http://chineseinput.net/에서 pinyin(병음)방식으로 중국어를 변환할 수 있습니다.
변환된 중국어를 복사하여 사용하시면 됩니다.
조슬린,안영호,이광호 한국영어교육학회 2018 ENGLISH TEACHING(영어교육) Vol.73 No.1
This paper on language learner strategies utilizes a little used quantitative, datamining technique called cluster analysis to investigate characteristics of groups of South Korean learners of English. After 71 students in three first-year university liberal arts English conversation courses completed the Strategy Inventory for Language Learning (SILL), and the number of learning strategies was reduced from 50 to 26 based on standard deviation (SD) results, the non-hierarchical (K-means) 3-cluster procedure was applied to the self-reported data. Following statistical analysis, each of the three cluster groups could be profiled according to achievement scores. At this point, six items emerged as particularly meaningful with regard to the latter, including direct strategies (a memory one and a cognitive one) and indirect strategies (two affective and two metacognitive). These strategies and their significance with reference to the local context as well as results previously reported in the literature are discussed. Finally, limitations of the study and implications for future research using cluster analysis are reported.
Korean EFL Learners’ Curious Usage of Double Salutations in English Letter Writing
조슬린 21세기영어영문학회 2013 영어영문학21 Vol.26 No.4
English as a Foreign Language (EFL) students at a Korean university have been observed to overuse salutations in personal letters. This is interesting in light of the English as an International Language (EIL) paradigm. As previous research on the specific topic of Korean writers' use of salutations was not found, this study comprising ten focused, metapragmatic interviews about student production, therefore, attempts an initial exploration of the issue. The curious usage of double salutations is considered in light of Thomas’ (1983) distinction between pragmalinguistic and sociopragmatic failure and the degree of language control attributed to the learner. Although transfer appears to be the main cause of pragmatic failure, incomplete understanding of salutation meaning and function (resulting in an inappropriate assignment of pragmatic force), as well as a declared preoccupation with relational considerations aimed at achieving comity (resulting in sociopragmatically inappropriate moves), also come into play. Limited by the number of participants available, this study only purports to make a modest contribution. However, the pedagogical implications that students may need to acquire a deeper awareness of salutation use in both their native and the target languages and also reassurance of the relational effectiveness of new conventions in order to take ownership of the speech act is noteworthy.
Awareness Campaign Projects for Transformative Learning in Critical Language Classrooms
조슬린 21세기영어영문학회 2015 영어영문학21 Vol.28 No.4
The main purpose of this article is to propose awareness campaigns as novel learning projects and to discuss the pilot study that sheds light on their potential utility for critical language classrooms. Because awareness campaigns attempt to positively influence behavior for social improvement, the hypothesis is that they may provide meaningful, transformative learning experiences for participants. The context for this particular study is a small, undergraduate EFL class at a rural university in South Korea. Making use of an initially inductive, mixed-methods approach, consisting of SWOT analyses, a post-experiment survey, student materials, and participant observation, the study seeks answers to the following questions: 1) How does this project provide an impetus for students to engage in actions that promote social change? 2) What evidence is there that students participate in increased critical discourse as a result of this project? 3) How is this project successful at raising awareness of social issues? 4) In what ways does this project induce students to reflect critically on and to challenge assumptions? 5) To what extent do the students' self-report measures suggest that they value awareness campaigns as useful tools for language learning? The initial findings of this pioneering study although tentative, appear promising both for the project's use in language classrooms and for further research.