Yeong'eo eo'mun gyo'yug最新文献

From Reading Nonsensical Jabberwocky to Proposing Topics for English Pedagogy 从阅读无意义的胡言乱语到为英语教学提出主题

Yeong'eo eo'mun gyo'yug Pub Date : 2023-09-30 DOI: 10.35828/etak.2023.29.3.1

Riski Lestiono

{"title":"From Reading Nonsensical Jabberwocky to Proposing Topics for English Pedagogy","authors":"Riski Lestiono","doi":"10.35828/etak.2023.29.3.1","DOIUrl":"https://doi.org/10.35828/etak.2023.29.3.1","url":null,"abstract":"Portrayed as a monster and villain, narrated in seven stanzas in an iambic tetrameter metrics, Jabberwocky is a phenomenal poem. This poem, loaded with “esoteric” and nonce words, was mostly researched in the realms of translation and psycholinguistics, leading to a dearth of studies in L2 pedagogy. The posed question was “What are some latent themes or topics for ELT material development that can be revealed from the discernibly nonsensical language of Lewis Carroll’s Jabberwocky poem?” Descriptive phenomenological design suited this study’s purpose to delineate emic language pedagogical aspects of this poem. Thematic analysis was employed by performing a 6-step framework. This current study has yielded three main themes that propose Jabberwocky poem as an alternative source of English material development. The latent themes circumnavigate around morphology, syntax, and phonology. Morphologically, L2 learners could delve further to the two-word-formation processes, namely: portmanteau and coinage. Syntactically, Jabberwocky poem can hone the skill in detecting parts of speech. Phonologically, the concept of phonaesthesia fosters sound interpretation. This study rounds off by thanking Lewis Carroll for sharp-wittedly writing Jabberwocky poem and proposing an alternative to material developers as well as English teachers and practitioners to incorporate this work of art into their instructions.","PeriodicalId":491850,"journal":{"name":"Yeong'eo eo'mun gyo'yug","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136277472","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 role of English grammar in acquiring English in ESL/EFL situations 英语语法在非母语/非母语英语习得中的作用

Yeong'eo eo'mun gyo'yug Pub Date : 2023-09-30 DOI: 10.35828/etak.2023.29.3.49

Yong-Myeong Kim

{"title":"The role of English grammar in acquiring English in ESL/EFL situations","authors":"Yong-Myeong Kim","doi":"10.35828/etak.2023.29.3.49","DOIUrl":"https://doi.org/10.35828/etak.2023.29.3.49","url":null,"abstract":"As Celce-Murcia and Larson-Freeman (1999) point out, the role of grammar is not to explain rules but to intuit them. Thus, this study investigates how we can intuit grammatical rules and teach them in ESL/EFL contexts. As a possible answer to this question, we derived the linguistic intuitions that native speakers are assumed to have on grammatical systems and represented them as semantic features. Specifically, we proposed [±abstract] and [±definite] for the article system, according to which nouns with the [+abstract] feature take the null article ∅, nouns with the [-definite] feature take the indefinite article a(n), and nouns with the [+definite] feature take the definite article the. We also proposed [±transfer] for the structure of dative verbs, on which if a dative verb has the [+transfer] feature, it licenses the sequence to+IO, and if it has the [-transfer] feature, it licenses the sequence for+IO. Finally, for infinitives/gerundives, we established [±pastivity] and [±actuality], which explains the linguistic sense that if a matrix verb has the [+futurity]/[-actuality] feature, it takes infinitives, and if it has the [+pastivity]/[+actuality] feature, it takes gerundives. This approach to intuitionizing grammar systems can provide insights into the desirable direction to grammar teaching in the AI era.","PeriodicalId":491850,"journal":{"name":"Yeong'eo eo'mun gyo'yug","volume":"129 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136277469","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

An analysis of effects on affective domain in level differentiated English classes 层次分化英语课堂对情感域的影响分析

