• International Journal of Contents
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• v.10 no.4
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• pp.48-52
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• 2014

The purpose of this study was to examine 30 logical connectors in the essay writing of Korean university students for comparison with the use in similar types of native English writing. The main questions addressed were as follows: Do Korean EFL students tend to over- or underuse logical connectors? What types of connectors differentiate Korean learners from native use? To answer these questions, EFL learner data were compared with data from native speakers using computerized corpora and linguistic software tools to speed up the initial stage of the linguistic analysis. The analysis revealed that Korean EFL learners tend to overuse logical connectors in the initial position of the sentence, and that they tend to overuse additive connectors such as 'moreover', 'besides', and 'furthermore', whereas they underuse contrastive connectors such as 'yet' and 'instead'. On the basis of the results of this study, some pedagogical implications are made concerning the need for teaching of the semantic, stylistic, and syntactic behavior of logical connectors.

• Proceedings of the KSPS conference
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• 2002.03a
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• pp.19-20
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• 2002

• English Language & Literature Teaching
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• v.12 no.1
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• pp.159-181
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• 2006

The purpose of this paper is to examine the effectiveness of presentation-based instruction and to suggest a model of instruction targeted to the Korean intermediate level students learning English as a foreign language (EFL). To achieve this objective, the author examined how the acquisition of practical English through oral presentation would enhance the students' learning motivation, language abilities, and communicative competence in concrete situations. It was confirmed that the trained leader and systematic teaching and learning are needed to maximize the effects of presentation-based instruction. In doing so, the author compared and analyzed the collected data in order to support the validity of this teaching method. It was further pointed out that the teacher should have a close look at the roles of the presenter and learner in an effort to work out the usefulness of such an instruction model. The method of presentation in classroom settings would be a practical mode to attain the essential purpose of EFL teaching particularly to get over the drawbacks of Korean students' communicative competence. As a result, it would be an effective teaching method to meet the nation's long-standing demands for EFL education.

• English Language & Literature Teaching
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• v.12 no.4
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• pp.139-157
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• 2006

As the Communicative Approach has become the norm in foreign language teaching, the objectives of teaching English in school have changed radically in Korea. The focus in high school English textbooks has shifted from mere mastery of structures to communicative proficiency. This paper will study five polysemous words which appear in twelve high school English textbooks used in Korea. The twelve text books are incorporated into a single corpus and analyzed to classify the usage of the selected words. Then the usage of each word was compared with that of three other corpora based sources: the BNC(British National Corpus) Sampler, ICE Singapore(International Corpus of English for Singapore) and Collins COBUILD learner's dictionary which is based on the corpus, "The Bank of English". The comparisons carried out as part of this study will demonstrate that Korean text books do not always supply the full range of meanings of polysemous words.

• Proceedings of the KSPS conference
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• 2000.07a
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• pp.7-16
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• 2000

It is a great honour for me to speak to you today on the Korean's problems in learning English pronunciation. First of all I would like to thank Prof. H. B. Lee, President of the Phonetic Society of Korea for calling upon me to make a keynote speech at this International Conference on Phonetic Sciences. The year before last when the 1 st Joint Summit on English Phonetics was held at Aichi Gakuin University in Japan, the warm hospitality given to me and my colleagues by the English Phonetic Society of Japan was so great that I would like to take this opportunity to express my sincere gratitude to the members of the English Phonetic Society of Japan and especially to Prof. Masaki Tsuzuki, President of the Society. Korean learners of English have a lot of problems in learning English pronunciation. Some vowel problems seem to be shared by Japanese learners but other problems, especially in consonants, are peculiar to Koreans owing to the nature of phonological rules peculiar to the Korean language. Of course, there are other important problems like speech rhythm and intonation besides vowels and consonants. But they will not be included here because of limited time.

