• Journal of Korean language education
• /
• v.29 no.2
• /
• pp.73-100
• /
• 2018

The purpose of this study is to investigate learner-learner dialogue during speaking tasks. In the Korean language classroom, conversation between learners is an important activity as speaking practice. However, learner dialogue is also a tool to enable learners to collaboratively conduct various cognitive activities in the classroom. In previous research, it was unfolded that through learner-learner dialogue, learners can solve second-language related problems and set a goal to carry out tasks. Therefore, this study analyzed learner-learner dialogue to investigate what kinds of cognitive activities are activated during the role-play task. As a result, the learners collaboratively generated and monitored language and content for role play. Also, in order to accomplish tasks more successfully, learners shared the same understanding about the goal of the task, and tried to manage the task procedure. Through learner-learner dialogue, learners can participate in cognitive activities such as content, language construction, and task management voluntarily without the help from teachers. This means that learner-learner dialogue can be an activity to support language learning tasks. Also, it can make learners actively involved in learning and by sharing resources with each other. It is also important that learners can experience language use that participates in real-world communication activities, such as learning in the classroom and collaborating with peer learners. This study is an exploratory study for a basic understanding of learner's conversation as a cognitive activity, and the scope of the study is limited to clarifying contents of learner-learner dialogue as a cognitive activity in speaking tasks. Based on the findings of this study, future research should be conducted on the function of learner-learner dialogue as a cognitive activity in Korean language learning and its role in the classroom of Korean language education.

• CELLMED
• /
• v.14 no.10
• /
• pp.11.1-11.5
• /
• 2024

This study aims to identify the positive effects of psychological healing in Korean language learners through participating in K-POP club activities. As the reasons for learning Korean are becoming more diverse, the learner-centered education is gaining much attention. We conducted real-time classes and surveys to verify if participating in the K-POP club activities brings more positive impacts in learning Korean. The survey results indicated that not only the participants felt psychological stability through club activities, it also improved their peer relationships among the learners and it enhanced their Korean language skills. Additionally, the learners felt a strong desire to recommend the club activities to other learners. The study confirmed that club activities have a positive effect on Korean language learners.

• English Language & Literature Teaching
• /
• no.6
• /
• pp.113-142
• /
• 2000

In order to obtain a better understanding of L2 learners, transitional knowledges, it is very important and necessary to have a better knowledge of interlanguage. According to Corder, the role of interlanguage in English education holds significance to (1) for language teachers, (2) for language learners themselves, and (3) for language textbook compilers. To me the significance of interlanguage in English education can be described in terms of not only language teachers, learners themselves, textbook writers and compilers but pure linguists, applied linguists, school authorities as well as parents. For language learners themselves a clear understanding of interlanguage results in students being receptive to language input, and the avoidance of mental block, and low levels of foreign language anxiety. Native speakers of English (NSE) reflect not only linguistic features but also psychological, socio-linguistic, and discourse features when engaged in communication activities. This means that L2 learners are introduced to these different features, especially pragmatic features which are different from their mother tongue or L1 when engaged in communication with NSE. Hence the importance of interlanguage pragmatics should be recognized. It is very important that teachers of English should have a better understanding of interlanguage and present L2 learners with their interlanguage features so they can avoid any misunderstandings such features may cause when conversing with NSS. It should also be noted that interlanguage can form the foundation of language acquisition theory and linguistic analysis.

• CELLMED
• /
• v.13 no.10
• /
• pp.9.1-9.6
• /
• 2023

This study aims to explore the potential of Korean language learning as a means of psychological healing and improving the quality of life for Japanese middle-aged and older learners. Results showed that Korean language learning could help alleviate various psychological issues experienced by middle-aged learners and contribute to enhancing their quality of life. Learning a foreign language is not just about acquiring information but also about meeting people who use the language and understanding and experiencing their culture. In particular, for Japanese middle-aged learners, Korean language learning can be advantageous as it can lead to the discovery or development of new hobbies or interests. Results also showed that Korean language learning increased learners' opportunities for interaction with others and enjoyment of learning new cultural customs. These positive outcomes suggest the need for discussion of teaching strategies that focus on psychological healing in foreign language education. Further clinical trials with participants who learn foreign languages for healing purposes may provide more conclusive evidence on the diverse effects of language learning on stress, anxiety, depression, self-development, social connections, and cognitive ability.

• English Language & Literature Teaching
• /
• v.16 no.3
• /
• pp.161-182
• /
• 2010

The goals of this study were to identify differences in learners' and teachers' perspectives on EFL learners' language anxiety, to identify the differences among teachers coping with learners' language anxiety, and to find how learners cope with their language anxiety. The research was effectuated by means of a survey questionnaire and interviews. The data were collected from 92 teachers and 230 students in four different school settings. There were the $6^{th}$ grade 50 primary school learners, the $2^{nd}$ grade 60 middle school learners, the $11^{th}$ grade 60 high school learners of, and the $2^{nd}$ and $3^{rd}$ grade 60 university learners. There were also 26 primary school teachers, 22 middle school teachers, 21 high school teachers, and 23 university teachers. The findings reveal that there were differences in responses among the respondents. The findings suggest that teachers need to pay attention to their particular learners' anxiety sources: especially in the case of primary school setting, the activity of answering teachers' questions for teachers was the primary source of learner's anxiety, in the case of middle school settings, translating sentences in English into Korean, in the case of high school setting, checking unknown vocabulary, and in the case of university settings, university learners felt anxious when classmates spoke fluently. The implications of the study indicate that these aspects should be handled carefully to motivate certain group of learners.

