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Factors Inhibiting Korean ESL Students` Intercultural Friendships with Americans
강수자 ( Kang Su-ja ) 한국현대영어영문학회 2016 현대영어영문학 Vol.60 No.3
Due to the globalization of the world and their desire to achieve high English proficiency, many Korean students go to the United States to study English as a Second Language (ESL) in an intensive English language program. Korean ESL students have a strong desire to make American friends and improve their English speaking skills with them. Despite their desire to have American friends, however, they lack intercultural friendships with Americans. The purpose of this study was to explore factors that play a role in inhibiting Korean ESL students’ intercultural friendships with Americans. The participants were six Korean students studying ESL in the United States. The data were collected through in-depth interviews with each participant. From the inductive analysis of the data, this study found three types of factors inhibiting intercultural friendships between Korean ESL students and Americans: 1) institution factors (the lack of proximity and time), 2) Korean factors (Koreans’ ulterior motive and identity as a neglected nonnative speaker), and 3) American factors (Americans’ ethnocentrism and inconsiderate attitude towards foreigners). Drawing on the findings, this study suggests some implications for the institution, Korean ESL students, and Americans that can contribute to facilitating the development of intercultural friendships between Korean ESL students and Americans. (Pai Chai University)
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Communication Strategies for Dual Lexical-Syntactic Problems in L2 Oral Communication
Su-Ja Kang(강수자) 한국외국어교육학회 2007 Foreign languages education Vol.14 No.3
L2 speakers often encounter difficulties caused by a dual problem both with vocabulary and structure in delivering his or her intended message. This qualitative study reports on how the dual problem involving both lexical and syntactic problems can be managed by employing CSs. The participants were 12 Korean students studying in a university in the USA, whose language proficiency varied from limited to high advanced. For the data, the participants’ natural conversations in various settings were recorded and stimulated recalls were conducted on the recorded conversations. The study presents various CSs for managing dual lexical-syntactic problems (DL-SCSs) identified from an inductive analysis of the data. Based on a taxonomic analysis of the data, this study presents a taxonomy in which various DL-SCSs are organized in multiple levels. In this paper, examples illustrating how participants employed each DL-SCS are also provided. These examples show that L2 speakers employing appropriate DL-SCSs are likely to communicate their intended meaning despite massive dual problems. Based on the findings, this study suggests that L2 speakers should be encouraged to use DL-SCSs.
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