroom induces students' active participation in their reading activities and what are the points to be considered when ICT-based English reading class is designed. Students in an English course, Practical English listening and reading, did their reading activities using their own smartphones and posted the results of the activities on Facebook. Smartphone was used primarily for web-browsing and Facebook as LMS. The pre-questionnaire was conducted to be referred to for designing activity tasks. The post-questionnaire and the interview with 10 students were conducted to identify how students perceive their class. The research results showed that the use of ICT induced students' active participation in their learning. As for the points to be considered, narrowing down the range of class activities, slowing down the pace of the class, explaining enough the goals and the steps of the activities, considering adopting campus LMS, and preparing solutions for cyberloafing were suggested.

• The Journal of the Korea Contents Association
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• v.22 no.6
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• pp.116-124
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• 2022

The purpose of this study is to examine the vertical and horizontal continuity between grades and publishers, respectively, by analyzing the readability of reading passages included in English textbooks for 5th and 6th grades of elementary school. In order to do so, a corpus was constructed with the reading passages contained in 10 textbooks, and the reading passages in each textbook were analyzed through Coh-Metrix. Also, it was examined whether there was a statistically significant difference between grades and publishers in readability through one-way ANOVA. The results are as follows. First, as a result of analyzing the difference in readability between publishers within the same grade, there was a statistically significant difference between fifth-grade textbooks in the L2 readability index. Second, as a result of analyzing the vertical continuity between grades within the publisher, the difficulty of textbook A was higher in grade 6 than grade 5 based on FRE and FKGL, which showed a statistically significant difference. On the other hand, when L2 readability was used as the standard, the difficulty of textbook B was lower in 6th grade than in 5th grade. This result seems to be because FRE and FKGL calculate readability based on sentence and word length, whereas L2 readability is based on content word overlap, word frequency, and syntactic similarity of sentences.

• English Language & Literature Teaching
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• v.10 no.2
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• pp.43-65
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• 2004

In the comprehension of English texts, Korean students generally try to translate English into Korean in accordance with the word order of Korean language. As a result, the comprehension of English texts is made in a regressive way, which results in slower reading. In order to enhance the reading speed, it is necessary for students to practice progressive reading. Also, while reading English texts, most readers' eyes tend to look at one word at a time, which actually cuts down on the reading speed. Reading by the sense group of as many words as possible at a glance, however, can help a reader more efficiently in less time. This research aims at developing the Powerpoint program for progressive reading by the sense group according to the student's level. In this program, as for methodology, the technique of rooking it fade-away is introduced to force a reader's eyes to move fast. Through this technique, it is possible to make a line of the texts disappear on the screen and make another line appear, which enables a reader to sweep the words across each and every line of the reading material smoothly without regression.

• English Language & Literature Teaching
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• v.15 no.4
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• pp.365-382
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• 2009

This study aims to examine the reading materials of high school English textbooks to propose the integration of the literary texts into reading materials in the classroom for development of communicative competence. Five kinds of high school English textbooks were critically examined in terms of three factors -limited text types, deficit of emotional adjectives and non-authenticity- selected by the author as characteristics of non-communicative language teaching materials. With regard to text types, more than half of the reading materials were expository and simple narratives. This imbalance of text types led materials to the deficit of emotional vocabulary. These factors seem to be closely related to the issue of authenticity of reading materials. Compared to the authentic texts, fabricated texts are likely to make reading vapid and boring task. On the basis of these results, some pedagogical suggestions are made.

• Journal of the Korea Society of Computer and Information
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• v.5 no.2
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• pp.165-172
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• 2000

This study was focused on finding an effective way for improving English listening ability of students. who are majoring in Office Automation at Dong Seoul College, In order to achieve the best method, the study was to investigate the theories and the teaching techniques of listening comprehension approach. In this regard, Toeic tests were conducted. and the results were analized. This study suggests that various listening experiences should be given to the students to achieve the ultimate goal of listening comprehension for communication.

• Korean Journal of Cognitive Science
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• v.26 no.3
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• pp.323-355
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• 2015

This study examined grapheme-to-phoneme regularity effect among late Korean-English bilinguals by using whole word level task (lexical processing) and two meta-phonological tasks(sub-lexical processing): [1] English word naming task(whole word level), [2] rhyme judgement task(rhyme level), and [3] phoneme deletion task(phoneme level). Forty-three late Korean-English bilinguals participated in all three tasks. In these tasks, participants showed better performance in regular word conditions compared to irregular word conditions, demonstrating a clear English regularity effect. Post-hoc correlational analysis revealed strong correlation between word naming task and rhyme judgement task, which is different from the results reported with English monolinguals. The contradicting results might be due to the relevantly low English proficiency level among late Korean-English bilingual speakers. In conclusion, this study suggests that late Korean-English bilinguals make use of L2 grapheme-to-phoneme conversion (GPC) rule when reading L2 English words.

• Journal of the Korea Convergence Society
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• v.9 no.3
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• pp.249-256
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• 2018

This study aims to explore efficient foreign language learning paradigm with a focus on reading fluency and accuracy. From a perspective of language acquisition in the foreign language context, the priority in the L2 learning between accuracy and fluency has been a very important issue. Fluency becomes an important issue due to many researchers' interests in the L1 and L2 classroom. Although both accuracy and fluency are crucial, the paradigm shift from fluency to accuracy is necessary in the foreign language teaching. In this context, as an alternative methodology for L2 learners' fluency, the extensive reading approach is provided. A number of studies have suggested that extensive reading program could lead to improvement of L2 learners' reading rate and is an effective approach to improving general language proficiency.

• Annual Conference on Human and Language Technology
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• 2012.10a
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• pp.73-76
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• 2012

영어 교육의 필요성이 증가하고 그에 대한 수요가 늘어남에 따라 컴퓨터를 이용한 외국어 교육 시스템이 개인적인 영어 교육방법으로 소개되고 있다. 새로운 외국어를 접할 때 습득하기 어려운 부분 중 하나가 발음이고, 발음이 외국어 말하기 실력에 중요한 요소이기 때문에 특별한 훈련이 필요하다. 본 논문에서는 이러한 문제점에 대하여 충분히 인지하고 외국어 발음 향상에 도움을 주기 위하여 컴퓨터 보조 발음 훈련시스템을 개발하였다. 본 시스템은 발음 훈련과 억앙 훈련, 즉 문장 강세 훈련과 끊어 읽기 훈련을 포함하며, 사용자의 발화에 대해 적절한 평가와 피드백을 제공한다. 본 논문에서는 발음 훈련 시스템의 구성요소와 동작에 대하여 중점적으로 기술하였다.

• The Journal of the Convergence on Culture Technology
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• v.7 no.4
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• pp.35-42
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• 2021

The college English teaching-learning model in this study is intended to effectively apply dictogloss activities to enhance competencies such as communication, self-directedness, and cooperation by upgrading the utilization of various online platform functions. Dictogloss is a language teaching and learning activity that combines four functions (listening, speaking, reading, and writing) of communication. College English classes in this study focus on communication-oriented integrated English education. In this study, the teaching and learning is an online-based English integrated teaching-learning method based on constructivism theory. The model presented the roles of learners and teachers according to the seven procedures.