• 영어어문교육
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• 제7권1호
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• pp.67-89
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• 2001

This paper is to introduce assorted features of a four-week English Immersion Program managed by Hongik English Language Institute for the first time in summer 2000. The program was aimed to provide English learners with the English simulation environment where everything was supposed to be English only. Thus being exposed exclusively to the English surroundings the clock around, the learners who had not had enough opportunities to use the language were able to attain a high motivation for speaking English, which eventually led to the increase of their general English language proficiency. Presenting merits and demerits of the curriculum and the overall management of the program, this paper plays a role in directing the program in a more improved way for the future and giving guidelines to other institutes where similar programs are under consideration.

• 영어어문교육
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• 제8권2호
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• pp.219-243
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• 2003

The purpose of the present study was to develop a new English language model of an integrated syllabus for kindergarteners, in order to teach and learn English. An English syllabus is a tool for realizing the goals of a curriculum, in the planning of language teaching that is primarily concerned with content and method components. Thus appropriate syllabus design can play an important role on the whole effectiveness of early English education, because it presents selection and grading of content and method for English textbooks. The basic principle of the present syllabus is based on the national curriculum of kindergartens. Developing an English syllabus model for kindergarteners could suggest standards and directions for teaching and writing adequate English textbooks for kindergarteners. The syllabus model integrates competence in communication using a proportional approach and focussing on the characteristics of kindergarteners. This study presented an integrated English syllabus for kindergarteners at the ages of five, six, and seven.

• 한국영어학회지:영어학
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• 제3권3호
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• pp.309-339
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• 2003

This paper provides an overview of second language (L2) socialization research, some examples of recent studies addressing this topic, and finally a theoretical reconceptualization of L2 socialization. The three studies to be presented include secondary schools in an English-as-a-foreign-language context in Central Europe, mainstream classes in an English-as-a second-language school in Western Canada, and programs for English language and nursing skills for immigrant Canadians. This empirical, qualitative research does not support a linear, deterministic view of L2 socialization; such a view assumes, erroneously, that students or other novices are fully willing and able to adopt stable, monolingual, local target L2 norms and that members of the target culture are both competent and receptive to the newcomers. Some consequences and implications of these findings are discussed.

• 영어어문교육
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• 제13권2호
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• pp.129-153
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• 2007

When English language teachers are deciding on their priorities for teaching pronunciation, it is imperative to know what kind of differences and errors are most likely to interfere with communication, and what special problems particular first-language speakers will have with English pronunciation. In other words, phoneme discrimination skill is an integral part of speech processing for the EFL learners' learning to converse in English. Training using sound visualization technique can be effective in improving second language learners' perceptions and productions of segmental and suprasegmental speech contrasts. This study assessed the efficacy of a pronunciation training that provided visual feedback for EFL learners acquiring pitch and durational contrasts to produce and perceive English phonemic distinctions. The subjects' ability to produce and to perceive novel English words was tested in two contexts before and after training; words in isolation and words in sentences. In comparison with an untrained control group, trainees showed improved perceptual and productive performance, transferred their knowledge to new contexts, and maintained their improvement three months after training. These findings support the feasibility of learner-centered programs using sound visualization technique for English language pronunciation instruction.

• 한국영어학회지:영어학
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• 제4권1호
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• pp.61-81
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• 2004

This paper will look at some grammatical phenomena which will illustrate some of the questions that can be addressed with a corpus-based approach. We will use this approach to investigate the following subjects in English grammar: number ambiguity, subject-verb concord, concord with measure expressions, and (reflexive) pronoun choice in coordinated noun phrases. We will emphasize the distinctive features of the corpus-based approach, particularly its strengths in investigating language use, as opposed to traditional descriptions or prescriptions of structure in English grammar. This paper will show that a corpus-based approach has made it possible to conduct new kinds of investigations into grammar in use and to expand the scope of earlier investigations. Native speakers rarely have accurate information about frequency of use. A large representative corpus (i.e., The British National Corpus) is one of the most reliable sources of frequency information. It is important to base an analysis of language on real data rather than intuition. Any description of grammar is more complete and accurate if it is based on a body of real data.

• 영어어문교육
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• 제13권2호
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• pp.47-61
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• 2007

The purpose of this paper is to survey the major elements that have changed English from a synthetic language to an analytic one. Therefore, this paper has looked at the differences between synthetic languages and analytic ones. In synthetic languages, the relation of words in a sentence is synthetically determined by means of inflections, while in analytic languages, the functions of words in a sentence are analytically determined by means of word order and function words. Thus, Old English with full inflectional systems shows the synthetic nature. However, in the course of time, Old English inflections came to be lost by phonetic changes and operation, which made English dependent on word order and function words to signal the relation of words in a sentence. The major phonetic changes that have shifted English are the change of final /m/ to /n/, the leveling of unstressed vowels, the loss of final /n/, and the decay of schwa in final syllables. These changes led to reduction of inflections of English as well as the loss of grammatical gender. The operation of analogy, the tendency of language to follow certain patterns and to adapt a less common form to a more familiar one, has also played an important role in changing English.

