• Asian Pacific Journal of Cancer Prevention
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• v.14 no.2
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• pp.733-738
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• 2013

Background: Breast and cervical cancers are significant causes of mortality and morbidity for Asian women, and poor English-speaking ability is a barrier to cancer prevention practices. Materials and Methods: This project tested relationships among English-speaking ability and early detection practices regarding to breast and cervical cancer among female Chinese immigrants. A descriptive cross-sectional survey was used. Results: 175 female Chinese immigrants completed the survey in the breast cancer prevention section, and 35 of them also completed the cervical cancer prevention section. Some 63% of them had heard about the clinical breast exam (CBE), but only 54% had had a CBE. While 46% of the participants were aware of their need for a Pap smear, only 31% had heard about it and had undergone a pelvic exam. Conclusions: English-speaking ability was strongly associated with immigrant women's knowledge of female cancer early detection. Culturally and linguistic issues should be considered as the first step to access immigrant population in designing future education intervention.

• THE INTERNATIONAL COMMERCE & LAW REVIEW
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• v.44
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• pp.257-279
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• 2009

The underlying purpose of this paper is to interest scholars in 'Trade English'. 'Trade English' has to be recognized as one area of 'International Trade' disciplines and more studies have to be carried out with more attention from the scholars. Although there are many areas to be dealt with in 'Trade English', this paper discusses about the syllabus design of 'Trade English' from an educator's point of view. First of all, this paper reviews some theoretical background researches about needs analysis and syllabus design in 'Trade English' teaching and learning as ESP. With a systematic structure under the decent syllabus, selection and sequence of contents get clear and easier. Secondly, along with the rationals based on theoretical researches, how these theories are being or can be applied to the real classroom are discussed for further studies. A different syllabus would be designed according to needs analysis. In reality, the syllabus for practitioners who are doing their jobs in International Trade areas has to be definitely different from the one for pre-practitioners who are studying in International Trade areas at the tertiary education level. Namely, different learners present different needs and different needs make up the different syllabus. In order to provide these learners with the syllabus which can address their own needs, more researches or studies have to be done in the future. Since 'Trade English' is the discipline where two areas-International Trade and English as a second/foreign language-are mixed, the researches or studies also have to be carried out collaboratively by scholars from both areas.

• Asia Pacific Journal of Corpus Research
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• v.2 no.2
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• pp.17-29
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• 2021

The current study explores small corpora of critiques written by Chinese and non-Chinese university students and how strategies used by these writers compare with high-rated L1 students. Data collection includes three small corpora of student writing; 20 student critiques in 2017, 23 student critiques from 2018, and 23 critiques from the online Michigan MICUSP collection at the University of Michigan. The researchers employ Text Inspector and Lexical Complexity to identify university students' vocabulary knowledge and awareness of syntactic complexity. In addition, WMatrix4® is used to identify and support the comparison of lexical and semantic differences among the three corpora. The findings indicate that gaps between Chinese and non-Chinese writers in the same university classes exist in students' knowledge of grammatical features and interactional metadiscourse. In addition, critiques by Chinese writers are more likely to produce shorter clauses and sentences. In addition, the mean value of complex nominal and coordinate phrases is smaller for Chinese students than for non-Chinese and MICUSP writers. Finally, in terms of lexical bundles, Chinese student writers prefer clausal bundles instead of phrasal bundles, which, according to previous studies, are more often found in texts of skilled writers. The current study's findings suggest incorporating implicit and explicit instruction through the implementation of corpora in language classrooms to advance skills and strategies of all, but particularly of Chinese writers of English.

• Proceedings of the KSPS conference
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• 2000.07a
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• pp.235-240
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• 2000

