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범태평양 응용언어학회> Pan-Pacific Association of Applied Linguistics(PAAL)> Seeking to Relieve Demotivation for Korean College Students Learning English

KCI후보

Seeking to Relieve Demotivation for Korean College Students Learning English

Sang-gu Kang
  • : 범태평양 응용언어학회
  • : Pan-Pacific Association of Applied Linguistics(PAAL) 23권2호
  • : 연속간행물
  • : 2019년 12월
  • : 21-36(16pages)

DOI

10.25256/PAAL.23.2.2


목차

1. Introduction
2. Literature Review
3. Method
4. Results and Discussion
5. Conclusion
References

키워드 보기


초록 보기


						
Demotivation is a relatively new and trending topic in the field of L2 learning. Previous studies have attempted to classify several factors related to demotivation and identify how those factors affect teachers and L2 learners. In the current study, a short questionnaire with items that can be classified into five demotivation factors based on findings from previous research ((a) Learning Contents & Materials, (b) Teachers’ Competence & Teaching Styles, (c) Lack of Intrinsic Motivation, (d) Test Score, and (e) Peer Environment) was completed by 40 students at the end of a college English reading class. One of the goals is to probe how these demotivation factors affect students with different achievement levels. The results demonstrated that three of the factors (Teachers’ Competence & Teaching Styles, Lack of Intrinsic Motivation, and Peer Environment) did not function as high demotivation factors, while the other two (Learning Contents & Materials and Test Score) were demotivating for low achievement level students. These results suggest that factors related to teachers, students, and fellow students were not demotivating while the textbook and scoring system were discouraging students in this course. Another important goal of this study is to propose how demotivation might be relieved in the classroom, especially related to test scores. After all, the ultimate goal of studying demotivation would be to eliminate it in order to maximize learning. With that in mind, it may be time to consider an alternative method of evaluating students in the classroom. Instead of maintaining the current practice of setting a fixed proportion of students who are allowed to receive good grades, an alternative could be introduced. For example, a credential-type acknowledgement based on the competency that the students achieve should be considered.

UCI(KEPA)

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  • : 어문학분야  > 언어학
  • : KCI후보
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  • : 1345-8353
  • : 2671-938X
  • : 학술지
  • : 연속간행물
  • : 1998-2019
  • : 366


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The present study explores what constitutes pre-service teachers' beliefs about English teaching competence, perceived English teaching competence, and actual English teaching competence, how these variables are related, and how beliefs function in self-evaluation. Eightyeight pre-service elementary school teachers participated in the study. They were asked to perform the teaching task and respond to the surveys about beliefs and self-evaluation. The scores of beliefs, self-evaluation, and actual teaching ability were calculated and analyzed. The results are as follows: Pre-service teachers' three variables, beliefs about English teaching competence, perceived English teaching competence, and actual English teaching competence, are separate constructs consisting of different components; there are correlations between some of these components and actual English teaching competence. Also, this study revealed that one of the components―perceived competence about their skills of designing and teaching effective English lessons―best explains actual English teaching competence. Additionally, it was found that preservice teachers make some errors when they evaluate their English teaching competence, which causes tendencies such as overestimation or underestimation of their competence, and that their beliefs play a role in these self-evaluation tendencies.

2Seeking to Relieve Demotivation for Korean College Students Learning English

저자 : Sang-gu Kang

발행기관 : 범태평양 응용언어학회 간행물 : Pan-Pacific Association of Applied Linguistics(PAAL) 23권 2호 발행 연도 : 2019 페이지 : pp. 21-36 (16 pages)

다운로드

(기관인증 필요)

초록보기

Demotivation is a relatively new and trending topic in the field of L2 learning. Previous studies have attempted to classify several factors related to demotivation and identify how those factors affect teachers and L2 learners. In the current study, a short questionnaire with items that can be classified into five demotivation factors based on findings from previous research ((a) Learning Contents & Materials, (b) Teachers' Competence & Teaching Styles, (c) Lack of Intrinsic Motivation, (d) Test Score, and (e) Peer Environment) was completed by 40 students at the end of a college English reading class. One of the goals is to probe how these demotivation factors affect students with different achievement levels. The results demonstrated that three of the factors (Teachers' Competence & Teaching Styles, Lack of Intrinsic Motivation, and Peer Environment) did not function as high demotivation factors, while the other two (Learning Contents & Materials and Test Score) were demotivating for low achievement level students. These results suggest that factors related to teachers, students, and fellow students were not demotivating while the textbook and scoring system were discouraging students in this course. Another important goal of this study is to propose how demotivation might be relieved in the classroom, especially related to test scores. After all, the ultimate goal of studying demotivation would be to eliminate it in order to maximize learning. With that in mind, it may be time to consider an alternative method of evaluating students in the classroom. Instead of maintaining the current practice of setting a fixed proportion of students who are allowed to receive good grades, an alternative could be introduced. For example, a credential-type acknowledgement based on the competency that the students achieve should be considered.

