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The study investigates the effects of TEE (Teaching English in English) on Korean middle school students' English achievement and the affective domain. For this to be realized, a total of sixty middle school students, divided into an experimental and a control group, participated in the study. The experimental group received a TEE instruction, and the control group, the traditional teaching method, i.e., they were taught in their native language, Korean. The results of the study indicated that TEE had a positive effect on the improvement of students' listening and writing ability. A significant effect of TEE was observed especially on the English achievement of the low proficiency level students. In addition, TEE had a meaningful relationship with students' learning interest and motivation which played an important role in language learning. By providing students with more educational opportunities through implementing TEE in the classrooms, they will be exposed to more rich language input, which in turn gives them an opportunity to interact with one another in the target language more efficiently.
The current study aims at exploring if there are any differences in EFL learners` perception of different rhetorical structure in English texts depending upon their English proficiency. For the purpose of this study, 140 college students were divided into two groups (high and low) according to their English proficiency. The participants were asked to read two English texts on the same topic but with slightly different rhetorical structure. They were then asked to evaluate the texts based on 7 criteria. The findings show that they generally assigned higher scores for the Western text than for the Eastern one, and that their perception of rhetorical differences in the two texts differed depending upon their English proficiency. In-depth analysis of the results and pedagogical implications were discussed.
The purpose of this study is to analyze vocabulary activities in first and second year middle school English textbooks to investigate how each type of vocabulary activities is presented and whether a variety of contents is included in each activity type. For this study, three first year middle school English textbooks and three second year textbooks were randomly chosen, and seven types of vocabulary activities-definition, contextual inferencing, lexical relations, word formation, free association, audio-visual aids and vocabulary games-were used as criteria for identifying the activities. The result showed that the vocabulary activities are proportionally unbalanced. Thus, a few types of vocabulary activity, like contextual inferencing and audio-visual aids, are more frequent than other types. It was also found that there are differences between first and second year textbooks in the number of each vocabulary type. Finally, it was shown that most of the vocabulary activities fail to provide varied content in that some activity types, such as contextual inferencing, employ only one or two activities like “fill in the blank” or “choose an appropriate word.”