• Journal of The Korean Association of Information Education
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• v.9 no.3
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• pp.533-548
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• 2005

According to the increasing of the internet infrastructure and growth of contents technology, the users can access an education service at anytime and anywhere. In a field of English education, especially, internet technology has enabled learners to communicate with their teachers and multimedia contents technology has been able to provide learner not only lots of interests, but also good effect on English learning. In this paper, we propose a method diagnosing learner's level by using some question-items, which consist of item's type and item's function. Futhermore, the proposed system can support three devices which are PC, PDA, and Mobile Phone on wired and wireless internet communication environments. Also, the system provides multimedia contents including flash movies, image, and audio contents. We have applied the system into real classroom, and we verified that the question-items that system provides has no problem, and our method could improve each learner skill on English education. Therefore, we expect that learner who uses the proposed system will get level-based English learning service at anytime and anywhere.

• The Journal of the Convergence on Culture Technology
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• v.9 no.6
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• pp.1-8
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• 2023

This study investigates why Korean English speakers misunderstand the English article system, which article Korean EFL learners use more accurately in their English writings, and implications for English writing instruction from Korean EFL learners' utterances. There have been numerous studies on the acquisition of English article system by non-native English speakers. Those studies agree that acquiring English articles is difficult for learners of English as a second language. As a result, in this study, many English learners use the definite and indefinite articles a/an. Many wrote articles from their writings, and occasionally, errors of excessive use of definite articles occurred. Through this, this paper investigates how a Korean English learner whose native language has no articles chooses the English article system in speech. It is based on the elicited production of the Korean English learner and suggests some implications for teaching English writing in the classroom. When English instructors teach Korean English learners to write English, it is more important than anything else to practice the correct usage of definite articles or indefinite articles.

• Proceedings of the KSPS conference
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• 2000.07a
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• pp.241-254
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• 2000

The past decade has witnessed the abundant use of computer in testing language skills such as listening and reading. Compared with these language skills, we have experienced little use of computer in testing a speaking skill including pronunciation. This is largely due to limitations of the current computer technology. One of such limitations for testing pronunciation is to store and automatically evaluate what the learner utters. Due to this limitation, the computer simply stores what the learner utters and raters evaluate it afterward on a certain rating continuum. With the advent of voice recognition technology, however, the computer has been able to test pronunciation in a systematic way. This technology enables the computer to identify, visually show, and evaluate the learner's intonation pattern by means of autocorrection. The evaluation is expressed in terms of the degree in which the learner's intonation pattern overlaps with that of the native speaker of the target language. In particular, the degree is numerically displayed on the screen, and this numeral is considered as the score of the learner's utterance under our testing framework.

• Phonetics and Speech Sciences
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• v.10 no.1
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• pp.9-14
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• 2018

This study compared the relative contributions of intensity, F0, duration and vowel spectra of L2 English lexical stress by Japanese and Korean learners of English. Recordings of Japanese, Korean and native English speakers reading eighteen 2 to 4 syllable words in a carrier sentence were analyzed using multiple regression to investigate the influence of each acoustic correlate in determining whether a vowel was stressed. The relative contribution of each correlate was calculated by converting the coefficients to percentages. The Japanese learner group showed phonological transfer of L1 phonology to L2 lexical prosody and relied mostly on F0 and duration in manifesting L2 English stress. This is consistent with the results of the previous studies. However, advanced Japanese speakers in the group showed less reliance on F0, and more use of intensity, which is another parameter used in native English stress accents. On the other hand, there was little influence of F0 on L2 English stress by the Korean learners, probably due to the transfer of the Korean intonation pattern to L2 English prosody. Hence, this study shows that L1 transfer happens at the prosodic level for Japanese learners of English and at the intonational level for Korean learners.

• English Language & Literature Teaching
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• v.17 no.4
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• pp.251-271
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• 2011

The present study analyzed Korean learners' production of English /z/-/$d{\Box}$/ and /z/-/${\Box}$/ contrasts in terms of native speaker judgments and acoustic measurements. Korean learner's production was judged to be either correct or incorrect by native English speakers. Correct and incorrect productions were then compared with productions of native speakers' in terms of acoustic analyses. The results indicated that Korean speakers' correct production was more similar to that of native speakers by sharing more acoustic cues. Incorrect production by Korean speakers indicated patterns either different or opposite from that of native speakers, confirming native speaker judgments. The results also revealed acoustic cues on which native speakers rely in judging L2 speech, thereby implying that the more consistent along with more number of acoustic cues used by native speakers may facilitate the acquisition of segment contrasts by L2 learners.