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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 : 13권 1호 (2009)
6,100
초록보기
This study aims to report an attempt to design and organise a content-based EAP reading course in political science and economics at a university in Japan, and to shed some light on learners` actual practices and preferences through the use of survey- and interview-based research participated in by 438 students. A principal axis of this project was the collaborative production of a textbook by language and subject teachers. A posthoc course evaluation from students and teachers highlighted a number of important pedagogical implications. First, learners, particularly higher-proficiency learners who read conceptually challenging articles, found easier units significantly more interesting and more difficult units significantly less interesting. Further analysis suggested that a good balance between the level of discipline specificity and that of language has to be maintained in order to arouse their interest. Another interesting outcome was that both higher- and lower-proficiency learners found word lists with L2 definitions significantly more useful than those with L1 definitions, which contradicts earlier findings with Japanese students. This seems to suggest that the use of the target language as a medium of instruction facilitated learners` thinking processes vis-a-vis L2, and that this affected their preferences. Moreover, higher-proficiency learners found group work, class discussion and listening to the teacher significantly more useful than did lower-proficiency learners, whereas the latter found translating significantly more useful than the former. This implies that the transition from a teacher-centred translation approach to a learner-centred communicative approach should be introduced gradually to lower-proficiency learners.

English-only Classes and Student Improvement on TOEIC

( Eun Pyo Lee ) , ( Seo Hoon Jin )
5,600
초록보기
This study explores medical college students` improvement on the TOEIC upon completion of English-only classes by comparing their pre- and post-TOEIC scores. The students` responses on the questionnaire were also reviewed. The subjects were the 44 first-year medical students taking the English-only classes that required active participation of individual presentation, role play and acting in class. Explicit grammar explanation was also given in English and the students were encouraged to use the language exclusively. They were considered intermediate to advanced level as their mean score of the pre-TOEIC score was 702 ranging from 515 to 945. The results of the post-TOEIC showed that 78% of the students (28 out of 36) improved significantly from the mean score 702 to 766 by the average of 64 points. They also responded that the English-only classes help them improve and participate more actively as a form of role play and acting. It was therefore concluded that the English-only classes that comprised student presentation of role play and acting were effective for the intermediate to advanced level medical college students.
5,400
초록보기
Previous research studies have shown language anxiety to be related with broad-based indices of language achievement, like course grade. However, to date, the potential link between foreign language anxiety and language learning strategies has not been empirically investigated. This study is an attempt to identify the relationship between language anxiety and strategy use. It reports on a survey of language learning strategies used by high-anxious and lowanxious learners. Generally, significant negative correlation obtained between levels of language anxiety and strategy use. In the meantime, t-test revealed significant difference between high-anxious and low-anxious groups on the level of use of strategies. That is, the more anxious the students are, the less frequently they use strategies. Further, the result showed that among students with high anxiety metacognitive and memory strategies were the most used, while compensation and affective strategies were the least. Less anxious students reported using metacognitive and social strategies as the most, on the other hand, memory, and affective strategies as the least ones. This study discusses these findings, suggests possible questions for future research, and makes implications for increasing foreign language learning.
5,700
초록보기
Given that nowadays writing skill is included in main standardised tests worldwide as well as nationwide, as writing assessment is employed as a part of performance assessment in classroom testing at high school level in Korea, English teachers are first expected to establish the construct of writing ability explicitly prior to devising other test-related aspects such as test specifications, tasks and scoring/grading schemes for the sake of validity of the testing. The definition of writing ability can be formed depending on teachers` own experience as teachers and philosophy of writing, taken into consideration characteristics of learners and aims of pedagogy in a given context. It may also be formed according to pedagogical approaches to the teaching of writing which each teacher adopts. This study, therefore, aims at exploring the definitions of writing ability according to three approaches to the teaching of writing (product-based, process-based and reader/genre-based) and examining whether English teachers at high school level in Korea have established their own but theoretical definitions of writing ability and what they look like, and making suggestions on ways to help them with this issue. For this study, six English teachers participated in the interview as respondents and their answers were discussed qualitatively. Even though this study has limitations of generalizing the findings from the small number of participants, it shows that there are ways to help them have their own concrete construct of writing ability before they establish and administer valid and consistent assessment scheme.

