• 중국학논총
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• no.71
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• pp.23-40
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• 2021

'过' and '了' are the key points, as well as difficult ones, in the academic study of Chinese grammar and language teaching. This article analyzes this language use by taking two sentence structures as example, namely 'Pao le.' and 'Pao guo le.'. As the semantic meanings of 'V+了2' and 'V+过1+了2' are very similar. Therefore, it can be confusing for non-native speakers to master this usage. This article attempts to sort out and analyze the usage environment and pragmatic characteristics of 'V+过1+了2' by employing the examples from the data of Corpus of the Chinese Linguistics Research Center of Peking University. By focusing on the usage environment and pragmatic characteristics of '过' and it is desirable for teachers to combine semantics, syntax and pragmatics while explaining the grammar point, in order for learners to understand accurate information quickly and learn how to use it.

• Journal of Korean language education
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• v.23 no.1
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• pp.219-256
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• 2012

The aim of this study is to observe the trend of discourse study in language education and analyze the main issues by investigating the literatures related to discourse in Korean language education in the last ten years. This study observed the discourse study conducted in Korean language education from the perspectives of study subject, study method and study data. Moreover, based on the results, it estimated the achievements and effectiveness of the discourse study conducted in Korean language education. The subject of discourse study was mainly dealt with discourse function, discourse pattern, discourse marker, discourse structure. In the study methods, analysis of corpus and survey were mainly used as the study methods, and spoken corpus, written corpus and semi-spoken corpus were used as study materials. In particular, the semi-spoken corpus was used at a very high rate among them. This showed that discourse study in Korean language education was mainly focused on spoken corpus study. This study divided the detailed field of Korean language education into four fields of linguistic knowledge, communication function, teaching activities and learning activities, and observed the trends of discourse study in each field. Overall, it was recognized that relatively many studies were focused on linguistic knowledge, particularly in pragmatic perspective. It can be said that the study based on discourse has a language educational effectiveness in that it is based on actual data and improves practical communication skills in the environment of various languages.

• English Language & Literature Teaching
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• v.9 no.2
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• pp.17-33
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• 2003

College going students who are non-native speakers of English enrolled in English language programmes are not acquiring the needed academic writing skills. Many of these students do not have positive attitudes towards writing, thus forcing language instructors to look for ways of motivating students to write in order to improve writing skills. This action research project investigates the use of portfolio writing to improve writing ability among pre-university students. Research on the use of portfolio writing suggests that it is a useful way for developing interest in writing and for developing effective writing skills over a period of time. Portfolios support the best thinking in composition pedagogy in that it encourages process writing. Although the portfolio is considered a writing product, as a whole it is evidence of the students writing process. An important feature in using portfolios is that students are able to focus on their writing without constantly worrying about grades. Instructors have noticed that students make greater improvement in their writing when their focus is shifted from punitive feedback through letter grades to constructive feedback in the form of suggestions for further revision. This paper describes the use of writing portfolios as an effective means of teaching writing. The findings revealed that writing portfolios helped develop confidence in writing and decreased anxiety towards writing. (217 words)

• The Journal of the Korea institute of electronic communication sciences
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• v.11 no.8
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• pp.751-758
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• 2016

Object Oriented Programming Languages including Java require Object-oriented thinking first for programming. However, for Korean students it is not easy since they are fully accustomed to Korean language which does not have the Object-oriented concept. This paper proposes a way of teaching the Object Oriented Languages to Korean students. It explains first how to organize our thoughts in Object-oriented way, and then how to express the thoughts with the languages.

• The Journal of the Korea Contents Association
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• v.18 no.10
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• pp.298-305
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• 2018

The objective of this present study was to investigate the overall effects of strategy instruction on Korean students' English language learning. In order to do so, 55 individual experimental results in 46 journal articles were collected, and a meta-analysis was carried out to them. This study also analyzed the results of studies on strategy instruction according to various variables such as school types, treatment periods, and types of dependent variable. The mean effect size of strategy instruction in English language teaching is .536, which means the medium effects in general. No statistically significant differences were found among various moderators and dependent variables. Based on these results, suggestions for further research are discussed.