In the age of global communication, more human exchange is extended at the grass-roots level. In the old days, language policy and language planning was based on one nation-state with one language. But high waves of globalizaiton have allowed extended human flow of exchange beyond one's national border on a daily basis. Under such circumstances, homogeneity in Japan may not allow Japanese to speak and communicate only in Japanese and only with Japanese people. In Japan, an advisory report was made to the Ministry of Education in June 1996 about what education should be like in the 21st century. In this report, an introduction of English at public elementary schools was for the first time made. A basic policy of English instruction at the elementary school level was revealed. With this concept, English instruction is not required at the elementary school level but each school has their own choice of introducing English as their curriculum starting April 2002. As Baker, Colin (1996) indicates the age of three as being the threshold diving a child becoming bilingual naturally or by formal instruction. Threre is a movement towards making second language acquisition more naturalistic in an educational setting, developing communicative competence in a more or less formal way. From the lesson of the Canadian immersion success, Genesee (1987) stresses the importance of early language instruction. It is clear that from a psycho-linguistic perspective, most children acquire basic communication skills in their first language apparently effortlessly and without systematic and formal instruction during the first six or seven years of life. This innate capacity diminishes with age, thereby making language learning increasingly difficult. The author, being a returnee, experienced considerable difficulty acquiring L2, and especially achieving native-like competence. There will be many hurdles to conquer until Japanese students are able to reach at least a communicative level in English. It has been mentioned that English is not taught to clear the college entrance examination, but to communicate. However, Japanese college entrance examination still makes students focus more on the grammar-translation method. This is expected to shift to a more communication stressed approach. Japan does not have to aim at becoming an official bilingual country, but at least communicative English should be taught at every level in school Mito College is a small two-year co-ed college in Japan. Students at Mito College are basically notgood at English. It has only one department for business and economics, and English is required for all freshmen. It is necessary for me to make my classes enjoyable and attractive so that students can at least get motivated to learn English. My major target is communicative English so that students may be prepared to use English in various business settings. As an experiment to introduce more communicative English, the author has made the following syllabus design. This program aims at training students speak and enjoy English. 90-minute class (only 190-minute session per week is most common in Japanese colleges) is divided into two: The first half is to train students orally using Graded Direct Method. The latter half uses different materials each time so that students can learn and enjoy English culture and language simultaneously. There are no quizes or examinations in my one-academic year program. However, all students are required to make an original English poem by the end of the spring semester. 2-6 students work together in a group on one poem. Students coming to Mito College, Japan have one of the lowest English levels in all of Japan. However, an attached example of one poem made by a group shows that students can improve their creativity as long as they are kept encouraged. At the end of the fall semester, all students are then required individually to make a 3-minute original English speech. An example of that speech contest will be presented at the Convention in Seoul.

• International Journal of Contents
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• v.6 no.2
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• pp.33-40
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• 2010

This study aims at investigating the linguistic and educational factors affecting TOEFL scores, focusing on three OECD countries, Korea, Japan, and Finland. The data comprise document analysis on curriculums, websites, and literature. The findings reveal that the number of Korean test-takers and their TOEFL scores gradually increased year by year. Finnish test-takers consistently gained greatly high scores, and Japanese examinees showed the lowest scores. The languages Korean, Japanese, and Finnish are all far distant from English and receive little support on historical grounds from the Indo-European family tree. In Finland, however, Swedish which belongs to Indo-European languages is still used as an official language with Finnish. Korea and Finland adopt English education from Year 3 in primary school, whereas English is not an official subject in primary school at present in Japan. Finnish students are taught a foreign language in addition to English from primary school. These seem to support the result of the high TOEFL scores of Finnish test-takers. This study concludes that social context which includes linguistic and educational environments are the main factors which affect TOEFL scores.

• Korean Business Review
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• v.5
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• pp.241-274
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• 1992

General American English(=A.E.) has conservative elements as well as progressive elements. A.E. and B.E. are languages which have more similarities than differances. In this paper. I studied the process of English progress before the A.E. had come into being, and the historical background and the cahristics of A.E. coming into being. Considering the differences between A.E. and B.E. from spelling, pronunciation, vocabulary and grammar, I can give the outline as follows. A spelling 1. B.E. : au, ou $${\rightarrow}$$A.E. : a, o 2. B.E. : e $${\rightarrow}$$A.E. : i 3. B.E. : $${\ae}$$ oe $${\rightarrow}$$A.E. : e 4. B.E. : our $${\rightarrow}$$A.E. : or 5. B.E. : re $${\rightarrow}$$A.E. : er B. pronunciation 1. B.E. : [e] $${\rightarrow}$$A.E. : [i], [e], $$[\partial]$$ 2. B.E. : [a] $${\rightarrow}$$A.E. : 3. B.E. : [i(:)] $${\rightarrow}$$A.E. : [ai], $$[\partial]$$, $$[{\varepsilon}]$$ 4. B.E. : $$[{\ae}]$$ $${\rightarrow}$$A.E. : [e], [c] 5. B.E. : [ai] $${\rightarrow}$$A.E. : $$[{\ae}]$$, [e] 6. B.E. : [c] $${\rightarrow}$$A.E. : [e], [a], [o] 7. In case of "Vowel+[t]+Vowel", [t] is pronounced into [d] or [r] 8. In case of "-nt", [t] becomes a mute. 9. [t]+[j, l, m, n, r, u, or, w] $${\rightarrow}$$A.E. : [?] (=glottal stop) 10. B.E. : [w] $${\rightarrow}$$A.E. : [hw] 11. B.E. : [Voiceless consonants], [Voiced consonants] $${\leftarrow}$$A.E. : [Voiced consonants], [Voiceless consonants] C. Vocabulary The historical background and geographical conditions of those days caused lots of new compounds and neologies. D. Grammar Though we use "of" to indicate the possessive case of inanimate object, -s genitive is used in A.E. In the perfect tense, "have" is often omitted and also auxiliary verb "will" is used in any case

