2019 대수능 최고 난이도 문항들에서 지문의 텍스트 통일성이 문항난이도에 미치는 영향

류호열 ( Ryu¸ Hoyeol ) 글로벌영어교육학회(구 호남영어교육학회) 2020 Studies in English education Vol.25 No.4

This study was motivated by the notorious difficulty of the English section of the 2019 College Scholastic Aptitude Test (CSAT). While there have been a large number of studies examining what factors determine the difficulty of ESL reading questions, text coherence has been paid little attention due to the highly linguistic orientation of the language testing field. It was generally agreed in many studies that text itself does not bear a direct relationship with its coherence. Instead, the coherence reflects the reader’s mental representation of the text elicited from it. During the process of drawing the mental representation, the reader both depends on the information explicitly presented in the text and make necessary inferences to fill in the missing parts that he or she failed to discover from the text. In order to explore the influence of text coherence on the difficulty of the reading questions, this study analyzed the most difficult five questions of the English section of the 2019 CSAT using the text analysis paradigm of Mann and Thompson’s Rhetorical Structure Theory and attempted to identify whether there are any elements to interfere with the drawing of the mental representation and whether the interrupting elements could lead to the low correct response rate. The analyses demonstrated that the texts for all five questions include some structural elements that might lead many test-takers to trouble in drawing the mental representation and, consequently, making correct answers.

Study of Textual Features in English Composition by Korean and German College Students

( Ryu Hoyeol ) 한국현대언어학회 2017 언어연구 Vol.32 No.4

This study tests the validity of contrastive rhetoric by comparing Korean and German college students` rhetorical styles. 23 Korean and 22 German college students` essays about the influence of American or British culture on their life were examined for their study. The results show the Korean students use different rhetorical styles than what is by Kaplan and other contrastive rhetoric proponents. However, digression emerges as the distinctive feature of German rhetoric in some of the German students` essays as previous studies claim. Unlike the Korean students` essays in which any particular rhetorical style does not emerge, those by the German students show a pattern of repetitive coordination and a simpler hierarchical structure resulting from limited relation types between idea units. (Hankyong National University)

The Effect of Social Cognitive Ability on English Writing by English Proficiency Level

Hoyeol Ryu 한국영어교육학회 2001 ENGLISH TEACHING(영어교육) Vol.56 No.2

Development of a Checklist for Peer Review Activities in a Beginning College English Composition Class

( Hoyeol Ryu ) 글로벌영어교육학회(구 호남영어교육학회) 2016 Studies in English education Vol.21 No.1

Peer review has been considered one of the promising instructional methods to help students understand the social nature of writing and the importance of revision. However, given our students’ linguistic inability and inexperience in English writing, some supportive measures need to be taken to take advantage of this invaluable learning experience to their writing ability development maximally. This study assumes that presenting them a checklist with important points to be discussed with peers is critical for the successful implementation of the activity in the classroom. When it is being developed, the instructor must reflect on the unique characteristics of her class and integrate them into the development. To demonstrate how it can be built, writing samples of students in a beginning English writing class in a four-year university and their peer review practices were studied. As the first step of the development, the students’ writing proficiency was assessed at the beginning and end of the course to establish the course objective that was defined as a proficiency level in the IELTS Writing Band Descriptors. Then, the descriptors was analyzed to identify writings features to be included in the checklist. Finally, their competence manifested in their papers and comments was studied to select suitable writing features for their proficiency and the course objective.

Rhetorical Patterns in Korean College Students’ English Expository Writings

Ryu, Hoyeol 한국영어교육학회 2006 ENGLISH TEACHING(영어교육) Vol.61 No.3

Revision Behaviors in a Peer-Reviewed Multi-Draft Writing Context

Hoyeol Ryu 한국영어교과교육학회 2013 영어교과교육 Vol.12 No.2

EFL writing is a cognitively demanding task and asks the writer to pay attention to a large number of elements involved in producing the text. It is unreasonable for our student writers to deal with the overwhelming cognitive demand of writing effectively with a single attempt. Therefore, revision should be a key component of their writing process. The necessity of revision prompts us to consider the integration of multi-draft writing into our teaching practice since it provides students with more opportunities to shape and refine their texts. Peer review has been also recommended as a helpful pedagogical instrument for them to cope with revision tasks successfully. In line with these theoretical underpinnings, this study examined the impact of these two writing pedagogies on Korean college students’ revising behaviors and the improvement of their text quality in an English composition class in a Korean university. The participants in the study received a training on how to review their peers’ writings and went through multi-draft writing process in which they were asked to revise their writings three times on each topic. The results identified the pattern of their revision behaviors and confirmed the writing quality improvements on the subsequent drafts. Some pedagogical suggestions were also proposed to reap the benefits of multi-draft writing and peer review practices in the classroom.

Communicative competence and foreign language teaching

Hoyeol Ryu 한국외국어교육학회 1996 Foreign languages education Vol.3 No.1

What’s the Problem in Teaching English Writing in Secondary Level?

Ryu, Hoyeol 한국중앙영어영문학회 2010 영어영문학연구 Vol.52 No.3

Although English writing is equally important to other language skills in many areas of communication with foreigners, it has not been fairly treated in secondary school English classrooms. In this context, this study intends to investigate how English writing instruction is practiced in the classroom and what shapes the instruction. 94 middle and high school teachers were surveyed on their English writing teaching practices and their opinions on teaching English writing in the classroom. Further, 14 English textbooks for seventh through eleventh graders were analyzed. The major finding of the study is that most teachers and their students had negative opinions on teaching and learning of English writing skills. The reason behind the negative opinion is that English writing is not practically helpful in the students’ pursuit of academic success in secondary school, that is, earning admission to college. Moreover, the teaching practices and textbooks are not adequate to developing students’ English communicative abilities through written English. This study strongly recommends the inclusion of English writing skills in tests in school and class level and the accompanying instructional changes for the improvement of the current English writing teaching practices. Administrative supports and providing the teachers with proper resources and training programs are strongly needed in this regard.

Learner Autonomy and Classroom Discourse

Hoyeol Ryu 한국응용언어학회 2000 응용 언어학 Vol.16 No.2

Communication Breakdown and Its Repair in the Beginning English Classroom

류호열(Hoyeol Ryu) 한국외국어교육학회 2003 Foreign languages education Vol.10 No.3

This study examined how communication breakdown occurred and how it was repaired in second language learning context. For the purpose of the study, the author tape-recorded two English conversation classes for the beginning learners of English as a foreign language in college. The analysis of the recording showed that students' inability to produce grammatically correct utterances was its most noticeable cause. Its second biggest cause was the instructor's ignorance of students' native culture. Students' insufficient knowledge of the target culture did not seem to pose a big threat to the problem, in that the instructor usually provided students with the explanation of the problematic target culture in advance. The study also stressed the importance of the instructor's role in restoring the communication process. The study suggests that the instructor should be aware that communication is a joint effort to negotiate meaning and provide students with opportunities to contribute to the communication process. Overall, the study makes it clear that communication breakdown is an inevitable phenomenon and offers rather opportunities to develop their discourse and strategic competence.