3Positive Appraisals Through English Intensifiers in Cafe Reviews: A Corpus-Based Study

저자 : Suparak Techacharoenrungrueang

발행기관 : 범태평양 응용언어학회 간행물 : Pan-Pacific Association of Applied Linguistics(PAAL) 23권 2호 발행 연도 : 2019 페이지 : pp. 37-57 (21 pages)

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This study aims to analyze positive remarks linguistically manifested through English intensifiers, i.e. very and so, and their collocates in cafe reviews. The appraisal framework primarily focuses on the feelings or attitudes of speakers or writers. It plays a part in providing communicative resources whereby speech functions are performed subjectively, hence indicating involvement with entities that individuals experience. To understand intensifiers and positive remarks, the appraisal framework comes into play. Previous studies also suggest that intensifiers typically raise degrees of emotivity and evaluation. However, implementing a corpus method to this aspect, especially in such a popular genre as food reviews, should receive more attention. The online reviews of cafes in Chiang Mai, Thailand, from Tripadvisor.com were collected and then analyzed with the aid of a software program called AntConc 3.5.8.0 for Windows (64-bit). The results involve syntactic realizations as well as linguistic behaviors of very and so, along with semantico-pragmatic viewpoints of the English intensifiers in carrying positive attitudinal stances towards the cafes. The two intensifiers which are subsumed under the umbrella of GRADUATION are employed to intensify the review writers' feelings or emotions, together with the desirable qualities of owners or staff; food and drinks; prices of food, drinks, and services; and decoration and atmosphere. In this regard, it works with ATTITUDE including AFFECT, JUDGEMENT, and APPRECIATION to increase the volume of positive remarks. This pragmatically reflects a high degree of involvement. Additionally, there are some observations on the metaphorical nature of expressing positive remarks in the review language. The study also provides pedagogical implications on corpus methods in English Language Teaching, i.e. identifying common language patterns, encouraging language learners' exposure to real language data, providing valuable sources for language descriptions (e.g. nature of opinions), and using concordance as a crucial tool for text and genre analysis.

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This study examines Japanese students' awareness regarding critical thinking (CT) attitudes and their attention to building their speaking skills in an EFL context to determine effective CT approaches. The study began with a literature review of CiNii articles and studies from the Web of Science database regarding CT theories and educational approaches. It examined critical thinking approaches in EFL contexts as well as foreign-language approaches of International Baccalaureate® (IB) programmes. The review indicated that critical thinking can be fostered when students are asked questions that require higher-order thinking skills (HOTS) in EFL courses. Then, EFL lessons were organised based on the theories and approaches examined in the review. Participants included 22 Japanese senior high school students. Various higher cognitive level questions were posed to the participants. Additionally, students were required to prepare and present academic presentations and answer discussion questions after the presentation. To ascertain students' awareness of attitudes toward CT, the Critical Thinking Attitudes Scale was used, and students' reflective essays were analysed using the co-occurrence network of words in the KH Coder. To measure students' speaking skills, their performance on speaking tasks was analysed by two International Baccalaureate's examiners. The results indicate that the improvement of CT attitudes and speaking skills is significant regardless of English proficiency level. These findings suggest that if EFL teachers ask HOTS questions, students would become aware of critical thinking attitudes and acquire English speaking skills by answering the questions in a Japanese EFL context.

5The Effect of Online Vocabulary Learning on Passive and Active Vocabulary Use at a Range of Proficiency Levels

저자 : Kei Miyazaki

발행기관 : 범태평양 응용언어학회 간행물 : Pan-Pacific Association of Applied Linguistics(PAAL) 23권 2호 발행 연도 : 2019 페이지 : pp. 85-108 (24 pages)

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Online vocabulary learning tools have been gaining popularity in EFL classrooms. Although a considerable number of research papers have showed its effectiveness, the amount of research on learner progress in terms of productive skills is scarce. Little is also known about what types of learners make progress after using these tools. This is largely due to a lack of consideration of learning strategies and proficiency levels. The present study investigates the effectiveness of an online vocabulary learning device in Japan on the gains in passive and active vocabulary use at a range of proficiency levels. A total of 58 Japanese university students took a pre-instruction test and two post-instruction tests including vocabulary, reading, and essay-writing, allowing the author to investigate the degree of learner progress in mastery of passive and active vocabulary use. Additionally, they completed pre- and post-instruction questionnaires to confirm the device's impact on their progress. The results emerging from cluster analysis and ANOVA verified the use of the device for short-term retention of passive vocabulary for intermediate and advanced learners, but there seemed to be little improvement in active vocabulary use among learners at all proficiency levels. The study highlights the need to include the tool's functions that enhance student levels of word production as well as long-term retention.

6An Investigation of Chinese EFL Learners' Perceived Comprehensibility of Nine English Accents

저자 : Yanyan Zhang

발행기관 : 범태평양 응용언어학회 간행물 : Pan-Pacific Association of Applied Linguistics(PAAL) 23권 2호 발행 연도 : 2019 페이지 : pp. 109-132 (24 pages)

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With the emergence of different varieties of English in the world, the issue of intelligibility has attracted many researchers' attention. While a large number of studies have focused on the intelligibility of different English varieties for native speakers, few of them have involved Chinese learners of English as participants; yet, they constitute the largest group of non-native English speakers. The current study aims to investigate Chinese university students' perceived comprehensibility, i.e., intelligibility judgments, of nine English accents, including British, American, Australian, Indian, Philippine, Singaporean, French, Japanese, and South Korean English. Thirty-nine English major sophomores from a top university in China were invited to identify the speakers' nationalities and assign ratings for their perceived comprehensibility of the nine English accents. A follow-up semi-structured interview was also undertaken. It was found that all of the participants could identify American English and most of them could also recognize British, Australian and South Korean English. In contrast, they could hardly recognize the other five English accents. With regard to perceived comprehensibility, the Inner Circle English accents on the whole are significantly more comprehensible than the Outer Circle and Expanding Circle English accents. Chinese university students' perceived comprehensibility significantly correlates with properties of the speech. Moreover, it was observed that familiarity with English accents and speech properties may interplay and influence perceived comprehensibility. The study contributes to the ongoing literature on intelligibility and provides pedagogical implications for English education.

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