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글로벌영어교육학회> STUDIES IN ENGLISH EDUCATION> The Influence of the Teachers` Gender Difference on Classroom Interactions in Korean Elementary EFL Classrooms

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The Influence of the Teachers` Gender Difference on Classroom Interactions in Korean Elementary EFL Classrooms

Mun Woo Lee
  • : 글로벌영어교육학회
  • : STUDIES IN ENGLISH EDUCATION 16권1호
  • : 연속간행물
  • : 2011년 06월
  • : 1-16(16pages)
STUDIES IN ENGLISH EDUCATION

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This study examines how the Korean elementary EFL classrooms are shaped differently according to the teachers` gender by analyzing classroom discourse. Four male teachers and four female teachers were observed and audio-recorded three times each, and 24 classroom discourses were analyzed in total. Based upon Boulima`s (1999) Foreign Language Interaction Analysis System (FLIAS), negotiated interactions which are thought to be crucial for foreign language Learning were examined focusing on their discourse functions. The results showed that male and female teachers both used negotiated interactions about 30% of the whole classrooms discourse, but with different purposes. Male teachers practiced more "text-oriented" negotiated interactions, whereas female teachers spent more time easing the classroom atmosphere and maintaining a good relationship with their students. This study is expected to provide us with an opportunity to rethink about the debates regarding the phenomenon of "feminization" of boys and the gender-related issues of English teachers in more critical way.

UCI(KEPA)

I410-ECN-0102-2012-740-003002799

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  • : 사회과학분야  > 교육
  • : KCI등재
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  • : 계간
  • : 1226-3451
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  • : 학술지
  • : 연속간행물
  • : 1996-2022
  • : 643


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1Amount of Exposure to Textually Enhanced Input, Learner Noticing, and L2 Development

저자 : Bo-ram Suh

발행기관 : 글로벌영어교육학회 간행물 : STUDIES IN ENGLISH EDUCATION 27권 3호 발행 연도 : 2022 페이지 : pp. 231-253 (23 pages)

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Drawing on the attentional framework and the findings of previous empirical research on textual enhancement, the present study investigates whether more exposure to textually enhanced input has positive effects on promoting L2 learners' noticing and development of a targeted linguistic structure, backshifting of verb tenses in reported speech. Participants were 71 Korean English as a foreign language (EFL) learners from four intact classes of a university. Four classes were randomly assigned to one of the two experimental conditions: single vs. multiple exposure. Underlining and retrospective debriefing questionnaires were employed to tap into their attentional processes. Results showed that more exposure to enhanced input promoted significantly greater noticing of the targeted structure. However, single and multiple exposure to the enhanced input did not differentially affect learners' development of receptive knowledge or their ability to produce the target form in writing. Theoretical, methodological, and pedagogical implications are discussed, and directions for future research are proposed.

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2The Importance of Morphological Awareness in L2 Prosody and Reading Comprehension

저자 : Juhyun Jang , Junkyu Lee

발행기관 : 글로벌영어교육학회 간행물 : STUDIES IN ENGLISH EDUCATION 27권 3호 발행 연도 : 2022 페이지 : pp. 255-274 (20 pages)

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This study investigated how morphological awareness and vocabulary knowledge and metacognitive awareness affect Korean adult learners' second language (L2) prosody and reading comprehension. In the present study, 56 Korean adult learners of English were asked to take morphological awareness tests (i.e., morphological structure and verbal suffix knowledge) and prosody tests (i.e., stress contour discrimination and stress contour matching) and to complete a survey that showed the participants' English proficiency based on TOEIC scores, learning experience, age of acquisition, the vocabulary knowledge and metacognitive awareness. Multiple regression analyses were conducted, and the results showed that scores of morphological awareness were more associated with L2 prosody, and scores of vocabulary knowledge, stress contour discrimination, and stress contour matching were more correlated with L2 reading comprehension. Future research is needed to investigate how L2 learners' morphological awareness contributes to L2 prosody and reading comprehension based on pedagogical implications.

