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2019 대수능 최고 난이도 문항들에서 지문의 텍스트 통일성이 문항난이도에 미치는 영향
류호열 ( Ryu¸ Hoyeol ) 글로벌영어교육학회(구 호남영어교육학회) 2020 Studies in English education Vol.25 No.4
This study was motivated by the notorious difficulty of the English section of the 2019 College Scholastic Aptitude Test (CSAT). While there have been a large number of studies examining what factors determine the difficulty of ESL reading questions, text coherence has been paid little attention due to the highly linguistic orientation of the language testing field. It was generally agreed in many studies that text itself does not bear a direct relationship with its coherence. Instead, the coherence reflects the reader’s mental representation of the text elicited from it. During the process of drawing the mental representation, the reader both depends on the information explicitly presented in the text and make necessary inferences to fill in the missing parts that he or she failed to discover from the text. In order to explore the influence of text coherence on the difficulty of the reading questions, this study analyzed the most difficult five questions of the English section of the 2019 CSAT using the text analysis paradigm of Mann and Thompson’s Rhetorical Structure Theory and attempted to identify whether there are any elements to interfere with the drawing of the mental representation and whether the interrupting elements could lead to the low correct response rate. The analyses demonstrated that the texts for all five questions include some structural elements that might lead many test-takers to trouble in drawing the mental representation and, consequently, making correct answers.
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류호열 ( Ryu Hoyeol ),최선희 ( Choi Sunhee ),황은경 ( Hwang Eunkyung ) 글로벌영어교육학회(구 호남영어교육학회) 2019 Studies in English education Vol.24 No.4
The purpose of this study is to investigate English learning motivation of vocational high school students and the factors that affect their motivation. A total of 228 students enrolled in a technical high school in Daegu participated in the study. The participants were all male and spread out over three grades. They answered a questionnaire developed by Taguchi, Magid and Papi based on Dörynei’s L2 motivational self system. The questionnaire consisted of 42 items that were categorized into 10 sub-factors. In addition, a semi-structured interview with one of the English teachers working at the school was conducted. The quantitative data analyses reveal that the participants are motivated to learn English to pass tests or get better jobs while they have positive attitudes toward English culture and cultural products. Interestingly, however, the results of the qualitative data analyses somewhat contradict the quantitative analyses. Discussions and suggestions are made for future research and English education for vocational high school students.
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Communication Breakdown and Its Repair in the Beginning English Classroom
류호열(Hoyeol Ryu) 한국외국어교육학회 2003 Foreign languages education Vol.10 No.3
This study examined how communication breakdown occurred and how it was repaired in second language learning context. For the purpose of the study, the author tape-recorded two English conversation classes for the beginning learners of English as a foreign language in college. The analysis of the recording showed that students' inability to produce grammatically correct utterances was its most noticeable cause. Its second biggest cause was the instructor's ignorance of students' native culture. Students' insufficient knowledge of the target culture did not seem to pose a big threat to the problem, in that the instructor usually provided students with the explanation of the problematic target culture in advance. The study also stressed the importance of the instructor's role in restoring the communication process. The study suggests that the instructor should be aware that communication is a joint effort to negotiate meaning and provide students with opportunities to contribute to the communication process. Overall, the study makes it clear that communication breakdown is an inevitable phenomenon and offers rather opportunities to develop their discourse and strategic competence.
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