한국인의 영어습득 과정에서 이루어지는 전형적인 오류의 분석

스티븐알피어시 상명대학교 어문학연구소 1997 語文學硏究 Vol.5 No.-

Research into error analysis in the 1970s showed that learners of a particular language make many similar mistakes whatever their mother tongue origins. The purpose of this study is to identify and comment on those errors that are specific to Korean learners. For this reason many of the errors discussed are semantic rather than structural. Although the majority of errors made by Koreans, as by other learners, are structural there is often nothing specifically Korean about these errors: they are errors that any learner of English is likely to make. Moreover, structural errors are by their nature developmental in the sense that they are an inevitable part of acquiring a language and gradually diminish as language proficiency develops. There is also limited practical value in identifying and correcting these types of errors. The view that languages can be effectively learned by constant teacher correction of mistakes is at best a vast simplification of the actual language learning process. Those structural errors that are singled out for comment are ones which seem to be persistent and not well understood, particularly within the Korean school educational system.z Many semantic errors by Korean learners occur because the meaning of English words and their Korean equivalents overlap. There are rarely exact equivalents. Sometimes there is one Korean word that covers the meaning of two or more separate English words. This fact is compounded by the reliance on translation in the teaching of English in the Korean school system. The Korean school system is also responsible for perpetuating false or inaccurate information about the meaning or usage of certain English words or expressions. There are also a number of English words used in Korean which cause confusion. Polite language in English is poorly understood in Korea and problems in this area of usage are examined in relation to making requests, giving advice, and forms of address. It is hoped that this study will be of practical use to Koreans engaged in the field of English teaching.

Task-based Learning

Piercy, Stephen R. 상명대학교 어문학연구소 2000 語文學硏究 Vol.9 No.-

This study will investigate whether the methodology of task-based learning can realistically be regarded as a new paradigm replacing the hegemony of Presentation, Practice, Production (PPP) in second language teaching methodology. The principles underlining task-based learning will be examined in contrast to the principles underlying Presentation, Practice, Production and in relation to recent research in Second Language Acquisition (SLA). Since the 1970s Presentation, Practice, Production has been the dominant methodology in second language teaching. Recently, backed by research in SLA, task-based learning has been advocated as a more realistic and superior methodology, although some have dismissed TBL as yet another fad in the history of ELT.

Grammar Learning and the English Conversation Class in Korea

Piercy, Stephen R. 상명대학교 어문학연구소 1996 語文學硏究 Vol.4 No.-

In Korea there is a rigid distinction between learning English grammar, which is done at school and taught by Koreans, and practicing English conversation, which is done mainly at private language schools and taught by native speakers, usually untrained in ESL teaching. The purpose of the conversation class is to give learners the opportunity to develop fluency in the grammar and vocabulary they have learned at school. Unfortunately, the assumption that Korean learners are good at grammar as a result of their years of study at school is not true. They need to develop their structural accuracy of English as well as their fluency. Recent research into foreign language acquisition suggests that instruction based on fluency activities, although effective in developing fluency, is not so effective in developing accuracy of language. It would seem, therefore, that the so-called conversation class in Korea needs to find a delicate balance between form-based and meaning-based instruction. This means more than dividing class time between conversational activities and studying grammar. In fact, finding this delicate balance is a task for professionals trained in ESL teaching.

대화의 인종학적 접근

( Stephen R. Piercy ) 상명대학교 어문학연구소 2003 語文學硏究 Vol.13 No.-

An Analysis of a Newspaper Editorial According to the Principles of Critical Discourse Analysis

Piercy, Stephen R. 상명대학교 어문학연구소 2001 語文學硏究 Vol.11 No.-

This paper is an attempt to analyze an editorial from The Times newspaper of London according to the principles of critical discourse analysis. The editorial is on the issue of whether the Elgin Marbles, as they are called in Britain, should remain at the British Museum in London or be returned to Greece in accordance with the repeated demands of the Greek government. This is a controversy with profound ideological implications including even the question of which country and its culture, Britain or Greece, best represents the heritage of the civilisation of Ancient Greece which is universally acknowledged as the cradle of Western civilisation. Critical discourse analysis goes beyond the analysis of text and looks for realisations of the social practice that underlies the text. The organisation of this paper broadly follows the suggestions made by Fairclough (1992) in which he recommends proceeding from an analysis of discourse practice at a macro level, through an analysis of the text and aspects of discourse practice at a micro level, to an analysis of the social practice and ideology of which the discourse is a part.

Collins COBUILD 의 영어 학습 과정에 대한 평가

Piercy, Stephen R. 상명대학교 어문학연구소 1998 語文學硏究 Vol.7 No.-

COBUILD, a subsidiary of HarperCollins Publishers, is an acronym standing for Collins Birmingham University International Language Database and the COBUILD project is based on the exploitation of the huge language database, the Bank of English, at Birmingham University. At the theoretical level the project is concerned with corpus linguistics, lexicography and the development of analytic software; at the practical level COBUILD has published a wide range of accessible English language teaching reference materials including dictionaries, grammars, books on usage, phrasal verbs, vocabulary, prepositions, and a three-stage English course. All of these materials draw their examples of language usage from Birmingham University's Bank of English which now has over 300 million words of text. The Bank of English comprises a wide range of language, both writing and speech, including books, magazines, unscripted radio broadcasts and casual conversation with data from Britain, the United States and Australia. The Birmingham corpus, however, is not completely inclusive: it does not include highly technical language or non-standard dialects. Researchers worldwide can gain access to a 50 million word sample of the Bank of English via a subscription service on the Internet called CobuildDirect. This paper is concerned with an evaluation of one aspect of the COBUILD project, the COBUILD English course. This course represents a radical departure from conventional course text books. In that it: * follows a lexical approach to language teaching which rejects the traditional distinction between structure and vocabulary * rejects the presentation, practice, production (PPP) scheme of teaching, adopted by most textbooks, and widely taught on teacher-training courses. * uses real language, especially unscripted conversations by native speakers, for language input. * uses task based activities for communicative practice. * employs conscious raising activities to promote language awareness. This paper examines the implications of each of the above features of the COBUILD course and finds that the novel approach of the course is one which teachers can profit from if only to reflect on their own teaching practice in the light of the insights provided by the COBUILD course.

A형과 B형의 실라버스, 통합 실라버스의 필요성

스티븐피어시 ( Stephen R. Piercy ) 상명대학교 어문학연구소 2004 語文學硏究 Vol.16 No.-