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논문검색은 역시 페이퍼서치

Journal of Pan-Pacific Association of Applied Linguistics (Journal of PAAL )검색


  • - 주제 : 어문학분야 > 언어학
  • - 성격 : 학술지
  • - 간기: 반년간
  • - 국내 등재 : KCI 등재
  • - 해외 등재 : -
  • - ISSN : 1345-8353
  • - 간행물명 변경 사항 :
논문제목
수록 범위 : 12권 1호 (2008)
초록보기
Whilst diary study is used for pedagogical purposes, course evaluation and basic research on language learners, this study aims to explore the possibility of using it to investigate how teachers perceive and use rating schemes. Three English teachers who worked at various high schools in Korea rated 224 scripts written by 112 Korean high school students for this study. The teachers assessed the scripts twice, first according to their subjective holistic scoring and then using the FCE scale for writing assessment, and they kept diaries on their rating process for each assessment. The analysis of their diaries shows the teachers’ rating patterns and tendencies, problems with the rating schemes and their understanding of the rating schemes. It can be concluded from these findings that diaries can be employed with regard to assessment, that is to reveal raters’ perception of rating schemes, to investigate the validity of the assessment and to identify the aid and guidance that they might need for assessment.
5,800
초록보기
Recent developments in theories of language (grammars) seem to share a number of tenets which mark a drastic shift from traditional disentangled descriptions of language: emphasis on a big number of discrete grammatical rules or a corpus of structure patterns has given way to a more unitary, explanatory powerful description of language informed by a sound theory of language acquisition, on the one hand, and verified/refuted by observations on samples of language use, on the other. Two widely welcome of such theories are Chomsky’s Universal Grammar and Halliday’s Systemic Functional Linguistics. These two theories have been initiated and developed almost independently and each has been successful in accounting for aspects of language from a particular perspective. However, they seem to stand more in a complementary position with respect to each other than in a confronting stance against one another. This article aims at providing evidence for such a claim to support the argue that not only aren’t these two theories mutually exclusive but they are rather mutually dependent; there is a sense in which each needs to internalize and incorporate aspects of the other if a fully-fledged account of language is to be achieved.
5,800
키워드보기
초록보기
This paper will revisit French theorists, Gilles Deleuze and Jacques Derrida, on the notion of the future of philosophy. Although their approaches to the future (devenir [to become] for Deleuze and a venir [to come] for Derrida) of philosophy may differ, I will argue that their differences allow for a space of congruence and continuity in the not only the field of philosophy but in every academic field. The question of the future of philosophy needs to be addressed because of the “crisis” that each academic department seems to face with every new faculty appointment, influx in student registration, applying for funding, etc. Each and every department in the university context seems to have the need to “justify” and validate the purpose of that discipline. I am not proposing another theory for theory’s sake, but a call to deeply reconsider and re-evaluate the philosophy of and in each department. After all, faculty members who are not even “involved” in the philosophy department still possess a PhD.
5,400
초록보기
This study observes and examines how upper intermediate to advanced level college students perform and perceive one-topic-for-each student presentation as a means of learning English. It is also to have the prospective medical doctors ready for their future use of English presentation and paper writing since such demand is on the rise in the medical field. The 49 second year medical students enrolled in English reading and writing class of spring semester 2008 were given a single topic for each at least two weeks prior to their presentation in class as part of writing assignment. They were encouraged to be creative, informative and fun to induce class participation. At the end of the semester, the questionnaire was given to learn of students’ opinion on the presentation. Based on the presentation and questionnaire, the data were analyzed to see if preparing and giving presentation was conducive for medical students. The results revealed that students wrote an average of 51-sentence (587 words) paper, almost double the previous year writing assignment. And 92% of the students felt presentation on different topics was interesting and helpful for learning English, and 80% of them felt having presentation in class was more effective than the traditional face-to-face lecture classes. More than two-thirds of the students (69%) thought that preparing for their class presentation provided them with a chance to learn new vocabulary, expressions as well as knowledge in English. The results of the study show that presentation on various topics can be used as a means of learning English for upper intermediate to advanced level students.

