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텔레비전 시리즈 드라마 굿 위치에 나타난 입력 기반 대화 공동체의 역할
정윤정(Yunjeong Chung) 영상영어교육학회 2023 영상영어교육 (STEM journal) Vol.24 No.1
The purpose of the paper is to study EFL students’ reaction toward the concept of a speech community reflected in a TV series. Three non-English major students were recruited for the study. Each student was provided with four different drama clips which represent four different speech communities. Speech communities provide L2 learners with linguistic and cultural knowledge that helps people socialize with others (Schmid, 2016). After the participants went through L1 translation activities which helped them to increase their awareness of what an L2 speech community is, the participants were given two tests (memorization and selection of relevant expressions) and one written interview. The results indicated that the speed of all three participants’ memorization was better after the given instruction and they also selected more expressions on the interview test. In the written interview, all the participants showed positive attitudes about the use of a speech community. Such results have potential pedagogical implications in EFL classrooms. First, the use of a speech community brings abundant context to the relevant scene to help memorization, and provides salience to expressions; consequently EFL students can pick up desirable expressions. Second, the concept of speech community can integrate both cultural and language matters simultaneously. Details will be discussed further in the paper.
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A Study on Instructed MWEs With Reference to the Movie After
정윤정(Chung, Yunjeong) 영상영어교육학회 2021 영상영어교육 (STEM journal) Vol.22 No.2
The purpose of this paper is to observe how EFL learners use multiword expressions (MWEs) or multiword combinations (MWCs) in their writings. Three subjects participated in this writing activity. After, an American romantic drama film, was chosen as material. Three scenes, which were translated into Korean, were provided to the subjects. They were then assigned to write in English with the Korean compositions. The results indicated various information about the strategies of the subjects’ use of MWEs. Subject A depended on one-word, two-word, or three-word utterances due to his lack of English grammatical knowledge. He simply showed sequences based on meaning relations. Subject B used phrase-long MWEs (P-MWEs) relatively more often and combined a P-MWE with another P-MWE to generate sentences. His grammatical knowledge motivated such combinations, but the sentences hardly looked natural. Subject C primarily used sentence-long MWEs. They seemed to make his composition effortless. Through these writing activities, it was found that MWCs can be developed to MWEs in the case of subject A and that grammar learning before MWCs or MWEs learning may be harmful to learn L2 naturalness in B’s case, and that sentence-long MWEs should be an ultimate goal in C’s case.
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