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3어휘 과업이 EFL 학습자의 어휘 지식 향상에 미치는 영향

저자 : 이정원 ( Lee Jeong-won ) , 윤경옥 ( Yoon Kyeong-ok )

발행기관 : 글로벌영어교육학회 간행물 : STUDIES IN ENGLISH EDUCATION 27권 3호 발행 연도 : 2022 페이지 : pp. 275-299 (25 pages)

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The current study aims at exploring the effects of two vocabulary tasks (blank filling and summary writing) on the improvement of EFL learners' English vocabulary knowledge. For this study, 87 college students were divided into intact three groups (blank filling, summary writing, and control groups). Their vocabulary knowledge was measured by three assessment tools (passive recall, sentence production, and active recall) in the pre- and post tests, and two delayed tests. The results of the study are as follows: 1) The two vocabulary task groups achieved significantly higher scores in the post-tests; 2) the two vocabulary task groups outperformed the control groups in the post-tests and two delayed tests measured by the passive recall and sentence production tools, which signifies the two vocabulary tasks exert positive influence on the participants' vocabulary acquisition; and 3) there were some, but not clear, relations between vocabulary tasks and assessment tools to measure learners' vocabulary knowledge. In-depth analysis on the findings and teaching implications are discussed.

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4한국 EFL 대학생들의 초인지 듣기 전략 사용에 관한 연구

저자 : 김윤정 ( Kim Yoon-jung )

발행기관 : 글로벌영어교육학회 간행물 : STUDIES IN ENGLISH EDUCATION 27권 3호 발행 연도 : 2022 페이지 : pp. 301-326 (26 pages)

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This paper examines Korean EFL college students' use of metacognitive listening strategies, and how it differs depending on their English listening proficiency. The relationship between the participants' use of metacognitive listening strategies and their listening proficiency is also investigated. The study also identifies the most significant metacognitive listening strategy affecting the students'English listening proficiency. A total of 308 university students participated in the research. The listening scores of the TOEIC were used, and a questionnaire was administered. The results revealed that the problem solving strategies were the most frequently used metacognitive listening strategies, and the use differs depending on their English proficiency. The participants' use of 12 metacognitive listening strategies out of 21 showed significant difference depending on their English listening proficiency. Also, the use of the strategies was significantly correlated with the participants' English listening proficiency. The most significant factors affecting their English listening proficiency were found: one item from person knowledge (#3), one item from mental translation (#18), and two problem-solving strategies (#5, 17). Some pedagogical implications are discussed.

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5대학생 영어 학습자들의 언어 학습을 위한 기계 번역기 활용에 대한 기대

저자 : 김남희 ( Kim Namhee )

발행기관 : 글로벌영어교육학회 간행물 : STUDIES IN ENGLISH EDUCATION 27권 3호 발행 연도 : 2022 페이지 : pp. 327-352 (26 pages)

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The purpose of this study is to investigate university students' expectations of the use of machine translators(MTs) for EFL learning. A total of 182 university EFL learners participated in this study. They were asked to (a) translate Korean sentences themselves without any help and (b) translate the same sentences with the help of a MT, and then (c) compare their own work with the outputs of a machine translator. After these tasks, the participants together with the researcher had an explanatory reflective session about the critical use of machine translators. Following the session, the individual participants were asked to answer the questionnaires about the expectation of the use of automated machine translators. Afterwards, they were divided into a total of 45 teams of three or four to make discussion of the expectation of using automated machine translators. The results of this study showed that the completeness of English composition, interest in learning English, improvement of English ability, and delivery of English compositions were the main expected factors of the use of machine translators. The results also showed that learners understand that machine translators were not perfect, so that they need to use machine translators cautiously and strategically.

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6영어교육 관련 메타버스 연구현황 분석

저자 : 최재호 ( Choi Jaeho )

발행기관 : 글로벌영어교육학회 간행물 : STUDIES IN ENGLISH EDUCATION 27권 3호 발행 연도 : 2022 페이지 : pp. 353-380 (28 pages)

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This study analyzed metaverse studies in English education to provide directions for the research on and educational applications of metaverse in language teaching and learning. Through key words search and review of abstracts, 34 research articles, which were published in peer-reviewed journals in Korea, were selected for analysis. To sort and analyze the collected studies, classification criteria were developed: publication years, types of metaverse, target population, research methods, and metaverse programs. The analysis of the studies showed the abrupt increase of metaverse-related research since 2021 across all types of metaverse: virtual world, augmented reality, and mirror world, In terms of research methods, four types of research were defined: experimental, survey, developmental, and review studies. In general, collected studies reported positive effects of metaverse education on affective aspects of learners. Implications of the findings and suggestions for future research and practices were presented.

