간행물

STUDIES IN ENGLISH EDUCATION update

  • : 글로벌영어교육학회(구 호남영어교육학회)
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수록정보
수록범위 : 1권1호(1996)~24권1호(2019) |수록논문 수 : 565
STUDIES IN ENGLISH EDUCATION
24권1호(2019년 03월) 수록논문
최근 권호 논문
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KCI등재

1Student Perceptions of Communicative Conditions in the Language Learning Classroom

저자 : Neil Briggs

발행기관 : 글로벌영어교육학회(구 호남영어교육학회) 간행물 : STUDIES IN ENGLISH EDUCATION 24권 1호 발행 연도 : 2019 페이지 : pp. 1-30 (30 pages)

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This study investigated the perceptions of Korean university students with respect to the importance of the communicative conditions (CCs) in the communicative language teaching (CLT) classroom environment. It drew upon the theoretical underpinnings of Activity Theory (Engeström, 1987) in order to illuminate the relevance of particular CCs in relation to student participation in communicative activity. Data were collected and analyzed according to a two-phase and mixed-methods design. In the first phase, the 47-item Communicative Language Learning Class Conditions Survey (CLLCCS) was constructed and completed by 158 student participants. The results of the survey were ranked according to the perceived importance of the students. Significant differences among students of various self-reported ability levels and different teacher-led classes were also identified. Based on the initial survey results, the most important CCs were reduced to a list of 11 items from which students provided written explanations for what they perceived to be the three most important items. The results highlight key features of effective CLT-related pedagogical approaches, including, but not limited to, features of teacher support and concerns pertaining to students of varying levels of ability

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Study abroad (SA) research has evidenced the effects of SA in expediting second language acquisition. However, the effects of SA have been discussed mostly in terms of linguistic knowledge, lacking attention on affective aspects of language learning and the types of SA programs. This study examined the effects of SA experience on learners' motivation and affectivity, the types of learning materials, and study hours between different types of SA experience groups. In total, 167 college students majoring in English education participated in the study and completed a survey. The analysis of survey data yielded evidence of the effects of SA experience on affective aspects: anxiety, competence, and motivation. The types of SA experience, which were classified depending on the length of stay, did not have significant effects except on competence. The results imply that SA experience influences affective aspects of language learning regardless of the length of stay. The findings were presented with discussion and suggestions for the future studies.

KCI등재

3A Case Study on Chat-Mediated Collaborative Dialogue in L2 Listening Comprehension

저자 : Jinyoung Lee

발행기관 : 글로벌영어교육학회(구 호남영어교육학회) 간행물 : STUDIES IN ENGLISH EDUCATION 24권 1호 발행 연도 : 2019 페이지 : pp. 57-95 (39 pages)

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Collaborative dialogue has been investigated in relation to language forms, vocabulary, and sentence-level writing but little attention has been given to its potential contribution to the development of L2 listening comprehension skills. This case study explores the features and dynamics of chat-mediated collaborative dialogue in a joint problem-solving process of L2 listening comprehension, drawing on a socio-cultural theoretical framework. Main data sources include chat-logs of online learner interaction saved in class online boards and follow-up individual stimulated recall interviews over 9 weeks. The findings indicate that learner-initiated text-based collaborative dialogue has a positive effect on the problem-solving process of L2 listening comprehension. Idiosyncratic patterns of multilateral interaction and role-taking prevailed in this study. Salient features that emerged in collaborative dialogue included co-construction and dialectic co-construction of comprehension, collective and emotional scaffolding for problem-solving and rapport-building, establishment of intersubjectivity, and attempts for apprenticeship. The findings have implications for the development of a collaborative L2 listening pedagogy that can foster collaborative autonomy for L2 listeners through expanded learning opportunities beyond the classroom enabled by the support of easily accessible interactive communication technology.

KCI등재

4Flow Theory in the L2 Context: Does “Optimal Challenge” Apply?

저자 : Minyoung Cho

발행기관 : 글로벌영어교육학회(구 호남영어교육학회) 간행물 : STUDIES IN ENGLISH EDUCATION 24권 1호 발행 연도 : 2019 페이지 : pp. 97-120 (24 pages)

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This study explores the possibility of applying Csikszentmihalyi's (1975, 1990) notion of “flow” to L2 contexts. Flow describes an optimal human experience resulting from a balance of challenges and skills in diverse activities. This study investigates whether such a balance is necessary to achieve flow in L2 freewriting. It further considers the role of L2 writing anxiety in learners' flow experience. The participants were forty-four university students. After 10 weeks of in-class L2 freewriting practice, they completed two surveys, one on their cognitive and affective experiences, and one on their perceptions of the challenge of freewriting, their freewriting skills, and their L2 writing anxiety. The survey results were used to create scores on balance between challenge and skills, and on Csikszentmihalyi's optimal compatibility of challenges and skills. Regression analyses indicated that high challenge-skill compatibility was not a significant predictor for either emotional or cognitive experiences, contrary to what Csikszentmihalyi's (1990) hypothesis would predict. Rather, the participants felt both joy and cognitive engagement when they perceived their skill level to exceed the activity's challenge level. L2 writing anxiety had a negative influence on cognitive involvement, but no influence on affective dimensions of freewriting.