• 한국생활과학회지
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• 제14권6호
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• pp.961-972
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• 2005

The purpose of this study is to investigate the improvement of English proficiency of children in the ESL and EFL learning style classrooms through the experiment method. The results of this research are as follows: first, the scores of listening and speaking and the perception of alphabets in the ESL program are higher than that in the EFL program. This means that learning in the ESL style classroom is the better way to improve English skills than in the EFL style classroom, which is common in Korea. Second, there is no difference in the English listening and speaking skills and the perception of the English alphabets between the two gender groups in the ESL & EFL style classrooms. These results suggest that the target language may be used in the English classrooms by the teachers and the students with the materials, books, and equipment are English. Teachers are expected to be in charge of playing decisive roles as demonstrators of speech, models and correctors of pronunciation and providers of materials including TV, VCR, CD players, and cassette recorders, etc.

• 영어어문교육
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• 제1호
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• pp.129-157
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• 1995

I made a careful study of affective variables in foreign language learning Affective variables have not been adequately investigated in the study of second language acquisition. Egoism and inhibition are two egocentric factors which play important roles in foreign language learning. Three sociocultural variables. cultural factors, introversion / extroversion, and aggression may be keys to understanding the social nature of second language learning. And the emerging of cognition and affect in "cognitive styles", which vary within and among individuals, might account for varying degree of success in learning a second language. In the process of learning English. the students new to foreign language come to face the language barrier. though they express the deep interest and feel excited at the beginning stage. Of course, the several reasons can explain this fact. but more specially they can be explained in terms of such personal affective factors as age, aptitude, personality, and first of all, motivation. Also the socicultural factors between language and culture can be considered to the learner's aptitude toward the language. Affective factors of students are involved in personality. and personality and affective factors affect English learning. Affective variables of students affect the will to take part in English learning, and the rate of participation in English learning affect the fluency. If students feel inconvenience in English class, it is rarely that they run a risk. Students who do not run a risk in English class are short of spontaneous participation Consequently, it may have negative influence on the accuracy and the fluency of English. Therefore, teachers must be more influential in motivating students and specially attentive so that the students may not make the negative and inhibitive language learning attitude.

• International Journal of Advanced Culture Technology
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• 제9권2호
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• pp.56-63
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• 2021

The aim of this study is to understand how English textbooks in Korea and Japan reflect English education policies for improving the English language learners' cultural ability. In order to achieve the purpose of this study, the method of analyzing English textbooks was used because English textbooks are an important tool that most specifically reflects the English policy of a country. This study analyzed a total of six English textbooks, three middle school English textbooks currently used in Korea and three in Japan. We analyzed nouns/pronouns related to culture presented in the reading section included in each unit, and compared cultural diversity and cultural identity included in English textbooks in Korea and Japan. As a result, it was found that both countries experienced cultural diversity through English education and introduced their cultural pride to Western culture to realize the goal of strengthening global capabilities. This textbook analysis results show that English textbooks of Korea and Japan depend on American/British cultures and norms. The cultural contents of English textbooks in Korea and Japan tend to focus on geography, food and drink, festivals and activities, family and education systems, etc. And English textbooks in Korea and Japan include the cultural sections in each lesson, but they don't suggest how to relate these cultural sections into the learners' real experiences. These results can be utilized as the motives from which both countries develop English education policy and textbooks in the future.

• 한국영어학회지:영어학
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• 제3권1호
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• pp.133-155
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• 2003

The purpose of this paper is to survey the definition and scope of English Education as an academic discipline or science, relating to English linguistics, linguistics and applied linguistics. English Education has come to be regarded as fulfilling its true function when it is based on the solid scientific principles and methods of such related sciences as linguistics, English linguistics, psycholinguistics, sociolinguistics, sociology, psychology and pedagogy. English Education is, therefore, an independent and specialized applied science, interrelated with the sciences mentioned above. Thus, English Education is defined as an academic discipline which is concerned with the concrete teaching and learning of English, and which is based on the scientific methods, applications and evaluations of English. As a science, English Education has three elements: content, process and methods. Content, which concerns input, consists of the fundamental interrelated sciences and English language skills. Process refers to research methodology and analysis. Methods are the application of the theories and the processes.