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7AI 영어 말하기 앱 활용 자기주도학습이 학습자들의 자기주도학습 능력과 영어 말하기 성취에 미치는 효과

저자 : 진승희 ( Jin Seunghee )

발행기관 : 글로벌영어교육학회 간행물 : STUDIES IN ENGLISH EDUCATION 27권 3호 발행 연도 : 2022 페이지 : pp. 381-414 (34 pages)

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The current study investigated the effects of self-directed learning through implementing Artificial Intelligence (AI)-integrated smartphone speaking application (app) into an EFL classroom on undergraduate learners' self-directed learning ability and speaking skills. A total of 76 students participated in this study and they were assigned to an experimental group 1 (n=26), an experimental group 2 (n=25) and a control group (n=25). Over a semester, the experimental group 1 engaged in self-directed learning through AI speaking apps and the experimental group 2 participated in AI speaking app-assisted language learning without self-directed learning while the control group participated in traditional speaking activities without the aid of AI speaking apps and self-directed learning. To collect data for this study, 1) a pre- and post-questionnaire on self-directed learning abilities and 2) a pre- and post-test on speaking skills were administered for each group. The results showed that self-directed learning through AI speaking app was effective in increasing the participants' self-directed learning ability and speaking proficiency. However, the other two groups show no significant improvement in their self-directed learning abilities. This study suggests that self-directed learning through AI speaking apps offers many opportunities to practice speaking and is useful to develop students' self-directed leaning abilities and speaking skills.

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8모바일 기반 듣기활동을 통한 형태초점교수법이 대학생의 문법 및 듣기 능력 신장에 미치는 효과

저자 : 강희연 ( Kang Hee Yeon )

발행기관 : 글로벌영어교육학회 간행물 : STUDIES IN ENGLISH EDUCATION 27권 3호 발행 연도 : 2022 페이지 : pp. 415-440 (26 pages)

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This study aims to investigate the effects of focus on form instruction in a mobile learning environment on the development of grammar knowledge and listening skills and students' perception. For this study, 104 Korean university students participated, and they were divided into three groups: the control group and two experimental groups. Two experimental groups were though in the mobile learning environment, but only the experimental group had focus on form instruction. 2 Data were collected through grammar pre- and post-tests, listening pre- and post-tests, and questionnaires. The major findings were as followings. First, experimental group 2 showed higher test scores than experimental group 1 and the control group on a post-grammar test. Second, two experimental groups were more effective than the control group on listening tests. Finally, learners in experimental group 2 had positive perspectives on mobile-assisted focus on form instruction giving a positive opinion about mobile learning and input enhancement in the video. Suggestions and implications were provided for mobile-assisted focus on form instruction.

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9MICE 전문 영어 사용 경험에 대한 현상학적 분석: 관광 분야 ESP 교육을 위한 제언

저자 : 배한숙 ( Bae Han Suk )

발행기관 : 글로벌영어교육학회 간행물 : STUDIES IN ENGLISH EDUCATION 27권 3호 발행 연도 : 2022 페이지 : pp. 441-465 (25 pages)

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This phenomenological study aims to analyze the experiences of using English for Meeting, Incentive Tour, Convention, and Exhibition and Event (MICE) purposes. Four MICE professionals with at least 10 years of working experience in the MICE industry were recruited through snowball sampling, and their semi-structured interviews were transcribed and the data were qualitatively analyzed. English phamphlets and e-mail samples were also collected to allow a description of the study participants' use of English. Following Moustakas's (1994) phenomenological method, rigor was established through data triangulation, member checking, and debriefing. 161 significant statements were collected, from which five themes were identified describing the essence of the use of English for MICE purposes: 1) a comprehensive and professional level of English proficiency; 2) the need for a specific discourse genre for each MICE promotion and processing stage; 3) a tool for enhancing job achievement and customer reliance; 4) matters of discontinuity, e-mail writing, nuance, regulations, and English as an international language; and 5) intensive training before employment. Pedagogical implications and future research recommendations are discussed.

