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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 : 18권 2호 (2014)
초록보기
The Information and Communication Technology (ICT) utilization in Chinese as a "second" foreign language has mainly been focused on Learning Management System (LMS), digital material development, and quantitative analysis of learners`` grammatical knowledge. There has been little research that has analyzed the effectiveness of cross-cultural distance learning by the mixed methods. In this study, Chinese classes were instructed with blended learning which has three phases such as classroom teaching, Web-Based Training, and Cross-Cultural Distance Learning. This practice was based on an instructional design and a motivational design. This study aimed to explore the outcome of learning and learners`` experiences with the mixed methods. A quantitative analysis shows that Japanese students have already had high motivation from the beginning, and that learners who are anxious about communication skills have gained confidence through the interaction practices. As a qualitative analysis result, learners failed to communicate with Chinese students and felt that they lacked vocabulary, but experienced the use of Chinese in authentic contexts through the synchronous face-to-face interaction. They also improved in aggressiveness and motivation for learning Chinese. They fixed words and sentences which were learned in the classroom in the process of talking to different partners. All participants enjoyed the rare chance of interaction between young native speakers, and formed a positive impression of them.
5,800
초록보기
The present study aimed to explore the strategies that could be potentially employed in the Iranian ELT context to bridge the gap between research and practice. Data were collected through conducting a ``focus group discussion`` with a number of practitioner-researchers. The findings showed that to improve the relationship between researchers and practitioners both teacher and researcher reward systems should be restructured, so as to encourage teachers toward an evidence-based practice, and researchers toward a problem-based research. Developing professional and social networks, founding an organization for promoting collaboration and cooperation between researchers and practitioners, supporting the involvement of teachers in academic activities, and revising and updating educational materials are also required for improving the link between research and practice.
6,400
초록보기
The current mixed-method study probed EFL instructors`` mediative knowledge across four different contexts of teaching including language institutes, universities, and senior and junior high schools in Iran. To this end, 181 EFL instructors, 80 males and 101 females, completed mediative closed-questionnaire which composed of twelve items to measure EFL instructors`` knowledge of mediation across context. Out of 181, 72 participants, 16 (22%) institute instructors, 20 (28%) university instructors, 19 (26.38%) senior instructors, and 17 (23.61%) junior instructors participated in oral interview. Results of descriptive statistics and Chi-square showed that there exist significant differences among EFL instructors in seven mediative items; furthermore, the difference shows that there exists relationship between EFL instructors`` mediative knowledge across the contexts; however, in five mediative items, no differences were found across contexts. Results of oral interview of EFL instructors in terms of assessment revealed that they mostly believed that learners through instructors`` guidance should self-assess their learning and behavior. To achieve such an end, they suggested instructors`` step by step scaffolding and strategic deliverance of assessment to the learners. In terms of cooperation and individualization, the results of oral interview revealed that instructors believed in unified improvement of both of them. To improve both, pair and group works were suggested to boost cooperation whereas competition and individual activities were suggested to foster individualization. Context variation due to its own community and unique characteristics, learners`` potential to self-assess their learning, and development of whole learner were suggested to be taken into consideration by instructors, educationalists, parents, and curriculum, and course designers.
5,300
초록보기
This paper investigates the issues related to code-switching/codemixing in an ESL context. Some preliminary data on Bangla-English code-switching/code-mixing has been analyzed in order to determine which structural pattern of code-switching/code-mixing is predominant in different social strata. This study also explores the relationship of language use to the socioeconomic class of the language user. The redefined concept of modernization, the increased number of crosscultural contact and the need for language innovation play a dominant role in the language user``s application of code-switching/mixing that determine the socioeconomic rank. Out of four major types of codeswitching/ mixing, our focus of interest is on "inter-sentential mixing`` and ``intra-sentential mixing`` i.e. where elements are mixed from both languages that are used in the same sentence and/or in the same conversation. The context and factors that lead to the motivation of using L1 and L2 in a social milieu are also explored in this paper. Our findings suggest that the users are concerned about the language during their speech in order to establish and/or to realize social function, pragmatic function, and meta-linguistic function.
