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문화적/상황적 영향에 의한 학습자와 교사의 신념이 EFL학습전략에 미치는 효과
박휴버트(Pak, Hubert H) 한국영어어문교육학회 2015 영어어문교육 Vol.21 No.4
As learner beliefs derive from a variety of sources, including the learner’s cultural and situational influences, it is essential to understand learner strategies for implementing appropriate language instructions. The present study represents a preliminary effort to empirically examine the effects of learner and teacher beliefs on EFL learning strategies, and then an attempt is made to explore cultural and situational influences on learner and teacher beliefs. A total of 40 students studying intermediate English class at a university participated in this study, and both qualitative and quantitative methods were employed. First, semi-structured interviews were conducted to investigate cultural and situational influences on learner and teacher beliefs, and all collected data were analyzed by NVivo version 10. Then, to examine the effects of learner and teacher beliefs, the participants were divided into two groups and taught with the instructions (designed for this research) on vocabulary acquisition, reading comprehension and writing. The result revealed that both cultural and situational influences have an impact on choosing learning strategies, and when teacher beliefs are matched with that of learner beliefs, students showed a significant improvement on their foreign language learning.
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박휴버트 ( Pak Hubert H ),민수정 ( Min Su-jung ) 대한영어영문학회 2008 영어영문학연구 Vol.34 No.2
This research looks into a component of language in foreign language learning and teaching - pronunciation instruction and acquisition - and presents that computer-based training using sound visualization technique can be effectively implemented to Korean EFL learners to produce and perceive English pitch and durational contrast for words in sentences as well as for words in isolation. Training using sound visualization technique can be effective in improving second language learners’ perceptions and productions of segmental and suprasegmental speech contrasts. This study assessed the efficacy of a pronunciation training that provided visual feedback for EFL learners acquiring pitch and durational contrasts to produce and perceive English phonemic distinctions. The subjects’ ability to produce and to perceive novel English words was tested in two contexts before and after training; words in isolation and words in sentences. The findings support the feasibility of learner-centered programs using sound visualization technique for English language pronunciation instruction. (Kongju University)
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