• Journal of Digital Convergence
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• v.19 no.9
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• pp.307-316
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• 2021

This study aims to explore the effects of deductive FFI and inductive FFI in L2 learners' grammatical achievement and their reaction to the grammar instruction. 84 students were placed into three groups: 29 given deductive FFI(DG), 28 receiving inductive FFI(IG), and 27 with traditional instruction(CG). All students completed pre/post tests and questionnaires, and took a delayed post test 9 weeks after the treatment. For statistical anlayses of all the quantitative data, a one-way ANOVA, paired samples T-test, and repeated measures ANOVA were performed. The results indicated that both deductive and inductive FFI affected learners' grammatical achievement and their achievement was sustained over time. Deductive FFI was more effective than inductive FFI, whereas the IG students more positively changed their attitudes and perceptions to the grammar instruction. These findings of the study imply that FFI should be valued in an Korean EFL classroom, which would contribute to further longitudinal research for its sustainability.

• English Language & Literature Teaching
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• no.1
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• pp.69-108
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• 1995

Listening comprehension can be defined as a process of an integrative, positive and creative activity through which listeners get the message of speakers' production using linguistic or non-linguistic redundancy as well as linguistic or non-linguistic knowledge. Compared with reading comprehension, it has many difficulties especially for foreigners. while it can be transferred to the other skills: speaking, reading, writing. With this said, listening comprehension can be taught effectively using the following teaching strategies. First. systematic and intensive instruction of segmental phonemes, suprasegmental phonemes and sound changes must be given to remove the difficulties of listening comprehension concerned with the identification of sounds. Second, vocabulary drill through various games and other activities is absolutely needed until words can be unconsciously recognized. Without this, comprehension is almost impossible. Third, instruction of sentence structures is thought to be essential considering grammar is supplementary to listening comprehension and reading comprehension for academic purpose. So grammar translation drills, mechanical drills, meaningful drills and communicative drills should be performed in succession with common or frequently used structures. Fourth, listening activities for overall comprehension should teach how to receive overall meaning of intended messages intact. Linguists and literatures have listed some specific activities as follows: Total Physical Response, dictation, role playing, singing songs, selective listening, picture recognition, list activities, completion, prediction, true or false choice, multiple choice, seeking of specific information, summarizing, problem-solving and decision-making, recognization of relationships between speakers, recognition of mood, attitude and behavior of speakers.

• English Language & Literature Teaching
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• v.12 no.3
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• pp.79-98
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• 2006

As one way of changing a teacher-fronted, grammar-based reading class into a meaningful, fun-creating one, this paper compared teacher- fronted reading with student-centered reading framed upon cooperative learning. In a study in which each type of reading method was conducted for college students in an EFL reading course for a period of one semester, data were gathered via questionnaires. The results showed that though each type of reading instruction came with its own strengths and weaknesses, student-centered reading instruction was preferred for various reasons. Most important, through an active participation in cooperative work, subjects were motivated and interested in L2 reading much, were exposed to various reading strategies and skills, and practiced them in a friendly, low-anxiety learning climate.

• Korean Journal of Child Studies
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• v.21 no.4
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• pp.243-257
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• 2000

This empirical test of the efficacy of the literature-based reading instruction was conducted with 63(31 male and 32 female) 2nd grade elementary school children. Subjects in the experimental group had 40-45 minutes literature-based reading instruction twice weekly; those in the control group had only basic text reading. Procedures included a pilot study, pre-test, experimental period, and post-test. Research instruments included the Basic Learning Skill Test(Park et al., 1988), the Qualitative Reading Inventory(Leslie & Caldwell, 1990), and the Elementary Reading Attitude Survey(Mckenna & Kear, 1990). Data were graded and scored by each research question and then analyzed with a t-test of differences between the groups. The experimental group showed higher word recognition, text comprehension, and story grammar strategies than the control group. They also showed more improvement in each of these categories than the control group.

• Journal of the Korea Convergence Society
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• v.8 no.2
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• pp.269-276
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• 2017

The purpose of this study is to review empirical research on Form-focused instruction (FFI) in Korean language education from a critical perspective to better understand the effectiveness of FFI. To achieve this goal, several databases were searched to locate relevant experimental and quasi experimental studies published in peer-reviewed journals. Out of 66 studies collected, 12 studies met the inclusion criteria. The studies were then analyzed in terms of subjects, target grammar, treatment, measurement, and the learning outcomes of different techniques. In general, several types of FFI techniques had positive effects on helping learners acquire Korean as a second or foreign language. The results of the study will provide a conceptual framework which identifies the major factors affecting the effectiveness of FFI. The results will also be able to inform future meta-analytical research of existing studies.

