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The goal of this study is to investigate the roles and effects of extracurricular activities in the short-term immersion English program for Korean students. This study explains the roles and effects of extracurricular activities and makes some suggestions to improve the extracurricular activities and special events in the five-week immersion English program implemented by KAIST in summer 2001. The immersion English program is designed to develop the students' communicative competence in speaking English with native speakers at the age of globalization, by providing students with the English-speaking immersion setting. The results of the students' survey concerning the extracurricular activities reveal that extracurricular activities including special events are very significant in improving students' communicative competence by performing the student-centered and task-based activities and in attaining the high motivation for the natural English communication by providing students with the interest, comfort and confidence in speaking English. Hence the extracurricular activities and special events have the effects on the students' creative, interactive, and positive attitudes in enforcing and improving the learning of communicative English.
The purposes of the study are to examine what sub-constructs of learner autonomy in English language learning are, and how these sub-constructs are strongly related to student`s autonomy. For this study, a questionnaire examining the learner`s autonomy was developed and administered to 79 university students. ANOVA, correlation, and multiple regression were employed for data analysis. As a result of this study, it was found that responsibility, self-confidence, meta-cognitive strategy use, and student`s perceived teacher`s autonomy support meaningfully influenced on student`s autonomy. In particular, as a result of correlation, it was found that 4 sub-constructs were separately correlated with learner autonomy. When the four variables were considered as predictors at the same time, it was found that the three variables (responsibility, self-confidence, perceived teacher`s autonomy support) together accounted for 61% of variance of learner autonomy. These results showed that four constructs were significant predictors of learner autonomy. (Chungnam national university)
This study examines English and Korean listeners` response time to synthesized English /ε/-/æ/ continuum. The statistical results show that English listeners` response times change based on both spectral steps and duration of the vowel whereas Korean listeners` response times change based only on duration of the vowel. These findings support second language speech learning models such as Lado`s Contrastive Analysis Hypothesis, Flege`s Speech Learning Model and Best`s Perceptual Assimilation Model in that identification of L2 vowels is affected by L1 vowels; Korean does not have the low vowel /æ/, thus Korean listeners have difficulty identifying it.
The Korean Ministry of Education, Science and Technology has been carrying out IIETTP(Intensive In-service English Teacher Training Program) for English teachers so that TEE(Teaching English in English) policy can be applied to English classes. This study tried to find out if a Cyber IIETTP is constructed to enhance practical teaching skills and if it actually helps out the trainees in such areas. This study examined 78 trainees that participated in a Cyber IIETTP in 2010 by analyzing their learning behaviors, post-training survey results, and the curriculums. It found out that the middle school teachers put more study hours than the elementary ones, and that those in their 40s to 50s studied more than those in their 20s to 30s while all of them preferred speaking classes. This indicated that a Cyber IIETTP can be highly beneficial in their 40s to 50s who are in need of such program but the circumstances do not allow them to participate in any off-line programs. A close examination of the curriculum for some Cyber institutes revealed that it is only concerned with communicative skills and requires some improvements in the future. (Chung-Ang University, Kwangwoon University, Chung-Ang University)
The purpose of this paper is to analyze the English N-Ved N type compound nouns and their Korean correspondents. We found the followings: First, N-Ved N type English compounds are pretty unique in their structure because they always include a past participle ‘-ed’ and usually a hyphen. Second, the first two constituents of the English compound describe the last constituent. So this compound can be transformed to the relative clause easily. Of course, we can analogize a sentence from this compound. Third, their Korean correspondents usually become compound nouns and sometimes noun phrases. Fourth, the passive meaning of the past participle in English compounds is gone away in the Korean ones. This semantic peculiarity is originated from the Korean Language itself. Passive meaning in Korean is not usually lexicalized in compounding. Finally, conceptual similarities and differences between two languages remind us onomasiology. (Korea Baptist Theological University)
This paper tries rethinking of Shakespeare class in Korean situation where practical English spree is being rampant. There were diverse writings on Shakespeare education in American-English academic circle as in the papers of Shakespeare Quarterly under the special issue, ``Teaching Shakespeare``. These articles centered on performance and film, turning away from Shakespeare text and authorship, has much influenced on Korean academy as an alternative to promote students`` practical English or actualize Shakespeare class in various ways. But there was not much effort which deals with Shakespeare class in Korea`s specific situation, especially in relation to the language barrier that non-native English learners(Koreans) carry, differently from English-American students that most of papers in Quarterly target at. Considering these conditions, to help Korean students be familar with Shakespeare English text and expand their thought through performance and film, demands much time. In English department, so that English proficiency and Shakespeare works can be connected more effectively, the number of taking Shakespeare class needs to be extended, not just one time, but to two or three times-first text and second performance/film, or first text, second performance, and third film. Differently from general expectation, reading English literature, Shakespeare, can be more ``practical`` approach to English rather than English considered as ``practical English`` that could be ``non-practical`` English.