• English Language & Literature Teaching
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• v.11 no.4
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• pp.365-389
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• 2005

The purpose of this study is to present the task model that is the most effective in English language methodology based on the investigation of task-based performance in Korean EFL classroom practice. The subjects were 538 high school students and 126 high school teachers, each of whom had common experiences using the materials of task-based activities for more than one year. To analyze the data, the program SPSS WIN 11.0 including frequency distribution and chi-square analysis was used. The results of the questionnaire analysis showed that both teachers and students had a comparatively high level of satisfaction in task rationale, but that they had some mixed responses in the fields of input data, settings, and activity types. To conclude, a few suggestions are made to provide some meaningful considerations for the EFL teachers and material developers: a) task goals and rationale that encourage the learner's positive motivation; b) authenticity of input data based on the real-world context; c) collaborative learning environment that enhances communicative interaction; d) proportional representation of the creative problem-solving activities related to discussions and decision-making processes; e) systematic introduction of integrated language skills. It also suggests that the multi-lateral task model, which has some positive assets compared to previous task models, be newly introduced and applied to the second language learning classrooms.

• KSII Transactions on Internet and Information Systems (TIIS)
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• v.4 no.4
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• pp.595-617
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• 2010

This paper proposes a novel of a personalized Computer Assisted Language Learning (CALL) system based on learner's cognitive abilities related to foreign language proficiency. In this CALL system, a strategy of retrieval learning, a method of learning memory cycle, and a method of repeated learning are applied for effective vocabulary memorization. The system is designed to offer personalized learning based on cognitive abilities related to the human language process. For this, the proposed CALL system has a cognitive diagnosis module which can measure five types of cognitive abilities. The results of this diagnosis are used to create dynamic learning scenarios for personalized learning and to evaluate user performance in the learning. This system is also designed in order to have users be able to create learning word lists and to share them simply with various functions based on open APIs. Additionally, through experiments, it has shown that this system helps students to learn English vocabulary effectively and enhances their foreign language skills.

• The Journal of the Korea Contents Association
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• v.14 no.4
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• pp.435-444
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• 2014

As vocabulary acquisition has become one of the emerging key issues in the foreign language education field, interest in vocabulary learning strategies (VLS) has also increased. However, little has been done to investigate the vocabulary learning strategies of young learners. Therefore, this study attempts to investigate VLS use in elementary school English language textbooks. A total of three fifth grade English textbooks and teachers' guidebooks were chosen and analyzed with the vocabulary learning strategies taxonomy suggested by Scbmitt (1997). The researcher identified there were only a limited number of vocabulary learning strategies in the textbooks and most of them were consolidation strategies. It was concluded that a variety of VLS should be introduced in multiple ways in consideration of learner preference, styles, culture and level of English proficiency. Some implications for the teaching and learning of vocabulary for EFL instruction amongst young learners are discussed.

• Proceedings of the KSPS conference
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• 1997.07a
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• pp.11-25
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• 1997

This presentation will focus on building basic English Prosodic Skills which are very useful and helpful for Japanese learners of English. The focus first will be on recognizing the seven basic nuclear tones, analysing intonation structures, distinguishing intonation patterns and then on the way of improving speaking ability using sufficient verbal contents of intonation (mini-dialogue). My presentation deals mainly with some difficulties which Japanese learners of English have in the field of RP intonation, It is chiefly concerned with identifying, describing and analysing tone-group sequences. It sometimes happens that Japanese learners of English can pronounce isolated bounds correctly and read phonetic symbols sufficiently, bet have difficult problems in carrying out accurate prosodic features. The use of wrong intonation is sometimes the cause of misunderstanding of speaker's attitude, connotation and shades of meaning, etc.. However accurately students can pronounce the nuclear tone or tone-group of English, they have to learn how to connect tone-groups properly for suitable sequences in respect to meaning or implication. We are faced with the complicated theory of RF intonation on the one hand and difficult realization of it on the other. Japanese learners of English have special difficulties in employing "rising tune" and "falling + rising tune". If students are taught pitch movements by indicating dots graphically between two horizontal lines, they can easily understand the whole shape of pitch movements. In this presentation, I illuminate several tone-group sequences which are very useful for Japanese learning English intonation. Among them, four similar Pitch Patterns, such as, (1) (equation omitted)- type, (2) (equation omitted) - type, (3) (equation omitted) - type and (4) (Rising Head) (equation omitted)- type are clarified and other important tone-group sequences aye also highlighted from the point of view of teaching English as a foreign language. The intonation theory, tone marks and technical terms are, in all essentials, those of Intonation of Colloquial English by O'Connor, J. D. and Arnold, G. F., Longman, 2nd ed., 1982. The changes of tone are shown graphically between two horizontal lines representing the ordinary high and low zones of the utterance. A.C.Gimson (1981:314) : The intonation of English has been studied in greater detail and for longer than that of any other language. No definitive analysis, classifying the features of RP intonation, has yet appeared (though that presented by O'Connor and Arnold (1973) provides the most comprehensive and useful account from the foreign learner's point of view).

