English Teaching(South Korea)最新文献

{"title":"The Dynamics of Beginning EFL Teachers’ Teaching Experiences and Their Emotional Labor from an Activity Theory Perspective","authors":"Youngmi Kim, Tae-Young Kim","doi":"10.15858/engtea.77.2.202206.65","DOIUrl":"https://doi.org/10.15858/engtea.77.2.202206.65","url":null,"abstract":"","PeriodicalId":36188,"journal":{"name":"English Teaching(South Korea)","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45088342","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teacher and Student Perceptions of the Criterion-Referenced Assessment of English in CSAT","authors":"Hyun-ju Kim, Jong-Bai Hwang","doi":"10.15858/engtea.77.2.202206.87","DOIUrl":"https://doi.org/10.15858/engtea.77.2.202206.87","url":null,"abstract":"","PeriodicalId":36188,"journal":{"name":"English Teaching(South Korea)","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47447257","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Analysis of Gender Pronoun Errors in Korean Speakers’ English Speech","authors":"Sooho Song","doi":"10.15858/engtea.77.1.202203.21","DOIUrl":"https://doi.org/10.15858/engtea.77.1.202203.21","url":null,"abstract":"","PeriodicalId":36188,"journal":{"name":"English Teaching(South Korea)","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46170096","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Precluding and Abandoning Linguistic Repair in Dyadic Online Interactions for L2 Learning","authors":"William L. Owens","doi":"10.15858/engtea.77.1.202203.93","DOIUrl":"https://doi.org/10.15858/engtea.77.1.202203.93","url":null,"abstract":"This investigation uses conversation analysis (CA) to document, in very close detail, how participants-in-interaction manage and organize repair practices in moments when linguistic repair becomes conditionally relevant in conversational or ‘chatting’ phases of online dyadic L2-learning interactions between a tutor and tutee Specifically, this study focuses on the phenomena of precluding linguistic repair when it becomes relevant (by making it conditional on quick uptake and completion, and by deploying turn-taking devices to hold the turn when other-correction becomes or seems relevant) and abandoning it when it is in progress. Analysis framed these phenomena not as individual strategies, but as collaborative accomplishments realized through the interactional competence (IC) of the participants, and showed that participants oriented to both pedagogical and social concerns in moments of linguistic repair. Therefore, such moments were key sites for co-construction and configuration of the interactional space as primarily social or pedagogical, or as a complex and conditional interweaving of the two.","PeriodicalId":36188,"journal":{"name":"English Teaching(South Korea)","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49149731","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Korean and Chinese University EFL Learners’ Perceptions of and Attitudes toward Online and Face-to-Face Lectures During COVID-19","authors":"Seonmin Huh, X. Shen, Daliang Wang, Kang-young Lee","doi":"10.15858/engtea.77.1.202203.67","DOIUrl":"https://doi.org/10.15858/engtea.77.1.202203.67","url":null,"abstract":"This study reports Chinese and Korean university EFL students' perceptions of and attitudes toward online and face-to-face English language learning modes during COVID-19. Few previous studies have focused on how students thought of online and face-to-face learning experiences of subjects regarding new concept learning and delivery of new contents. Research gravitating around English courses showed students' mixed perceptions. The survey was conducted for 302 Korean and 337 Chinese university students who took communication-oriented English courses. Descriptive statistics and qualitative data analysis were used for analysis. Results indicated that students preferred face-to-face English learning with some specific indications of achieving a stronger help and quality for communicative competence in language. Online learning also benefited students with a sense of both flexibility and independence. Positive components of face-to-face learning for language education might be considered for online education while incorporation features such as flexibility and independence to enrich language education during COVID-19.","PeriodicalId":36188,"journal":{"name":"English Teaching(South Korea)","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49370758","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Interplay of a Learner’s Regulatory Focus and Genre on Second Language Writing","authors":"Mijin Eom, Mostafa Papi","doi":"10.15858/engtea.77.1.202203.41","DOIUrl":"https://doi.org/10.15858/engtea.77.1.202203.41","url":null,"abstract":"","PeriodicalId":36188,"journal":{"name":"English Teaching(South Korea)","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42292329","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Explicit Knowledge of English Grammar and Sentence Writing with Implicit Knowledge by Korean Students","authors":"H. Ko","doi":"10.15858/engtea.77.1.202203.3","DOIUrl":"https://doi.org/10.15858/engtea.77.1.202203.3","url":null,"abstract":"The study investigates which grammar features need high priority of pedagogical intervention to develop implicit knowledge, unlike grammatical features in need of explanation of explicit rules. Two types of data were collected from 29 Korean college students: a sentence completion test in English and a meta-linguistic knowledge test (requiring