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- 저자 : Soomin Jwa (검색결과 3 건)
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Examining the Current English Textbook in Bangladesh:Critical Scrutiny from a Teacher’s Perspective
Md Tahamid Ar Rabbi,Soomin Jwa 한국외국어교육학회 2021 Foreign languages education Vol.28 No.3
The English language textbook for classes XI-XII, currently in use nationwide in Bangladesh, has drawn numerous reactions from multiple corners of the country. Bangladeshi teachers, major stakeholders, have been noticeably concerned about the effectiveness of the design of the textbook based on their teaching experiences (Hani & Siddika, 2018). It is important to know their perceptions of the textbook, since their perceptions have a significant influence on students’ learning English through the textbook. The current study, therefore, seeks to provide information about the participant teachers and their teaching contexts in order to judge the value of the textbook design in terms of contents selection and organization. For that research purpose, interviews were conducted with 10 teachers who were, at the time of research, teaching the textbook at different colleges in a district of the country. Based on the data, the study discusses the teachers’ first-hand experience with the textbook, providing a revealing insight into how well it facilitates students’ learning in the classroom. Finally, implications are suggested that are expected to guide the design of the next applicable version of the textbook.
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Break a Leg: An Investigation of L2 Idiom Comprehension of L1 Arabic Speakers
Mary Catherine Augstkalns,Soomin Jwa 한국영어학학회 2019 영어학연구 Vol.25 No.3
Previous research into the area of idioms in SLA has focused on the learner’s ability to comprehend idioms in the L2 without delving deeper into the processes by which they decode idioms. Therefore, this study is designed to investigate Arabic learners of L2 English for their comprehension of idioms, with a focus on the strategies they implement to decode idioms. Ten learners of English, five intermediate and five advanced, were recruited and asked to define ten transparent and ten opaque idioms. Results indicated that they all understood transparent idioms better than opaque idioms. Features of each idiom that made the participants’ comprehension challenging are identified and discussed. Also, it was found that advanced and intermediate learners used different cognitive and metacognitive learning strategies (Oxford and Burry-Stock 1995). In particular, advanced learners often used compensation strategies which, with the help of instructors, can be brought to the attention of intermediate learners as well in order to achieve a more effective ability to decode language in the L2. Also, there was an L1 effect as shown in their use of similar descriptive language when attempting to define an idiom they were unfamiliar with. Based on the findings of the study, it is suggested that teachers showcase particular compensation strategies that are suited to the level of their students and the type of idioms to teach.
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Transacting L2 Writer Identity in Remote Learning During COVID-19: An Activity Theory Approach
Myung-Hye Huh,Inhwan Lee,Soomin Jwa 한국응용언어학회 2020 응용 언어학 Vol.36 No.3
The recent phenomenon of school closures caused by the COVID-19 global pandemic has dramatically transformed the way we teach and learn in educational institutions globally. Such changes will have profound effects on a number of issues related to teaching L2 writing. Accordingly, focusing on this abrupt shift from in-school instruction to remote learning, we examined how the L2 students constructed and transformed their remote academic discourse communities, wherein their writer identity was initially projected and later reprojected through L2 written practices. Drawing from data collected in a case study of writing activities of two Korean EFL college students, we investigated how these students positioned themselves as writers within the activity system of the remote learning environment, making particular rhetorical choices in academic writing. To achieve this objective, we adopted a genetic method which tracks development of a student’s identity, employing Vygotskian sociocultural theory, together with activity theory, and Swales’ (1990) genre analysis model. Our study showed that the two students exploited the shift to remote learning as the affordances for a new, academic writer identity construction. Thus, we suggest a new line of inquiry to add understanding of identity constructions, especially during this sudden change in educational contexts.
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