• The Journal of the Korea Contents Association
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• v.21 no.10
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• pp.603-612
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• 2021

The purpose of this study is to allow beginner level English learners to experience the English speaking task using pictures, and to analyze the meanings of the experience using a phenomenological research method. As research participants, 10 freshmen majoring in Power Generation Facilities at Korean Polytechnic University in Gangwon-do were selected. Face-to-face interviews and SNS were used for data collection, and Colaizzi's research method was adopted for data analysis. As a result of the analysis, 9 themes, 4 theme clusters, and 2 categories were derived. The results are as follows. First, the participants were able to find hope that they could speak English at their own level through the English speaking task using pictures. Second, they stated that the effect of the visual medium of painting increased concentration and curiosity and lowered anxiety. Third, it was recognized that self-confidence, a speaker like a native speaker, and quickness of speaking improved due to familiarity with speaking English. Fourth, the biggest difficulty in the English speaking task was vocabulary. So, they felt the limitation in explaining the picture, and they were having a lot of trouble in translating Korean words into English words. Finally, through the results of this study, the effect of the medium of picture was confirmed, and necessary future studies were suggested.

• English Language & Literature Teaching
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• v.13 no.1
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• pp.111-131
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• 2007

This study explores teacher's corrective feedback types in an error treatment sequence in Korean EFL classroom setting. Corrective feedback moves are coded as explicit correction, recast, or initiations to self-repair. The frequency and distribution of each corrective feedback type are examined. But the special focus was given on feedback types eliciting learner's self-repair (clarification request, metalinguistic feedback, elicitation, and repetition of error) because initiations to self-repair are believed to facilitate language learning more than other strategies. The results of the study are as follows. First, there was an overwhelming tendency for teacher to use recasts whereas initiations to self-repair were not used as much as recast (52.4% vs. 29.5%). Second, the teacher tended to select feedback types in accordance with error types: namely, recasts after phonological, lexical, and translation errors and initiations to self-repair after grammatical errors though the differences were not significant. Finally, teacher's belief and students' expectation on corrective feedback were compared with actual corrective feedback representations respectively and some mismatches were found. Though both teacher and the students acknowledged the importance and necessity of self-repair, self-repair were not put into practice as such. Therefore, this study suggests more initiations to self-repair be used for effective language learning.

• Journal of Agricultural Extension & Community Development
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• v.15 no.2
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• pp.243-292
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• 2008

T미국 공립학교들에 다양한 문화적, 언어적, 인종적 배경을 가진 학생들이 점차 늘고 있다. 최근 10년간 이 학생들의 수는 52% 이상 증가하였으며 (from 1.4 to 3.04 million) 전문가들은 이 학생들의 수는 계속적으로 증가하여 2020년에 50% 에 도달할 것으로 예상한다. 그리고 이들을 위한 영어 교육을 위해 효율적인 연구와 투자를 계속적으로 하고 있다. 미네소타 주 역시나 공립학교 등에서 30% 이상의 외국인 학생들이 특별한 영어 교육 프로그램으로 교육을 받고있다. 따라서, 이 연구는 미네소타 주의 한 주요도시에 위치한 고등학교를 모델로 이 학생들의 효율적인 영어교육을 위해 액션 프랜을 개발하는 과정을 설명하고 이 액션 플랜을 위한 주요 이론들을 소개하는데 목적을 둔다. 주요이론들은 Differentiated Instruction, SWOT Analysis, 그리고 Action Research Methods 등 이며 Special Educational Needs 개념을 정리하였다. 본 연구는 국제 교류의 증가에 따라 한국에 늘어나고 있는 외국인들과 그들의 자녀들을 위한 한국어 교육방법과 노력들을 제고해 보는 계기로 삼고자 한다. 그리고 이 연구 방법은 현재 한국 농촌 지역에 사는 다문화 가정 자녀들의 한국어 교육을 위한 프로그램 개발 및 실천 연구에 응용되어질 수도 있다.

