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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 : 24권 1호 (2020)
5,500
초록보기
This study aims to analyze the use of tense and aspect in academic writing in engineering with a major focus on the use of simple past and present perfect. In general, one of the most difficult items for Japanese EFL learners is the appropriate use of tense and aspect. The previous literature pointed out that ESL learners are often confused about using them. Therefore, the American Psychological Association recommends that the past tense is used when discussing another researcher’s work and reporting results, whereas the present perfect is used to describe an action beginning in the past and continuing to the present. Toward this end, the current study analyzed the use of simple past and present perfect using a small corpus compiled from 21 major journal articles in mechanical engineering. The study found that the frequently appearing simple past verbs were “showed,” “occurred,” “resulted,” and “indicated.” Additionally, “been” was the most frequently used verb in sentences that employ the present perfect. In addition, more than 90% of the sentences were followed by sentences that use the past participle of general verbs. Therefore, many forms of the present perfect clearly appeared in passive sentences.
6,800
초록보기
This study explored the English writing strategies of Korean university students by focusing on the relationship between their study abroad experiences and English writing strategies. The theoretical framework for this study is activity theory. Activity theory explicates social phenomena including human learning, by the interaction of social members through media such as tools and symbols, emphasizing the social context in human activities. Ten Korean university students learning English as a foreign language (L2) participated in this study. Five students had study-abroad experience (Group A), while the other five students (Group B) had not studied abroad. They wrote five English essays and one personal narrative regarding their English writing experience. Their writing strategies were collected by a variety of channels such as questionnaire, interviews, process logs and stimulated recalls. The results indicated that studying abroad affected Korean university students’ English writing strategies (e.g., rule mediated strategies, communitymediated strategies, role mediated strategies, and goal mediated strategies). This study drew some ideas from community-mediated strategies and goal mediated strategies, which could be pedagogically applied to English education.
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This study reviews the current body of research into reasons for Japanese university students’ reluctance toward spoken class participation in English, along with a critical review of general teaching suggestions for encouraging participation. It then identifies the limitations of teaching strategies that may not take into account certain reasons for their silence, which may be rooted in the Japanese communication style or educational background rather than confidence or language ability. This paper aims to make use of these reasons to identify concrete, bottom-up participation skills that are more grounded in Japanese culture and communication style differences, and to provide related teaching suggestions. While this paper aims to address the issues affecting Japanese students, the implications can be applied to other East Asian students whose verbal participation may be affected by similar cultural factors.
초록보기
Asian countries have discussed for decades the necessity of implementing multicultural education as their societies are becoming more global. With the dramatically increasing number of foreign and multiracial/biracial populations in South Korea, public education has a great need for multicultural education and Korean language teaching. However, current assimilation-centered curriculums and a lack of understanding of multiethnic students, their cultures, and their histories have created numerous difficulties in the education practice for both teachers and multiethnic students such as dropping out of schools. Moreover, it hardly narrows the disparities between multiethnic students’ academic gaps and daily life problems in Korea. This study examines general multicultural education in public education in Asian countries with the goal of building more sustainable and inclusive education systems for all learners in South Korea. First, the study focuses on three East Asian countries: South Korea, Japan, and Taiwan to compare the differences in multiculturalism and multicultural education. Then, the study summarizes their characteristics and approaches to multicultural education. The analysis shows that the three countries have common limitations such as building inclusive curriculums and granting the privilege of using a specific language. Next, this study reviews the critical role of language teaching and learning in multicultural education. Finally, the purpose of this study is to raise awareness about multicultural education and the importance of developing and implementing a better system based on language education.
6,200
초록보기
This paper systematically reviews the studies of working memory in second language learning in China over the past 20 years. A total of 140 studies that were published in 13 major foreign language journals during the past 20 years (2000-2019) were categorized and analyzed according to research method, educational level, and research content. For research method, two phases could be identified: from 2000 to 2006, more attention focused on introducing theory and reviewing literature regarding the association between working memory and second language learning; and from 2007 to 2019, there is a growing body of quantitative and qualitative research. For educational level of the 75 empirical studies, the majority were targeted at adult learners, whose L2 proficiency was assumed to be at or beyond intermediate level. For the research content, they were classified into three dimensions: L2 understanding, L2 output, and the integration of L2 understanding and output. These three dimensions were sub-divided into a total of seven aspects: vocabulary, grammar, listening, reading, speaking, writing, and interpretation. Considerable advances have been made in the knowledge of working memory and second language learning. Nevertheless, more research is needed to develop a deeper understanding of the interrelationships between working memory and different domains of second language learning.

The Effects of Speaking Activities on Brain Blood Flow: An NIRS Study

( Junko Negishi ) , ( Hiroyuki Kanzaki ) , ( Yuko Yamada ) , ( Masumi Murakami ) , ( Erika Ozawa ) , ( Yoshiyuki Nakamura )
6,500
초록보기
This study explored appropriate speaking activities for speakers of different proficiency levels by measuring the changes in their brain blood flow with near-infrared spectroscopy (NIRS). Fifty adult speakers and learners of English of various proficiency levels participated in the study by undertaking four types of task: a single-speaker picture description, interview, and two paired interaction activities on an easy and a difficult topic. By objectively analyzing the collected data, the authors revealed which speaking activity facilitated brain activity, which speaking activity was suitable for which level of learner, and from which area of the brain it was possible to obtain activation data. In short, advanced language learners need to tackle more difficult tasks, while easy, patterned tasks such as the picture description and interview are more appropriate for elementary level learners. As for intermediate learners, their language learning is likely to be promoted through most of the activity types, except for the interactions on difficult topics, which were shown to decrease their brain blood flow.
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