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1The Influence of the Teachers` Gender Difference on Classroom Interactions in Korean Elementary EFL Classrooms

저자 : Mun Woo Lee

발행기관 : 글로벌영어교육학회 간행물 : STUDIES IN ENGLISH EDUCATION 16권 1호 발행 연도 : 2011 페이지 : pp. 1-16 (16 pages)

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This study examines how the Korean elementary EFL classrooms are shaped differently according to the teachers` gender by analyzing classroom discourse. Four male teachers and four female teachers were observed and audio-recorded three times each, and 24 classroom discourses were analyzed in total. Based upon Boulima`s (1999) Foreign Language Interaction Analysis System (FLIAS), negotiated interactions which are thought to be crucial for foreign language Learning were examined focusing on their discourse functions. The results showed that male and female teachers both used negotiated interactions about 30% of the whole classrooms discourse, but with different purposes. Male teachers practiced more "text-oriented" negotiated interactions, whereas female teachers spent more time easing the classroom atmosphere and maintaining a good relationship with their students. This study is expected to provide us with an opportunity to rethink about the debates regarding the phenomenon of "feminization" of boys and the gender-related issues of English teachers in more critical way.

KCI등재

2중등영어교사들의 멀티미디어 활용의도에 영향을 주는 요인에 대한 실증연구

저자 : 정희정 ( Hee Jung Jeng )

발행기관 : 글로벌영어교육학회 간행물 : STUDIES IN ENGLISH EDUCATION 16권 1호 발행 연도 : 2011 페이지 : pp. 1-16 (16 pages)

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The purpose of this study is to empirically examine English teachers` behaviors of adopting multimedia. Based on the well-known technology acceptance theory, Technology Acceptance Model(TAM), this study developed a model to investigate the relationship between theoretical constructs including Teachers` Self-Efficacy, Openness, Experience, Supports, and Expectation of Learning Performance, and their impact on perceived usefulness of multimedia. A total of 228 data from teachers at middle and high schools were used to analyze the proposed model using multiple regression. The results are twofold: first, results suggest that variables in the proposed model have a significant role in regards to the perceived usefulness of teachers` multimedia, accounted for 78.6% of the variance explained in perceived usefulness. Second, results support the significant effect among TAM variables, implying that TAM is applicable in explaining English teachers` intention to use multimedia. The findings suggested that the important determinants influencing multimedia adoption should be considered for educators using multimedia in ordre to revitalize multimedia for English education.

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3원어민 영어회화 수업에서 정의적 변인과 말하기 성취도와의 상관성에 대한 연구

저자 : 박지영 ( Ji Young Park )

발행기관 : 글로벌영어교육학회 간행물 : STUDIES IN ENGLISH EDUCATION 16권 1호 발행 연도 : 2011 페이지 : pp. 1-14 (14 pages)

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This study examines the relationships among the affective factors, learner experience variables, and speaking achievement. The research questions of this study were as follows: 1) What relationship is there between the Learners` affective factors and experience variables, 2) What relationship is there between the learners` affective factors and speaking achievement and 3) What relationship is there between experience variables and speaking achievement? The major findings of this study were as follows. First, between the affective factors and experience variables, all the factors except general anxiety were found to be related to self-evaluation of speaking competence. Second, among the affective factors, class interest was the only one that was positively correlated with all speaking achievement. Third, between the experience variables and speaking achievement, TOEIC scores and grades in the prerequisite course were positively correlated with speaking achievement. In conclusion, native English-speaking instructors should make classes as interesting as possible, using a variety of procedures, activities and methodologies.

KCI등재

4영어 쓰기 수업에서의 의미협상: 실시간 CMC 활용 쓰기 과업을 중심으로

저자 : 김성연 ( Sung Yeon Kim )

발행기관 : 글로벌영어교육학회 간행물 : STUDIES IN ENGLISH EDUCATION 16권 1호 발행 연도 : 2011 페이지 : pp. 1-19 (19 pages)

