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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 : 22권 1호 (2018)
초록보기
This research provides an interdisciplinary and contextual study on the phenomenon of English promotion at the turn of the 21st century. Through documentary research and semi-structured interviews, it examines the politicoeconomic and socio-cultural dimensions of English promotion in the context of East Asian countries, including China, Japan, South Korea and Taiwan. It is suggested that in East Asian societies where economic development, education, and cultivation of manpower are emphasized, English as an acquirable competence is given high socio-cultural value due to its strong association with economic well-being. English is considered the resolution of national competitiveness and a prerequisite of individual economic achievement, and it not only leads to a series of economics-driven language and education policies but also boosts the economy of English-related industries in these non-Englishspeaking East Asian countries. Overall, English promotion in East Asia is an economics-and-politics-driven, self-justifying mechanism which illustrates how the value of English and the social and individual investment on English teaching and learning are legitimated and how English as commodity is marketed through a synthesis of discourses, presuppositions, and national policies.
6,300
초록보기
Second language (L2) acquisition research has explored the acquisition of various syntactic constraints by L2 learners, one of which is wanna contraction. However, there is still a very limited body of research regarding the acquisition of wanna contraction, both in first language (L1) and L2. The purpose of the study is to examine adult L2 learners’ knowledge of wanna contraction by using a grammaticality judgment task. Ninety-three Japanese learners of English took the grammaticality judgment task which consisted of 24 experimental items and 24 fillers, with a context provided. The experimental stimuli consisted of six conditions: Object extraction (e.g., Who do you want to/wanna advise?), subject extraction (e.g., Who do you want to/*wanna advise Mary?), and no extraction (e.g., Do you want to/wanna advise Mary?), all of which were presented with and without contraction. Subject extraction with contraction was the only ungrammatical condition. The participants were divided into three groups according to their English proficiency as measured by the cloze test: High level (JPN-H), intermediate level (JPN-I), and low level (JPN-L). The same grammaticality judgment task was also given to 41 native speakers of English in order to collect the baseline data. The results showed a proportional increase of learners who were correctly differentiating the contraction patterns and the decrease of those who were overgeneralizing the patterns over the three proficiency groups. This suggests a developmental pattern among the L2 learners with respect to the contraction constraint.
초록보기
The purpose of this study is to explore learners' perceptions on Schema-Based Instruction (SBI) for teaching the polysemous English prepositions (in, on, and at). SBI is a form of instruction based on the insights of cognitive linguistics and is a way of vocabulary learning and teaching, which provides learners with the schematic core meaning. The SBI has been expected to contribute to polysemous word learning, which is different from conventional ways of teaching polysemous words that most often offers learners a list of several prepositions and their corresponding meanings. The present study focuses on investigating learners’ perception, which is indispensable for discussing the effectiveness of instruction. A questionnaire was conducted with 56 Japanese university students after the SBI and a practical experience to use core meaning. Data were analyzed qualitatively to extract constructs that learners possess on SBI, especially on core meaning. Based on the results, the effective points of core meaning in SBI perceived by learners consisted of applicability, efficiency as a learning method or tool, and practical for distinguishing between the use of prepositions. However, due to reasons such as insufficient understanding, there were learners who negatively perceived core meaning and learners who could not determine the effectiveness of core meaning. Although most learners in this study received a positive impression on core meaning with one-shot instruction, this research revealed that learners recognized the needs of continual training or exercise to make use of core meaning in their English using or English learning context.
6,300
초록보기
The purpose of this study was to explore the relationship between learners’ self-regulated language learning and proficiency and to examine the differences in characteristics of self-regulated learning (SRL) between low- and high-proficiency learners. SRL is a learning process throughout setting goals, monitoring tasks, and reflecting on performance, which includes both cognitive and affective aspects. Participants were 97 Japanese university students of English. Based on their proficiency, 67 out of them were assigned to the L group and 30 to the H group in order to compare the difference of their SRL skills. They all took the Motivated Strategies for Learning Questionnaire (MSLQ) online to measure their SRL skills and reported their latest TOEIC scores to determine their English proficiency. The MSLQ includes 81 items that were administered on the website for ease of access. Exploratory factor analyses determined five motivational and six learning strategy factors. Based on these factors, multiple regressions and t-tests were performed. Multiple regressions examining the influences of SRLs on proficiency subsequently showed that three learning strategy factors in SRL―metacognitive strategies, effort regulation, and coping with problems―significantly predicted the variance in learners’ proficiency; no motivational factors predicted it, even though correlations between three out of five factors and proficiency were found, namely, self-efficacy, intrinsic goal orientation, and test anxiety. Later t-tests, however, showed significant differences in SRL between low- and high-proficiency learners in the following motivational and learning strategy factors: self-efficacy, intrinsic goal orientation, test anxiety, metacognitive strategies, effort regulation, and coping with problems. The findings suggest that although they did not directly account for learner proficiency, yet motivational factors were evidently related to English proficiency level. Based on these results, the characteristics of less proficient learners compared to those of more proficient learners are discussed.
초록보기
This paper aims to clarify the expected oral proficiency level for secondary school English teachers in Japan. The Japanese Ministry of Education, Culture, Sports, Science and Technology (hereafter MEXT) encourages public secondary school English teachers to reach a threshold level of the Pre-1st Grade of Eiken (an English proficiency test). However, the number of teachers attaining those levels has yet to reach MEXT’s target. An analysis of the Pre-1st interview tests can give an indication of what MEXT expects Japanese English teachers to be able to do in oral communication. In this paper, a brief history of Eiken is reported, and the proficiency level of the Pre-1st Grade and the test contents are summarized. Then, features of the picture cards and questions used for the second-stage interviews from 2007 through 2015 are analyzed: (1) a series of four pictures for story narration (in total 54 cards), and (2) four questions to be asked afterwards (in total 216 question items). Some unique linguistic features are found as well as popular test topics. Also, interview questions have several featured sentence patterns and many basic-level words, as well as topic-related vocabulary items. This research will be of some help for understanding the threshold level of speaking abilities for secondary school English teachers in Japan.
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