Foreign Languages Education最新文献_第10页

Case study on the CALLA-based academic Korean presentation class: Focusing on foreign students’ presentations on their own major 以calla为基础的韩国语学术演讲课个案研究:聚焦于外国学生本专业的演讲

Foreign Languages Education Pub Date : 2021-02-28 DOI: 10.15334/FLE.2021.28.1.255

Ji-yeong Jang, 이화여자대학교

引用次数: 0

Exploring the inter-grade dividing criteria of the elementary grade group English textbooks: Sequence analysis of the communicative functions of listening dialogues 小学英语分组教材的年级划分标准探析:听力对话交际功能的序列分析

Foreign Languages Education Pub Date : 2021-02-28 DOI: 10.15334/FLE.2021.28.1.145

Hana Kang, Jeong-Ryeol Kim

引用次数: 0

Humor initiators in elementary English classrooms: Focusing on teachers, learners, and jointly constructed humor 小学英语课堂幽默的发起者:以教师、学习者为中心，共同构建幽默

Foreign Languages Education Pub Date : 2021-02-28 DOI: 10.15334/FLE.2021.28.1.91

S. Kim, 효행초등학교

引用次数: 1

Analyzing the effectiveness of a film-based class in a college setting: How can a language-culture integrated English reading class be implemented 电影课在大学教学中的有效性分析:语言文化综合英语阅读课如何实施

Foreign Languages Education Pub Date : 2021-02-28 DOI: 10.15334/FLE.2021.28.1.123

Baek Jiyeon, Rha， Kyeong-hee

引用次数: 1

Effects of Implicit and Explicit Focus on Form on L2 Acquisition of the English Passive: An Analysis of Intra-Learner Variation 内隐和外显形式关注对英语被动语习得的影响:学习者内部差异分析

Foreign Languages Education Pub Date : 2021-02-28 DOI: 10.15334/FLE.2021.28.1.57

Ji-Yung Jung

{"title":"Effects of Implicit and Explicit Focus on Form on L2 Acquisition of the English Passive: An Analysis of Intra-Learner Variation","authors":"Ji-Yung Jung","doi":"10.15334/FLE.2021.28.1.57","DOIUrl":"https://doi.org/10.15334/FLE.2021.28.1.57","url":null,"abstract":"This study investigated intra-learner variation in the effects of implicit and explicit focus on form (FonF) on second language (L2) acquisition of the English passive, an interface construction. The study employed a pretest-posttest-delayed posttest design, with five treatment sessions between the pretest and posttests. Implicit FonF was operationalized as textual enhancement (TE), and explicit FonF as consciousness-raising (C-R). Five different outcome measures were utilized to examine the respective treatment effects on the form, meaning, and function of the passive. Data were collected with four Korean high school students, two engaging in TE and the other two in C-R, whose developmental routes through the experiment were analyzed quantitatively and qualitatively. The results of the analysis showed that implicit and explicit FonF led to differential variation within each learner, not only across the outcome measures but also over time, yet were suggestive of a potential benefits to each for the different domains encompassed in the passive. These results are further discussed in relation to the learners’ proficiency levels and the types of errors they produced.","PeriodicalId":414404,"journal":{"name":"Foreign Languages Education","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132430937","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}

引用次数: 0

Effect of Automated Writing Evaluation Feedback on Korean University Students’ Revision Behavior 自动写作评价反馈对韩国大学生复习行为的影响

Foreign Languages Education Pub Date : 2020-12-31 DOI: 10.15334/fle.2020.27.4.1

Young-ju Lee

引用次数: 1

Korean Elementary Teachers’ Perceptions of NESs’ and NNESs’ Pronunciation 韩国小学教师的“NESs”认知与“NNESs”发音

Foreign Languages Education Pub Date : 2020-12-31 DOI: 10.15334/fle.2020.27.4.23

Miae Park, Youngok Park

{"title":"Korean Elementary Teachers’ Perceptions of NESs’ and NNESs’ Pronunciation","authors":"Miae Park, Youngok Park","doi":"10.15334/fle.2020.27.4.23","DOIUrl":"https://doi.org/10.15334/fle.2020.27.4.23","url":null,"abstract":"Despite the validated EIL status, native English accents are commonly regarded as the most appropriate pronunciation-teaching norms, while nonnative accents are still considered inappropriate. This study attempts to explore Korean-speaking elementary teachers’ perceptions of native and nonnative English accents and find out the extent to which the teachers’ ratings of the accents show variance and correlations as regards likeability, familiarity, intelligibility, comprehensibility, and instructional model suitability. For these, 53 in-service Korean-speaking elementary teachers were asked to evaluate two native (American and British) and two nonnative (Filipino and Korean) English accents by the five variables. The results were as follows: 1) The AmE accent was rated most positively, while the FiE accent was least favorable in all the variables; 2) The KoE accent was evaluated to be more familiar, intelligible, and comprehensible than the BrE accent at a significant level. In contrast, the two accents exhibited an insignificant difference in likeability and suitability; 3) Significant correlations were obtained among the variables except for comparisons of likeability-intelligibility, likeability-comprehensibility, and familiarity-comprehensibility; 4) The instructional model suitability had a significant correlation with the four remaining variables. Based on these results, pedagogical implications and implications for teacher education were suggested, followed by this study’s limitations.","PeriodicalId":414404,"journal":{"name":"Foreign Languages Education","volume":"72 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127579350","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}

引用次数: 0

The perception of elementary teachers and pre-service teachers on English language play. 小学教师与职前教师对英语语言游戏的认知。

Foreign Languages Education Pub Date : 2020-12-31 DOI: 10.15334/fle.2020.27.4.97

Hyunhee Cho, 대구교육대학교영어교육과

引用次数: 0

The effects of c orpus-based formulaic sequences learning on high school students’ English writing ability and attitudes. 基于语料库的公式化序列学习对高中生英语写作能力和态度的影响。

Foreign Languages Education Pub Date : 2020-12-31 DOI: 10.15334/fle.2020.27.4.119

E. Kim, 숙명여자고등학교, Eun-Jo Lee

引用次数: 2

The Effectiveness of Process-genre Approach on College English Writing Instructions 过程体裁教学法在大学英语写作教学中的有效性

Foreign Languages Education Pub Date : 2020-12-31 DOI: 10.15334/fle.2020.27.4.51

Yi Liu, Yanghee Kim

引用次数: 0