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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 : 16권 1호 (2012)
5,700
초록보기
It is the reality of Korean language education that the development of teaching materials for Korean language for academic purposes are not so brisk, compared to that of the materials for general purpose, as the education of Korean language as a foreign language has just begun to proceed. The focuses of this study are to survey the brief history of teaching Korean as a foreign language and the development of the textbooks to teach KFL, and to compare the textbooks designed to teach English as a Foreign Language(EFL) and Korean as a Foreign Language(KFL) in order to find more desirable ways to develop the academic area of teaching Korean as a foreign language. Therefore, this study aims to suggest a more desirable way for the development of teaching materials for KFL for academic purpose, by comparing the composition of a Korean language textbook for academic purposes with the composition of an EFL textbook that has already achieved excellent outcomes.
5,400
초록보기
Metaphoric language and understanding such a language have been of central concern in not only private language schools for intermediate and advanced learners, but in universities for students whose major is English. Besides, as Ellis (1994) maintains, various individual differences have an effect on students`` performance and learning. One of the sources of individual differences is related to cognitive styles. The cognitive style of field dependence/independence (FD/FI) has been studied frequently from various perspectives. This study was an attempt to find out if FD/FI cognitive style had any effect on students`` performance in tests containing figures of speech, embedded in readings and discrete sentences. To achieve such a purpose, 30 intermediate students whose major was English were randomly selected from Shahrekord University. During one session, Group Embedded Figure Test (GEFT) was given to the participants to separate FD/FI styles; then figurative tests in the form of readings and discrete sentences were given to the participants. The findings revealed that there was no significant relationship between FD/FI cognitive style and metaphoric test performance.
6,200
초록보기
This study investigates possible changes in students`` English language ability by means of a questionnaire administered to 18 experienced university teachers. The questionnaire measures changes in six domains: grammar, reading, listening, speaking, writing, and attitudes. The results of the questionnaire indicate that over the last decade a majority of teachers perceived that their students`` grammar, reading, and writing abilities have declined or remained stable while their listening and speaking abilities have improved. Teachers also reported that current students are more willing to listen to and speak in English than students were a decade ago. Teachers`` perceptions of changes in grammar, reading, and listening are supported by hard data. In other words, most teachers accurately predicted changes in students`` grammar, reading, and listening abilities. These accurate predictions may enhance the credibility of teachers`` perceived changes in students`` speaking and writing abilities, and attitudes. Instructional implications are discussed.
5,700
초록보기
Over the past few decades co-teaching has attracted due attention for enhancing learning process in educational systems. Drawing on the concept of ``parallel model``, the present study attempted to examine the extent to which this approach can affect general language proficiency of EFL learners. To this end, through a quasiexperimental study, a group of 32 second-grade students studying English in junior high school were assigned into a Control Group (CG) and an Experimental Group (EG) according to their pre-test performance. Parallel teaching by co-instructors was implanted in EG context, while for the CG the instruction was delivered by a single teacher. The results of the post-test administration revealed that difference in instruction approaches did not result in a significant difference in the subjects`` performance. Further investigation made it clear that before any attempt in its implementation, learners need to be educated and culturally prepared to benefit from such an approach.
4,500
키워드보기
초록보기
The purpose of this study is to investigate locally designed ELT textbooks in the light of multiple intelligences theory. Three textbooks (grade 1.2.3) used in guidance school of Iranian educational system were analyzed using MI checklist developed by Botelho, Mario do Rozarioand. Catered for kinds of intelligences in the activities and exercises were specified in a profile. The results of the study showed that verbal/linguistic and visual/spatial were the most predominant intelligences followed by logical/mathematical, interpersonal and intrapersonal in much lower ratios. Bodily/kinesthetic, musical and naturalistic intelligences were not found in any percent.

알림

범태평양응용언어학회
1,000
키워드보기
초록보기

Does Translation Contribute to Learners` Free Active Vocabulary?

( Amir R. Asiyaban ) , ( Mohammad S. Bagheri )
5,100
초록보기
This research was conducted to find out whether or not using "translation" technique in vocabulary teaching would have any positive effects on the "free active" vocabulary of Iranian learners of English. To carry out the research, eighty-eight intermediate male and female students were chosen. The participants were divided into four "male experimental", "male control", "female experimental", and "female control" groups. The experimental groups were taught twenty English words using their L1 translations, whereas, control groups were instructed the same words using their L2 definitions. After four sessions of treatment the pupils were given a test on "free active" vocabulary, and the corresponding data were gathered. A 2[1]2[1]2 ANOVA was run to analyze the data. The analysis revealed that those whose instruction was through L1 translation performed better on the test than others. With regard to the nature of the test, we can assert that those who performed better had turned more of the instructed words into "free active". That is, "translation" technique helped pupils keep the words as "free active" in their minds, which in turn influenced their communicative ability.
6,200
초록보기
Program and /or course evaluation is a process in which different types of data are collected systematically in order to study the virtues and weaknesses of a language instruction program. Program evaluation is, in fact, one of the essential aspects of any curriculum. It is a kind of quality control in which various aspects of an instructional program or course are explored. Program evaluation is an attempt in which different elements of a given curriculum are scrutinized in depth. To this end, an evaluator makes every effort to collect information from different sources such as students, teachers, administrators, course designers, program staff, and so on. Also, the evaluator tries to gather data through different instruments such as field notes, questionnaires, interviews, observations, and course documentations. Collecting hybrid type of information helps increase validity and reliability of the study. The main concern of program evaluation is to ensure that acquisition is taking place, teaching techniques and strategies are useful, materials are relevant and interesting, resources are available and adequate. Finally, the end product of an evaluation endeavor is the improvement and modification of a course of study. This article tries to elaborate on the preliminary aspects of program evaluation.
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