KCI등재

5A Comparison of NES and NNES Assessment of Korean EFL Undergraduate English Writing

저자 : Ha Jun Ryu

발행기관 : 글로벌영어교육학회(구 호남영어교육학회) 간행물 : STUDIES IN ENGLISH EDUCATION 24권 1호 발행 연도 : 2019 페이지 : pp. 121-151 (31 pages)

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This research compared 14 NES and another 14 NNES assessors' holistic evaluation of 10 advanced Korean undergraduate students' English writing and the reasons underpinning each score. The purpose was to ascertain whether the two groups of assessors assign analogous holistic scores (based on similar background reasons) when scoring writing, using evaluation criteria developed throughout their careers. Feedback and rankings were analyzed using keyword analysis (Shi, 2001). The findings demonstrate that both NES and NNES assessors assign similar holistic scores and place their assessment emphases on analogous aspects. Nonetheless, there are marked differences found in their comments and attitudes. The present research confirms findings from previous studies and may help both students and less experienced teachers of English writing to be mindful of the writing elements that their primary readership or experienced assessors are likely to focus on

KCI등재

6코퍼스 기반 협동 학습이 중학교 하위 학습자의 영어 문법 학습과 정의적 영역에 미치는 영향

저자 : 정효이 ( Jeong Hyoyi ) , 이은주 ( Lee Eun-joo )

발행기관 : 글로벌영어교육학회(구 호남영어교육학회) 간행물 : STUDIES IN ENGLISH EDUCATION 24권 1호 발행 연도 : 2019 페이지 : pp. 153-180 (28 pages)

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This study investigates the effects of corpus-based cooperative learning on learners' understanding and expression of English grammar rules and the affective domain. For this purpose, a total of 43 middle school students in the 3rd grade participated in the study and were classified into three groups: deductive grammar learning, corpus-based cooperative learning, and corpus-based individual learning. The results of the study revealed that all the groups presented a statistically significant improvement in learners' learning grammar. However, there was no significant difference in learning grammar rules between groups. In respect of understanding and expression of English grammar rules, the groups of corpus-based cooperative learning and corpus-based individual learning showed statistically significant improvement. In the affective domain, the corpus-based cooperative learning group had a positive effect on positive attitude area, especially on using corpus in learning grammar. The results of the study suggest that the modification of corpus data should be considered for low-proficiency English learners and cooperative learning could be a good source of using corpus in the classroom to lessen the psychological burdens of the learners.

KCI등재

7영어 의사소통의지 수준에 따른 영어 말하기 전략 사용, 학습동기 및 학습태도의 관계에 관한 연구

저자 : 김남희 ( Kim Namhee ) , 정미애 ( Jung Mie-ae )

발행기관 : 글로벌영어교육학회(구 호남영어교육학회) 간행물 : STUDIES IN ENGLISH EDUCATION 24권 1호 발행 연도 : 2019 페이지 : pp. 181-204 (24 pages)

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This study explored the relationships between attitudes, motivation, oral speaking strategies and willingness to communicate (WTC) according to the levels of WTC using structural equation modeling. A total of 234 Korean EFL university students participated in the study. Results showed that for high-WTC learners, attitudes and speaking strategies directly affected WTC, whereas motivation indirectly affected WTC through speaking strategies. On the other hand, for mid-WTC learners, speaking strategies and motivation directly affected WTC but attitude indirectly affected WTC. For low-WTC learners, motivation directly affected WTC and attitudes indirectly affected WTC. According to the results, pedagogical implications were suggested.

KCI등재

8영어교사 역량 척도 개발 및 타당화

저자 : 임수연 ( Yim , Su Yon , 임은영 ( Lim , Eunyoung

발행기관 : 글로벌영어교육학회(구 호남영어교육학회) 간행물 : STUDIES IN ENGLISH EDUCATION 24권 1호 발행 연도 : 2019 페이지 : pp. 205-232 (28 pages)

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This study aimed to develop and validate a competency inventory for English teachers working from the primary school level to high school. The inventory was developed in three stages. During the first stage, a preliminary inventory was developed based on previous studies related to English teachers' professionalism and examined them for content validity. The preliminary inventory consisted of three categories with 132 items: general competency for English teachers, subject-specific competency for English teachers, and affective competency. During the second stage, sub-factors of the three factors were explored. Finally, during the third stage, construct validity was evaluated using exploratory factor analysis. The English Teachers' Competency Inventory (ETCI) that was developed in this study consists of three factors with 46 items. It is hoped that the ETCI can be used to provide foundational data for enhancing competency levels among English teachers.

KCI등재

9코퍼스 기반 중학교 영어 교과서 be 동사 부정 축약 분석

저자 : 강혜선 ( Kang Hye-sun ) , 김민경 ( Kim Minkyung ) , 신창원 ( Shin Changwon )

발행기관 : 글로벌영어교육학회(구 호남영어교육학회) 간행물 : STUDIES IN ENGLISH EDUCATION 24권 1호 발행 연도 : 2019 페이지 : pp. 233-252 (20 pages)

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When be-verb negation is contracted, either verb contraction or negative contraction can be selected, based on the types of preceding subjects. Thus, a pronoun subject tends to be with verb contraction more frequently (e.g. She's not/They're not), while a full noun subject is more likely to occur with negative contraction (e.g. The classroom isn't). In this regard, the current study aims to investigate if middle school English textbooks provide sufficient examples of English native speakers' preference in using be-verb negative contraction. To this end, a small corpus was compiled, comprising all the listening materials from 14 middle school English textbooks. From this corpus, all the sentences including verb contraction and negative contraction each were extracted using a concordancer program to see what type of subject each contraction form occurs with more frequently. The results of this analysis showed that when the subject is a pronoun, verb contraction is favored over negative contraction, whereas negative contraction is more likely to be with a full noun phrase, suggesting that the English textbook present language input similar to English native speakers' preference in using be-verb negative contraction.

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1연안해역에서 석유오염물질의 세균학적 분해에 관한 연구

(2006)홍길동 외 1명심리학41회 피인용

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