• MALSORI
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• no.42
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• pp.47-56
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• 2001

이 글은 제2회 서울 국제 음성학 학술대회(SICOPS 2000) 기조강연 내용을 조금 손질한 것인데, 한국인 영어 학습자가 저지르기 쉬운 발음상 잘못을 모음, 자음별로 관찰하고 그 대책을 논의한다. 모음에서는 주로 i:l, u:$-\sigma$, (equation omitted) 흔동이 문제이며, 또한 90종이 넘는 여러 철자로 나타나는 쭉정모음(schwa) 식별과 정복한 발음도 큰 문제다. 자음에서는 음소 연결방식에서 생기는 자음접변 둥 한 국어 특유 현상을 영어에까지 연장하는 바람에 많은 오류가 생긴다는 것과 영어 sp-, st-, sk-에서 /p t k/는 연한소리(lenis)로 [(equation omitted)]인데, 된소리로 잘못알고 있는 수가 많다는 것도 지적된다. 무룻 영어학습자는 철자만 보고 발음을 속단하지 말고 단어마다 반드시 발음을 사전에서 확인할 것과 아울러 거기에 음성학적 훈련이 수반되어야 함을 역설하며, 정확한 발음을 아는 것은 실제 영어 청취i구사에 뿐 아니라 또한 언어연구 기초확립에 필수적이라는 말로 글을 맺는다.

• Phonetics and Speech Sciences
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• v.12 no.3
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• pp.33-40
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• 2020

The purpose of this research was to find out the relation between Korean learners' English proficiency and the ratio of the length of the stressed vowel in a monosyllabic noun to that of the unstressed vowel in an article of the noun phrases (e.g., "a cup", "the bus", etcs.). Generally, the vowels in monosyllabic content words are phonetically more prominent than the ones in monosyllabic function words as the former have phrasal stress, making the vowels in content words longer in length, higher in pitch, and louder in amplitude. This study, based on the speech samples from Korean-Spoken English Corpus (K-SEC) and Rated Korean-Spoken English Corpus (Rated K-SEC), examined 879 English noun phrases, which are composed of an article and a monosyllabic noun, from sentences which are rated on 4 levels of proficiency. The lengths of the vowels in these 879 target NPs were measured and the ratio of the vowel lengths in nouns to those in articles was calculated. It turned out that the higher the proficiency level, the greater the mean ratio of the vowels in nouns to the vowels in articles, confirming the research's hypothesis. This research thus concluded that for the Korean English learners, the higher the English proficiency level, the better they could produce the stressed and unstressed vowels with more conspicuous length differences between them.

• Proceedings of the KSPS conference
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• 2000.07a
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• pp.96-104
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• 2000

The Bodysonic system was invented on the basis of 'Bone Conduction Theory,' which states that people feel sounds with their whole body. The Bodysonic system is used for L2 (English) learning at Aichi Women's Junior College. In recent years we have developed some unique methodology related to use of the Bodysonic system. In Japan it is difficult for adult L2 learners to acquire the prosody of a foreign language. A language laboratory using the Bodysonic system has been suggested as one way to eradicate such adult L2 problems. The Bodysonic system changes sounds into vibrations. It makes it easy for learners to acquire the prosody of a foreign language because humans can convey information, through their tactile organs. In addition, this system was originally designed to make people relax, so it can also help minimize learner anxiety. The effect of Bodysonic vibrations on language learning has already been proven by some experiments. The Bodysonic system appears to be an ideal teaching method for adult to learn a foreign language.