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- 저자 : Brawn James (검색결과 2 건)
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A Vocabulary Frequency Analysis of a TESOL Certificate Course
James R. Brawn,David A. Leaper 한국응용언어학회 2014 응용 언어학 Vol.30 No.2
This paper reports on a study that established the vocabulary coverage required for the reading materials in a TESOL Certificate course in Korea and compared it to the vocabulary knowledge of its participants. A corpus of 570,000 words was formed from the eight required readings of the course and were then analyzed using Nation’s (2006) list of the 14,000 most common word families. The corpus reached the 95% and 98% thresholds in the 3000 and 6000 most frequent word bands respectively, although it varied somewhat according to the text. The knowledge of participants’ vocabulary was assessed by a vocabulary size test, and was found to be mostly sufficient for the 95% threshold. The implications of investigating course difficulty through vocabulary frequency and the assessment of participants’ vocabulary knowledge are discussed in relation to the reading purposes of a TESOL certificate program.
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EPIK Teachers’ Beliefs About Language Learning and Teaching Processes
신혜원,이지윤,Brawn James,도주현 한국영어교육학회 2021 ENGLISH TEACHING(영어교육) Vol.76 No.2
The present study investigated newly recruited native speaking teachers of the English Program in Korea (EPIK) with a focus on thei r individual characteristics, their perceptions on second language (L2) learning and teaching processes, and their teaching experience as a variable (novice vs. expert) in their understanding of language learning and teaching processes. A questionnaire was g iven to 244 EPIK teachers. Analysis of the self reported data revealed that EPIK teachers were mostly in their 20s who were recruited from six inner circle countries with teaching certificates. Results also demonstrated the importance of a teacher’s teac hi ng experience, where subsequent mean difference models of novice and expert teachers revealed significant differences in their understanding of L2 learning and teaching p rocesses. Findings showed that teachers with experience had beliefs aligned with the b est teaching practices. These findings open discussions about the necessity of adequate subsequent support for native speaking teachers teachers.
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