• English Language & Literature Teaching
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• v.17 no.1
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• pp.191-208
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• 2011

The quantitative study investigated perceptions of evaluative criteria in L2 writing between two groups - learners (N=212) and instructors (N=52) in Korea. Specifically, the purpose of the study is (1) to examine learners' and instructors' perceptions on evaluative criteria in L2 writing and to provide empirical evidence concerning how they respond to a list of them and (2) to ultimately devise appropriate rating criteria applicable to an EFL context like Korea. Analyses of evaluative criteria were conducted using factor analysis and yielded the following results: learner and instructor groups perceived the evaluative criteria differently and weighted them in a different way. For the learner group, the combined elements of grammar and language in use were identified as Factor 1 and mechanics as Factor 2. The results may infer that learners' response patterns are primarily linked to their instructors' writing practice in class, which may largely focus on grammatical knowledge based on lexical use and mechanical accuracy. Similarly, the instructor group acknowledged grammatical knowledge as Factor 1 and lexical use as Factor 2. The first two factors found in both learner and instructor groups indicate that in an EFL context like Korea, the form-then-content way of teaching and learning is still being considered more effective in L2 writing than any other method. Taking into consideration these perceptive similarities and differences between learners and instructors, the categories of evaluative criteria in writing include content and organization, grammar, mechanics, language in use, and flow of the essay, respectively.

• English Language & Literature Teaching
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• v.17 no.1
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• pp.1-16
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• 2011

Listening has been a neglected research area despite the crucial role it plays. The present investigation was aimed at examining how the provision of topical knowledge and learners' listening proficiency level affect learners' listening performance under four different preparatory activity conditions: topical knowledge, vocabulary list, language structure, and no activity. A total of 134 participants, assigned to the four different activity groups, took part in the study. The results revealed that the learners who were provided with topical knowledge before listening performed significantly better than the other learners, followed by the vocabulary list group and language structure group, which might be attributed to the activation of their content schemata. The learners who did not perform any preparatory activities achieved the lowest scores. When it comes to the impact of listening proficiency, it was revealed that learners' proficiency level had a significant influence on learners' listening performance, and there was a significant interaction between the learners' level of listening proficiency and preparatory activity. Providing relevant knowledge was effective for both higher level and lower level learners, whereas teaching vocabulary before listening was effective for higher level learners but was not for lower level ones. Based on the results, some pedagogical implications and suggestions for future research were discussed.

• Korean Linguistics
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• v.63
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• pp.103-132
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• 2014

This study compares various speech rates of Korean learners with those of native Korean. Speech data were collected from 34 native Koreans and 33 Korean learners (19 Chinese and 14 Japanese). Each participant recorded a 9 syllabled Korean sentence at three different speech rate types. A total of 603 speech samples were analyzed by speech rate types (normal, slow, and fast), native languages (Korean, Chinese, Japanese), and learners' proficiency levels (beginner, intermediate, and advanced). We found that learners' L1 background plays a role in categorizing different speech rates in the L2 (Korean), and also that the leaners' proficiency correlates with the increase of speaking rate regardless of speech rate categories. More importantly, faster speech rate values found in the advanced level of learners do not necessarily match to the native speakers' speech rate categories. This means that learning speech rate categories can be more complex than we think of proficiency or fluency. That is, speech rate categories may not be acquired automatically during the course of second language learning, and implicit or explicit exposures to various rate types are necessary for second language learners to acquire a high level of communicative skills including speech rate variation. This paper discusses several pedagogical implications in terms of teaching pronunciation to second language learners.

• English Language & Literature Teaching
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• v.18 no.1
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• pp.45-68
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• 2012

This study aims to investigate the different opinions about feedback given to high level Middle School students about their writing.18 students in the Gifted Program participated in the study. They were divided into three groups through their presurvey answers according to their language learning opportunities and genders. Students language self-assessment was compared with achievement as well. Three times of students' written work were collected. They then received feedback from the teacher and their two peers respectively. With the teachers' and peers' feedback, they completed their final draft. The study then examines how much the students take feedback practically from the different feedback givers. Examples of formative and corrective feedback were arranged to find out the differences in the students practice when giving and taking feedback. These Gifted class students showed that they didn't care much about who gave them the feedback, instead they cared more about how much language competence they presumed the feedback giver had. Implications of the findings are discussed and future study is suggested.

• English Language & Literature Teaching
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• v.9 no.2
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• pp.151-171
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• 2003

This paper critically reviewed the role of negative feedback in second language acquisition with a focus on recasts based on the findings of recent research investigating the effects of recasts on second language acquisition. First, recasts as negative feedbacks or negative evidence were reviewed in terms of Pinker's four criteria: the evidence of existence, availability, use, and necessity of recasts in second language acquisition. Second, the issue of the nature of recasts, whether they have benefits in SLA as a negative or positive evidence, was discussed with reference to Leeman(2003)'s research findings. Then, in relation to availability and use of recasts, the issue of the extent that they are noticed by learners was reviewed based on the findings from Philp(2003)'s study. Finally, the limitations of these two studies and the research orientation of future study were mentioned.