Language Reduced Redundancy Tests: A Reexamination of Cloze Test and C-test

( Wen-ying Lin ) , ( Hsiao-ching Yuan ) , ( Ho-ping Feng )
5,900
키워드보기
초록보기
The purposes of this study are: (1) to investigate whether cloze forms with textdriven deletion method, proposed by Farhady and Keramati (1996), will produce better psychometric properties than standard cloze form; (2) to compare the psychometric properties of cloze test and C-test, both of which belong to the family of language reduced redundancy test; (3) to examine whether different deletion rates lead to difference in test-takers’ performances; and (4) to test whether the assumption of test-takers’ performance invariance across different texts hold for both cloze test and C-test. Based on two authentic texts with different rhetoric modes, three cloze forms with text-driven deletion method, along with one standard cloze and one form of C-test, were constructed and randomly administered to 237 student subjects at one private university in northern Taiwan. Furthermore, each subject was required to take three subtests (from a sample TOEFL test) as criterion measures for empirical validity. The results of the study indicated that neither the three cloze forms nor the C-test was substantially superior to the standard cloze in terms of reliability and validity. In addition, the findings of the study were inconclusive with regard to whether different deletion rates result in different test-takers’ performances. Finally, no strong evidence was found to substantiate the claim that both cloze test and C-test meet the assumption of test-takers’ performance invariance across different texts.
5,500
초록보기
For the recent discussions on the status of English in the global context and its implication for English language teaching (Canagarajah, 2006; Jenkins, 2003, 2005, 2006a, 2006b; Kachru, 1985, 1991, 1992a, 1992b; Modiano, 1999a, 1999b; Rajagopalan, 2004), some ELT researchers (Lee, 2007; Park, 2006, 2007) have conducted a full-scaled documentation on a uniquely common set of English rules and expressions in South Korea and termed it as ‘Korea English.’ In alignment with this movement, the current study presents a first investigation on idiosyncratic syntactic features of Korea English in the domains of (1) word order, (2) ellipsis, (3) articles, (4) prepositions, (5) passive, and (6) miscellaneous. Corpus data of this study come from the Cross Cultural Distance Learning program established and conducted by both Korea and Waseda universities since the late of 1990s. The data display some syntactic aspects of Korea English as the result of contact with Korean language. For its organization, the present paper firstly reviews the theoretical framework in which (1) the emergence of varieties of English in diverse settings and their legitimacy, and the issue of standards in teaching English as an international language and (2) the emergence of ‘Korea English’ are discussed. Secondly, the study describes the data to be analyzed. The study thirdly investigates use of English in relation to the syntactic aspects. Finally, the study concludes and discusses the future directions for studies on local varieties of English based upon corpus data.

Interlanguage Passive Construction

( Nirada Simargool )
6,300
초록보기
Because the appearance of the passive construction varies cross-linguistically, differences exist in the interlanguage (IL) passives attempted by learners of English. One such difference is the widely studied IL pseudo-passive, as in *new cars must keep inside produced by Chinese speakers. The belief that this is a reflection of L1 language typology has led to the study of passive constructions produced by Thai speakers. It was, however, discovered that only a small number of IL pseudo-passives have emerged in the data. Instead, most problematic passives concerned malformed past participles. These unexpected results are likely due to the language proficiency of the Thai subjects and the differences between Thai and Chinese.
5,500
초록보기
The Korea-Waseda Cross-Cultural Distance Learning Project (KWCCDLP) is an endeavor to promote awareness of linguistic and cultural differences of speakers from different backgrounds through the medium of English. The project fully utilizes a student-centered approach to learning where learners are the agents. This project aimed at university level students is unique in its promotion of autonomy both in and outside of the classroom. Here, a case study of a joint course between a Korean and Japanese university is presented as a model for autonomous long-distance learning. The various activities that comprise the course are presented and how they instill responsibility in learners is discussed. Relevant examples show that activities catering to the learner’s interests are effective in lowering anxiety and enabling learners to focus on meaningful interaction instead of grammatical accuracy. In addition, the activities show that autonomy is achieved through collaboration and scaffolding provided by peers. Once the course is over, students maintain and retain relationships with each other which results in continuous, meaningful interaction in naturalistic (as opposed to the formal learning context of the course) contexts.
1