• English Language & Literature Teaching
• /
• v.8 no.1
• /
• pp.85-102
• /
• 2002

Learners and users of a second language have to resort to a variety of conversational strategies or structures to enable them to communicate effectively and competently. Factors affecting effective communication among English as a second or English as foreign language (ESL/EFL) learners are diverse in nature because of different socio-cultural backgrounds. Gambits as a conversational strategy are used to a large extent and teachers must be made aware of such conversational strategies used by English as second or foreign language learners. Thus, studies focusing on conversational strategies among ESL/EFL learners in the English language classroom are important in order to identify the types of conversational strategies used and to help teachers to understand the appropriate conversational strategies and structures. Such understanding can be used to guide learners to use correct conversational strategies when communicating in English. The purpose of this paper is to highlight the use of gambits as a communication strategy in conversation among non-native speakers of English in an English as a second language(ESL) context based on Kellers conversational strategy signals. (175 words)

• English Language & Literature Teaching
• /
• v.11 no.4
• /
• pp.121-137
• /
• 2005

The present study aims to examine how the roles of teacher and learners affect the repair patterns of both teacher's and learner's utterances in English as a second language (ESL) classroom discourse. The study analyzed beginning ESL classroom discourse and found that the structure of repair seems to be greatly influenced by the roles of participants in a second language classroom. The teacher's repair work was mainly characterized by self-repair. In contrast, learners' repair sequences were predominantly characterized by other-repair. More specifically, self-initiation by the learner of the trouble source was cooperatively completed by the teacher and the other learners. Other-initiated and other-completed repair was the most prevalent form in the current classroom data, which was carried out by the teacher in both modulated and unmodulated manners. When the trouble sources were mostly concerned with the learners' problems with linguistic competence and information presented in the textbook, other-repair took place in a modulated manner (i.e., recasting and prompting). On the other hand, when dealing with learners' errors with factual knowledge, other-repair was conducted in an unmodulated way (i.e., 'no' plus correction).

• Journal of Korean language education
• /
• v.25 no.1
• /
• pp.235-265
• /
• 2014

This study is for looking into distinguishing features in child KSL learners' early literacy development. For these, the writings, recording data of dialogue, and observational journals of KSL child learners was collected regularly and the data were analysed. As results, KSL child learners showed lots of writing errors due to difficulty in phonological awareness or letter awareness of Korean language. And they seemed to develop the competence of connecting letters and meanings prior to developing the competence of connecting letters and sounds. Three KSL child learners showed great individual differences in development rate, and it is supposed to be mainly caused from differences of literacy development in their mother tongue, or quantity and quality in exposure for Korean language.

• Communications of Mathematical Education
• /
• v.36 no.3
• /
• pp.335-353
• /
• 2022

The purpose of this study is to identify the characteristics and types of errors in the conceptual image of Korean language learners according to the types of terms in mathematics that are the basis for solving mathematical word problems, and to prepare basic data for effective teaching and learning methods in solving the word problems of Korean language learners. To do this, a case study was conducted targeting four Korean language learners to analyze the specific conceptual images of terms registered in curriculum and terms that were not registered in curriculum but used in textbooks. As a result of this study, first, it is necessary to guide Korean language learners by using sufficient visualization material so that they can form appropriate conceptual definitions for terms in school mathematics. Second, it is necessary to understand the specific relationship between the language used in the home of Korean language learners and the conceptual image of terms in school mathematics. Third, it is necessary to pay attention to the passive term, which has difficulty in understanding the meaning rather than the active term. Fourth, even for Korean language learners who do not have difficulties in daily communication, it is necessary to instruct them on everyday language that are not registered in the curriculum but used in math textbooks. Fifth, terms in school mathematics should be taught in consideration of the types of errors that reflect the linguistic characteristics of Korean language learners shown in the explanation of terms. This recognition is expected to be helpful in teaching word problem solving for Korean language learners with different linguistic backgrounds.

• Journal of Korean language education
• /
• v.28 no.4
• /
• pp.367-402
• /
• 2017

The current study seeks to understand the multi-faceted desires of language learners through the theoretical lens of imagined communities (Norton, 2001). Particularly, the study focuses on the learners of Korean language-one of the less commonly taught languages in the U.S. that has received relatively less attention in previous literature on second language motivation. The study analyzed and compared the narratives told by eleven Korean language learners in a post-secondary language program, and identified four types of imagined communities: Communities of K-pop Culture, Communities of Professionals, Communities of Korean Family and Relatives, and Communities of ethnic Koreans. The study found that these imagined communities were not restricted to a specific region or an ethnic group but encompassed various populations connected through the use of Korean language. The study also found variability within what has been readily labelled as heritage motivation (or motivation related to heritage), as well as striking differences between heritage language learners and non-heritage language learners in terms of their scope of imagination.