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With the popularity of the interactionist and socioconstructivist approaches, it is widely held that communicative interaction facilitates L2 acquisition. Social interaction has been propelled by the proliferation of computer-mediated communication (CMC). Particularly, the nature of synchronous CMC promotes meaning negotiation (Levy & Stockwell, 2006). The discourse of CMC, which is tantamount to conversing in slow motion (Beauvios, 1992), exhibits features of face-to-face communication. This similarity between FFC and CMC makes us ponder how Learners of English negotiate meaning in CMC. This study aims to examine if and to what extent EFL students negotiate meaning in the synchronous CMC environment while carrying out pre-writing tasks. The study analyzed the content of chat scripts students have produced in reaction to two topics: increasing the number of TEE classes at college settings and revealing gender information of unborn babies. The analysis followed Varonis and Gass` (1985) negotiation routine and Smith` (2003) subcategories of negotiation routine. The findings indicate that the students` meaning negotiation differed according to topic, and that they negotiated more about content than about Lexical items.

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5"I can become a better me": An Exploratory Study of Second Language Learner Identity

저자 : Seung Gyoung Paik· , Shin Hye Kim

발행기관 : 글로벌영어교육학회 간행물 : STUDIES IN ENGLISH EDUCATION 16권 1호 발행 연도 : 2011 페이지 : pp. 1-16 (16 pages)

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Drawing on notions of Learner identity, investment, and imagined communities (Norton, 1995, 2000) in the sociocultural approach to Learner motivation, the present study explores Korean secondary school students` identities and contextual factors involved in the Learning process. Interviews were conducted with twenty students regarding their relationships with English and their desire to use English. Three salient learner identities were observed: test takers, professional career persons, and global citizens. Findings show that the current identities of the Learners were Limited to test takers due to the contextual constraints placed on them by the college entrance examination. However, they extended their imagined communities to include career persons and global citizens recognizing English as an important tool for gaining access to their imagined communities. Findings indicate that Learner motivation is closely related to how the learners identify themselves in the second Language process, which is also highly affected by the sociocultural context in which Learners are situated. This paper highlights the importance of Learners` envisioning their desired communities as a means to sustain their investment and participation in the Learning process.

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6How Do Gestures Reveal L2 Linguistic Proficiency?

저자 : Su Yeon Kim , Jong Ki Ahn

발행기관 : 글로벌영어교육학회 간행물 : STUDIES IN ENGLISH EDUCATION 16권 1호 발행 연도 : 2011 페이지 : pp. 1-17 (17 pages)

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For several decades, L2 researchers have paid Little attention to gesture and nonverbal aspects because they have focused primarily on verbal aspects and linguistic competence. Recently, only a few scholars found that there is a close relationship between gestures and L2 proficiency, and hence. it is not clear yet how gestures reveal L2 speakers` mental processes in different proficiency levels. Therefore, in this study, we examined how gestures serve as a window on developmental stages of intermediate and advanced L2 speakers. Thirty-two native speakers of Korean studying in the United States participated in this study, constituting two separate groups: Intermediate speakers of English, who arrived here in their early 20s, and advanced speakers, who arrived as teenagers. The oral English proficiency of individuals was tested and the difference of mean test scores between the two groups was statistically significant. Participants watched the same cartoon movie and Later told the story in English to a Korean interlocutor. Participants were videotaped and gestures were coded. We found that intermediate speakers rely more on non-Linguistic channels (i.e., gestures) due to Lack of L2 Linguistic knowledge. Their higher rates of speech-gesture grammatical, temporal, and semantic asynchronicity are similar to early L1 developmental stages of children at which asynchronicity appears.

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7A study on affective variables of college EFL Learners through the English Study Abroad program

저자 : Hyung Ji Chang , Myeong Hee Seong

발행기관 : 글로벌영어교육학회 간행물 : STUDIES IN ENGLISH EDUCATION 16권 1호 발행 연도 : 2011 페이지 : pp. 1-12 (12 pages)

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This study aims to investigate the college Learners` affective variables after participating in an English Study Abroad (ESA) program. Twenty six college students participated in the study and completed the surveys to measure their affective variables in L2 Learning. The questionnaire is comprised of four parts; Attitudes and Motivation Test Battery (AMTB), Willingness to Communicate (WTC), Self-Perceived Communication Competence (SPCC), and Communication Anxiety (CA). In the results, the intensity of effort to Learn English, the attitudes toward English community members and English course measured by AMTB and Learners` perceived competence by SPCC increased and CA was significantly Lowered, but no significant increase of WTC was reported. The study implies that the experience of ESA affects the development of college Learners` motivation and attitudes toward L2 Learning in a certain situation. Also, Learners` SPCC and CA, which are strong predictors of WTC and communicative competence in indirect path, are also facilitated by exposure to the target Language community through ESA.