• Proceedings of the Korean Institute of Navigation and Port Research Conference
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• 2017.11a
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• pp.36-38
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• 2017

The advent of the era of data age and advances inartificial intelligence technology has led to innovations in various business areas. In particular, many attempts have been made to improve the stability of the marine accident, which has not previously been applied by a data-drive approach. Most of the marine accidents happen at a time when the vessel isapproaching a port and preparing for berthing. Although the cause of the accident has many factors, it is often caused by the difficulties of communication between the ship navigator and the control center. In particular, communication in English makes difficulties for navigators, not English astheir first language. To do this, proper English conversation education forsailors is very important. In order to support the issue, this study presents data and framework for the development of a chatbot for ship safety education.

• Korean Journal of English Language and Linguistics
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• v.1 no.1
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• pp.187-209
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• 2001

This study attempts to supplement what is known about the influence of prior knowledge on second language listening comprehension. To do so, the study examines the effect of prior knowledge and language proficiency on the ability of L2 listeners to understand texts. The purpose of an experiment was to determine the effect of topic familiarity on the L2 listening comprehension ability of subjects who varied in L2 listening proficiency level. The subjects (N=117) were selected from a population of college students enrolled in the Departments of English and Business in Korea. English listening proficiency levels were designated on the basis of TOEFL listening scores. Subjects listened twice each to texts (more familiar and less familiar). After listening to each text, a ten-item objective test was administered to test the subjects' comprehension of the information presented in the text. Objective tests were analyzed. using repeated measures analysis. A post hoc test was conducted to identify the means that were significantly different. This study yielded the following results: (1) subjects with high prior knowledge comprehended texts significantly better than did subjects with low prior knowledge; (2) the level of L2 listening proficiency had a significant effect on the L2 listening comprehension of texts, but there was no interaction between prior knowledge and the level of L2 listening proficiency.

• Korean Journal of English Language and Linguistics
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• v.1 no.2
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• pp.227-242
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• 2001

It is noted that although the current state of development of web-based English education (hereafter referred to as WBEE) might not meet the criteria some educators have set for themselves in the field, students certainly seem to prefer studying in a web-based and computer-assisted learning environment. This kind of demand is fueling the drive to develop more suitable variations of WBEE. In order for WBEE to work out, a teacher should be a multifunctional type of instructor handling responsibilities such as the role of scriptwriter to create text, act as technician for the sound mixing and recording, preside over online chat rooms and discussion boards, and finally, as webmaster to maintain the site and supervise all academic/ clerical work related to the course. Therefore, it is suggested that WBEE be accompanied by a small personnel to divide the labor and lessen the burden on the actual teacher. Finally, it is noted that the traditional relationship between students and teacher may no longer be sustainable since WBEE does not provide the face-to-face style of class discussion and office hours in its current form. Until the technology is fully developed to compensate for these kinds of differences, it is an immediate challenge to provide other more compelling reasons for students to participate in WBEE.

• Journal of Digital Contents Society
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• v.7 no.1
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• pp.59-65
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• 2006

The development of web service area enables to integrate the various existing systems into web, which have been utilized to the several fields such as education business and companies. The e-learning could be an important teaching method for English education in that the learners prefer to use of the visual material in language learning. The students are provided with the motivation of learning for it is interesting to them. The purpose of this study is to research the problems so that web service can be organized efficiently for the education of English. In addition, this paper is to suggest an alternation of the direction for development of skills to solve the existing problems.