5,600
초록보기
This study examines an extra-curricular English course that gives a chance for the low-proficient seniors who have not yet met the graduation qualification to graduate upon completion of 90 hours of English program. The subjects were 14 seniors who failed to obtain the minimum requirement scores and had to complete the course in summer of 2014. A total of 5 sets of the TOEIC mock-tests were administered to see if the subjects made any progress in each test after providing lectures on the tips to improve listening skills and test scores. The study analyzed the results of the TOEIC L/C, subjects`` translation sheets and the questionnaire at the end of the course. Subjects`` personality factors were mainly focused for the study. The affective domain by Krathwohl, Bloom, and Masia (1964) was adopted to investigate the subjects`` learning factors along with their motivation. Based on the results of the study, the extra-curricular English course seemed ineffective as the subjects`` perception of the course was extremely nonchalant without any desire and motivation to learn. Their willingness to learn English was practically non-existent in each class presumably partly due to the lenient nature of the course and pressure to focus on their national qualification exam. It is recommended to provide a more practical course that includes testing the students and that reinforces a learning environment. The course is advised to be offered in the 3rd year so during the senior year, students can put in their effort on more urgent priority such as national nursing test and/or national biomedical laboratory science test.
5,800
초록보기
There has been a huge amount of research on errors of language learners. However, most of them have focused on syntactic errors and those about lexical errors are not found easily despite the importance of lexical learning for the language learners. The case is even rarer for Korean language. In line with this background, this study was designed to find out what the actual features of lexical errors made by some American college learners of Korean language. These beginner-intermediate level learners showed a variety of features of lexical errors. Detailed explanations and discussion on the finding are followed. It concludes with some implications and some suggestions for the future research.
5,200
초록보기
Certification Test (PECT) of the Chung-nam Office of Education (COE) in Korea. Motivated by the demand for a developing localized English test to empower English learning in public education, the COE conducted the PECT for 38,544 students of elementary, middle and high schools in Chung-nam Province. The present study was designed to conduct the content and construct the validity of the PECT. Content validity was investigated by a critical review of researchers and educators in English education and proposed that the PECT is fulfilled with clarity in wording, relevance of items, formatting of items and clarity of the instructions. Likewise, in order to ensure the construct validity of the PECT, the present study sampled 148 students (i.e., 52 elementary, 44 middle and 57 high school students) from a total of 38,544 PECT takers and encouraged them to take the standardized English tests (i.e., PELT for elementary level and TOEIC® for secondary level). The findings reported that the PECT is substitutable for the standardized tests, PELT and TOEIC®. In short, the study suggests that conducting the localized English test, the PECT, seems worth trying in order to measure learners`` achievement accomplished by English learning in public education.
5,100
초록보기
This article investigates the lexical and discourse features of English text and discourse with automated computer technologies. Specifically, this article examines the cohesion of English text and discourse with automated computer tools, Coh-Metrix and TEES. Coh-Metrix is a text analysis computer tool that can analyze English text and discourse on various linguistic and psycholinguistic measures of cohesion, readability, and language. Many researchers in the areas of applied linguistics, English education, and language psychology have now extensively used Coh-Metrix to analyze various English texts and textbooks. Recently, the author of this article has developed a new computer tool, TEES which can be applied to evaluate English texts and essays on various linguistic and psycholinguistic measures such as text readability, text cohesion, sentence structure, vocabulary, and text marker scores. Basically, TEES has been developed to evaluate English texts and essays in terms of a standardized norm. In the TEES system, a huge size of corpus was used to construct the standardized norm. This article introduces Coh-Metrix and TEES, and presents some research findings collected from Coh-Metrix studies.
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