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8The Controversial Hyphen in Romanized Korean Given Names

저자 : Donald Makarchuk

발행기관 : 글로벌영어교육학회 간행물 : STUDIES IN ENGLISH EDUCATION 16권 1호 발행 연도 : 2011 페이지 : pp. 1-21 (21 pages)

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This article reports on a study designed to explore the need for hyphenation in Romanized Korean given names in Light of governmental recommendations to the contrary. The study investigates the importance of Romanized Korean names to users and the effects on name use of omitting the hyphen in Romanized Korean given names. A questionnaire was used to collect the perceptions of 65 South Korean university students regarding their experiences with Romanized Korean names and their beliefs regarding given name hyphenation. To assess the usefulness of the hyphen, a survey of 36 names was constructed from a database of 995 Romanized Korean names. Responses from 79 English native speakers who were not familiar with Korean names or the Korean Language were analyzed for given name hyphen placement. The results of the study highlight the importance of effective name Romanization and the utility of the hyphen for the participants. In addition, the results reveal that without the use of a hyphen 30% of the Romanized Korean given names were incorrectly syllabified. Errors were found at syllable boundaries consisting of vowel-vowel, consonant-consonant, vowel-consonant and consonant-vowel Letter combinations. It is argued that these errors may be the result of the application of syllabification procedures appropriate to the participants` native Language, but which are prone to error when used on some Romanized Korean given names.

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9영어교사 심화연수프로그램 평가: 연수교사들의 인식과 발전을 중심으로

저자 : 김진완 ( Jin Wan Kim ) , 안경자 ( Kyung Ja Ahn )

발행기관 : 글로벌영어교육학회 간행물 : STUDIES IN ENGLISH EDUCATION 16권 1호 발행 연도 : 2011 페이지 : pp. 1-32 (32 pages)

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This study aims to evaluate a six-month domestic intensive English teacher training program (IETTP). It specifically examines what the participating teacher Learners expected from the program, how they perceived its effectiveness. It also investigates how they developed in terms of Linguistic and instructional skills through the program. Mixed methods were used to investigate 28 participants` Learning experiences in the program. The data include the program manuals, the participants` pre- and post-test results, their surveys on the program and the courses, instructors` feedback and evaluations on the teacher Learners` microteachings, and the interviews with the program and academic coordinators. The results of the participants` pre- and post-tests showed statistically significant improvement in their English skills except their speaking skills. In addition, the performance-based evaluation of their teaching demonstrations revealed their development in instructional skills. Overall, the teacher Learners perceived that their Language and teaching skills improved through the IETTP. However, some teacher learners suggested that more direct support should be made to improve the communication skills. This study provides important implications for teacher Learners, teacher educators, and policy makers. (177 words)

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10어휘,문법지식 및 배경지식과 반복듣기가 중학생의 영어 듣기에 미치는 영향

저자 : 정혜진 ( Hye Jin Jung ) , 이은주 ( Eun Joo Lee )

발행기관 : 글로벌영어교육학회 간행물 : STUDIES IN ENGLISH EDUCATION 16권 1호 발행 연도 : 2011 페이지 : pp. 1-15 (15 pages)

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The present study investigates the relationship of Korean middle school students` Lexico-grammatical knowledge and background knowledge with their English Listening competence. It also examines if repeated Listening interacting with those two variables has effects on Listening comprehension. A total of 68 Korean middle school students participated in the study. The results of the study show that both Lexico-grammatical knowledge and background knowledge were highly correlated with Listening comprehension. It was also found that repeated Listening helped the participants improve Listening comprehension regardless of their proficiency Level. Further, the participants with more Lexico-grammatical knowledge benefited more from repeated Listening. The participants with Less Lexico-grammatical knowledge seemed to take advantage of additional information provided by repetition to increase their content knowledge. The results imply that repeated Listening would be effective for Listeners to use the top-down process so that they could compensate for their Lack of Linguistic knowledge.

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