students to both correct the underlined error and explain the grammatical rule) in Korean. Through statistical analyses, including a Wilcoxon signed rank test, this study finds significant differences in test achievements for tense, time prepositions ( for and since ), subjunctive moods, dative alternations, quantitative adjectives ( many and much ), gerunds, and third-person singular - s in the simple present tense. Based on results obtained, this study proposes which specific grammar features need intensive pedagogical intervention for production skills, including sentence writing and speaking. Several practical suggestions are provided for EFL instructors and researchers to make more effective use of speaking and writing activities as well as formative testing.","PeriodicalId":36188,"journal":{"name":"English Teaching(South Korea)","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43218860","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Longitudinal association of cytokine-producing CMV-specific T cells with frailty in HIV-infected and -uninfected men who have sex with men.","authors":"Weiying Zhang, Huifen Li, Jay H Bream, Tricia L Nilles, Sean X Leng, Joseph B Margolick","doi":"10.1186/s12979-022-00270-3","DOIUrl":"10.1186/s12979-022-00270-3","url":null,"abstract":"<p><strong>Background: </strong>Chronic cytomegalovirus (CMV) infection has been postulated as a driver of chronic inflammation that has been associated with frailty and other age-related conditions in both HIV-infected (HIV+) and -uninfected (HIV-) people.</p><p><strong>Methods: </strong>To study the T cell response to CMV as a predictor of onset and maintenance of frailty, baseline CMV-specific T cell responses of 42 men (20 HIV-, 22 HIV+; 21 frail, 21 nonfrail) in the Multicenter AIDS Cohort Study (MACS) were assessed by flow cytometric analysis of cytokine production (IFN-γ, TNF-⍺, and IL-2) in response to overlapping peptide pools spanning 19 CMV open reading frames. The Fried frailty phenotype was assessed at baseline and semiannually thereafter. Times to transition into or out of frailty were compared by tertiles of percentages of cytokine-producing T cells using Kaplan-Meier estimators and the exact log-rank test.</p><p><strong>Results: </strong>Over a median follow-up of 6.5 (interquartile range: 2) years, faster onset of frailty was significantly predicted by higher (HIV- men) or lower (HIV+ men) percentages of CD4 T cells producing only IFN-γ (IFN-γ-single-producing (SP)), and by lower percentages of IFN-γ-, TNF-⍺-, and IL-2-triple-producing CD8 T cells (HIV- men). Greater maintenance of frailty was significantly predicted by lower percentages of both these T cell subsets in HIV- men, and by lower percentages of IFN-γ-SP CD4 T cells in HIV+ men. The antigenic specificity of IFN-γ-SP CD4 T cells was different between HIV- and HIV+ nonfrail men, as were the correlations between these cells and serum inflammatory markers.</p><p><strong>Conclusions: </strong>In this pilot study, percentages of CMV-specific T cells predicted the onset and maintenance of frailty in HIV- and HIV+ men. Predictive responses differed by HIV status, which may relate to differential control of CMV reactivation and inflammation by anti-CMV T cell responses.</p>","PeriodicalId":36188,"journal":{"name":"English Teaching(South Korea)","volume":"67 1","pages":"13"},"PeriodicalIF":5.2,"publicationDate":"2022-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8900335/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89333772","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"EFL College Learners’ Expectation on and Experience in Online English-Medium Instruction","authors":"Aejin Kang","doi":"10.15858/engtea.76.4.202112.3","DOIUrl":"https://doi.org/10.15858/engtea.76.4.202112.3","url":null,"abstract":"","PeriodicalId":36188,"journal":{"name":"English Teaching(South Korea)","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43670225","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Middle School English Teachers’ Views on Reflection of Core Competencies and Culture Teaching in Korean Textbooks","authors":"J. Kong, Kiwan Sung","doi":"10.15858/engtea.76.1.202112.53","DOIUrl":"https://doi.org/10.15858/engtea.76.1.202112.53","url":null,"abstract":"The study investigated ten Korean secondary English teachers’ views on to what extent core competencies were reflected in textbooks using 18 Likert-type statements. This study also examined their views on how well cultural contents and activities met curricular objectives of teaching culture through open-ended questions and interviews. Results showed that the three items on civic competence had lower means except for the one on ethical use of information collected in class. Teachers replied that tasks for each grade were deficient in helping students feel proud of their own culture and developing positive attitudes toward other cultures. They thought that current cultural contents lacked diversity despite positive improvements in including other cultures over the years and possibility of meeting curricular goals. Consequently, they made various efforts to offer appropriate culture teaching using additional materials and/or activities with diverse teaching strategies and techniques. Some implications are drawn from these results for better culture teaching.","PeriodicalId":36188,"journal":{"name":"English Teaching(South Korea)","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41773715","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}