What the Study of Scope Can Tell us about Second Language Learning

( William O`grady ) , ( Mi Seon Lee ) , ( Hye Young Kwak )
5,100
초록보기
This paper, designed specifically for language teachers, focuses on a phenomenon in second language learning that is largely independent of instructional effects, curricular materials, and classroom activities. Experimental work suggests that scope, the relationship between two or more logical operators (such as quantifiers or negatives), is highly sensitive to processing considerations, especially the burden on working memory. In a new experiment, we explore this matter further by examining transfer of scopal preferences in the case of Korean speakers who are learning English as a second language and English speakers who are learning Korean as a second language.
5,500
초록보기
This study is to historically survey the development of English language education policies in Korea to show that English education policies in Korea have developed to cultivate Korean students who are capable in a globalized world. This study has the following purposes: first, this paper surveys the origin of English education from the ending period of Chosun dynasty, and the developmental process through the Japanese Colonial period into the modern national curriculum periods. Second, this study emphasizes the development of English education policy by analyzing the 6th and the 7th national curriculum policies based on the progressive principles of educational philosophy. Based on the 6 progressive principles, this research paper can prove that English education policies in Korea have many traits for progressive orientation, which can play essential evidence for the development of English education policy. Third, this study can reveal the innovations of English education policies from the 1990s after the 6th and 7th national curriculums were reformed to direct English education in Korea appropriate for the globalized world. From the historical survey on the development of English education, we can conclude that the policies of English education in Korea have developed in the direction of cultivating the communicative competence of Korean learners. In the future, English education policies of Korea have to develop in the direction that can lead the communicative and cultural competence of Korean learners. Further, the direction of English education in the future needs to accommodate World Englishes with Korean ,English as one variety of World Englishes.
5,400
초록보기
Writing, as a productive skill, requires an accurate in-depth knowledge of the grammar system, language form and sentence structure. The emphasis on accuracy is justified in the sense that it can lead to the production of structurally correct instances of second language, and to prevent inaccuracy that may result in the production of structurally erroneous sentences. The present research intended to investigate the extent to which different types of error correction and feedback to students`` grammar would influence their grammatical accuracy. The study was conducted with 60 upper intermediate English students in an EFL context. In conducting a quasi-experimental design, the present study aimed at investigation of the effectiveness of three error correction strategies. The findings of the study indicated that the participants who received ``indirect coded correction`` feedback showed better performance compared to those who received ``indirect uncoded error correction`` or ``direct correction`` feedback. Additionally, the results made it clear that there was no significant difference between the performance of the participants who were subject to indirect uncoded and direct error correction strategies.
5,400
초록보기
The purpose of this study is to suggest effective strategies for the development of communicative ability in ELT (English Language Teaching) by investigating learners` perceptions on strategies making language features more noticeable. The assumption in the study is based on the idea of output-oriented focus on form instruction, supporting noticing function of output that attention, awareness, and consciousness form the cornerstone of the entire process of second language acquisition. The questionnaires comprised 12 questions related with the research questions on what strategies might be effective to noticing and matching for language learning. The findings showed that restatement, repetition, expansion, error correction, imitation, and translating Korean utterance into English were perceived the best strategies for getting notice regardless of English proficiency levels. However, discussion and command were perceived not effective for the learners with intermediate and lower English proficiency. A slow speech rate was the strategy which made the learners with lower English proficiency more attentive than those with higher English proficiency.
초록보기
In order to discover some clues to and make suggestions for better teaching English pronunciation to learners in English as a Foreign Language (henceforth abbreviated as EFL) settings, the paper attempts to analyze Successful Foreign Language Learners (SFLL), focusing on their study history. The subjects were 24 junior high school students, who were selected through a 2004 Intra-school English recitation contest. Their pronunciation was tape-recorded and evaluated by three Assistant Language Teachers (ALT). The subjects responded to a questionnaire regarding the history, environment, and strategies of their English learning experience. The results indicate that formal instruction at school did not contribute much to their acquisition of pronunciation, and that they made the best use of the opportunity outside the school to motivate their learning. The comparison with the eliminated subjects showed that the Successful Pronunciation Learners (SPL) outstood them in terms of attitude and motivation. Also some differences of effective factors were found between the learners in junior and senior high school.
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