• 중국학논총
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• no.69
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• pp.91-120
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• 2021

This study began with the lack of use of native Chinese professors in universities despite the fact that native Chinese professors are present and can provide a high-quality language environment to improve foreign language skills. In the literature, most team teaching studies were limited to speaking or cultural classes, and to apply a new teaching method called team teaching to Chinese grammar classes, they designed a class model and presented class guidance with an example of research 'le' In order to satisfy learners'desire for knowledge and to develop the Chinese teaching field, it is necessary to develop various teaching methods, and there should be various meaningful attempts.

• English Language & Literature Teaching
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• v.8 no.2
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• pp.177-196
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• 2003

The purpose of this study is to help teachers and program developers develop comprehensive and authentic assessment models with appropriate ways of using various kinds of assessment tools in college English instruction and assessment. Assessing by traditional discrete tests based on grammar and vocabulary cannot measure the authentic ability for language use in meaningful context in the real world. Currently, the trend in language assessment is changing to performance assessment. Increased use of performance assessments that involve language students in selecting and reflecting on their learning means that language teachers will have a wider range of evidence on which to judge whether students are becoming purposeful and are able to communicate as English users. Also, language programs focused on performance assessment are likely to instil in students authentic skills related to communication in the global world and enable them to evaluate what they learn from their English classes. In this study, the author investigated the theoretical background, the need of change, and several types of performance assessment.

• Korean Journal of Cognitive Science
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• v.12 no.3
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• pp.1-18
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• 2001

The goal of this paper is the pedagogical application of a Korean Spell/Grammar Checker to the web-based language learning system for Korean writing. To maximize the efficient instruction of our learning system \\`Urimal Baeumteo\\` we have to improve our Korean Spell/Grammar Checker. Today the NLP system\\`s performance defends on its semantic processing capability. In our Korean Spell/Grammar Checker. the tasks accomplished in the semantic level are: the detection and correction of misused derived and compound nouns in a Korean spell-checking device and the detection and correction of syntactic and semantic errors in a Korean grammars-checking device. We describe a common approach to the partial parsing using collocation rules based on the dependency grammar. To provide more detailed semantic rules. we classified nouns according to their concepts. and subcategorized verbs referring to their syntactic and semantic features. Improving a Korean Spell/Gl-Grammar Checker makes our learning system active and intelligent in a web-based environment. We acknowledge the flaws in our system: the classification of nouns based on their meanings and concepts is a time consuming task. the analytic unit of this study is principally limited to the phrases in a sentence therefore the accurate parsing of embedded sentences remains a difficult problem to solve. Concerning the web-based language learning system. it is critically important to consider its interface design and structure of its contents.

• The Journal of the Korea Contents Association
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• v.12 no.4
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• pp.510-519
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• 2012

The purpose of this study is to investigate how interactions and affective factors are influencing on-line English Grammar courses of higher education. This study addressed the following questions: (1) How are the interactions going in on-line English Grammar courses? (2) Are affective factors influencing effective learning in on-line English Grammar courses? The questionnaire was conducted on 170 college students who have taken on-line English course of K University. The data analysis of 300 college students' responses on their courses showed that e-learning has both positive and negative effects compared to face to face classroom instructions. Analysis showed that the percentage of students who have got negative opinions on e-learning was 17%, while that of students who have got positive opinions was 49.3%. The percentage of those in the middle was 33.3%. However, results demonstrated that immediate feedback and affective factors could be facilitated through Q&A bulletin and feedback program for completing on-line learning. Negative effects of on-line learning can be solved by a planned and well-supported on-line approach that includes a theory-based instructional model rather than the new method replaced by 'blended learning' that combines face-to-face classroom instruction with on-line learning.

• Journal of Digital Convergence
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• v.16 no.5
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• pp.435-443
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• 2018

This study explores the effects of different Focus-on-Form Instruction (FFI) on improving learners' grammatical knowledge development and observes how the learners apply the knowledge to their output. A total of 112 college students were placed into three groups: 35 input-enhanced group students, who received visually enhanced input reading materials, 41 output-enhanced group students, performing dictogloss tasks, and 46 control group students given traditional grammar instruction. All the participant students took pre/post grammatical tests and completed pre/post writing tasks, which aimed to look into how the target grammatical structures were used in writing. The research findings indicated that both input-enhanced and output-enhanced FFI were effective on learners' language form learning and made contribution to their writing. Based on the findings, this study suggests that the elaborate design of combination of both FFI can maximize learners' language form learning.