Yeong'eo eo'mun gyo'yug Pub Date : 2023-09-30 DOI: 10.35828/etak.2023.29.3.113

Jiyeo Yun, OkHee Park

{"title":"An analysis of effects on affective domain in level differentiated English classes","authors":"Jiyeo Yun, OkHee Park","doi":"10.35828/etak.2023.29.3.113","DOIUrl":"https://doi.org/10.35828/etak.2023.29.3.113","url":null,"abstract":"As a follow-up study for meta-analysis on cognitive domain (Park & Yun, 2019), this study aims to investigate the overall effect on affective domain in level differentiated English classes. The procedure of meta-analysis consists of literature search with criteria for inclusion as well as data analysis including data coding and cleaning. After heterogeneity tests, random-effect model, subgroup analyses, and publication bias are conducted using Comprehensive Meta-Analysis software. Moderators used for subgroup analyses were; affective domains, schools, grades, and teaching methods and periods of level differentiated English classes. The results indicate that affective domain in level differentiated English classes had an overall mean effect size (d = 0.33) showing lower effect size than in cognitive domain (d = 0.74). More specific findings of meta-analysis are as follows: First, grouping factors based on affective domain had medium effects in confidence (d = 0.68), interest (d = 0.57) and participation (d = 0.51). Second, according to grade and to students in elementary school through university, the effects were larger with higher grade elementary school students and high school freshmen students. Third, among teaching methods, affective domain showed a large effect in extra supplementary classes. Lastly, the pedagogical implication and suggestions were further discussed.","PeriodicalId":491850,"journal":{"name":"Yeong'eo eo'mun gyo'yug","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136277479","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

Research on a PBL-based ESP teaching-learning model for engineering students 基于pbl的工科学生ESP教学模式研究

Yeong'eo eo'mun gyo'yug Pub Date : 2023-09-30 DOI: 10.35828/etak.2023.29.3.65

Hye-Kyung Kim

{"title":"Research on a PBL-based ESP teaching-learning model for engineering students","authors":"Hye-Kyung Kim","doi":"10.35828/etak.2023.29.3.65","DOIUrl":"https://doi.org/10.35828/etak.2023.29.3.65","url":null,"abstract":"This study presents the application of Problem-Based Learning (PBL) in an English for Specific Purposes (ESP) course designed for fourth-year electronics engineering students, aiming to equip them for the job market. The research addresses how to structure job-related engineering English instruction through a PBL-based ESP class, students’ perceptions of this course, and favorable directions for its future advancement. Data for the study were collected and analyzed through methods including initial surveys, pre- and post-course surveys conducted within the PBL class, in-depth individual interviews, final surveys, and reflective notes written by students. These approaches provided a comprehensive insight into learners’ perceptions and experiences within the implemented PBL-based engineering English ESP teachinglearning model. The results are expected to serve as a foundation for ESP curriculum design and development research, benefiting educators and researchers interested in this field, both in higher education and English language teaching. The significance of this study is especially important, considering the limited research in Korea on engineering English, particularly in PBL-based ESP classes, which have gained prominence recently. Additionally, this study underscores the importance of using PBL as a student-centered pedagogy in ESP education, fostering enhanced student engagement, problem-solving abilities, collaborative learning, and self-directed education.","PeriodicalId":491850,"journal":{"name":"Yeong'eo eo'mun gyo'yug","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136277474","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

Perceptions and attitudes of English learners towards the utilization of AI-based Automated Writing Evaluation (AWE) programs and instructor feedback 英语学习者对使用基于人工智能的自动写作评估(AWE)程序和教师反馈的看法和态度

Yeong'eo eo'mun gyo'yug Pub Date : 2023-09-30 DOI: 10.35828/etak.2023.29.3.91

Heejung Son

{"title":"Perceptions and attitudes of English learners towards the utilization of AI-based Automated Writing Evaluation (AWE) programs and instructor feedback","authors":"Heejung Son","doi":"10.35828/etak.2023.29.3.91","DOIUrl":"https://doi.org/10.35828/etak.2023.29.3.91","url":null,"abstract":"The purpose of this study is to investigate the perceptions, attitudes, and effects of integrating both Grammarly, an AI-based automated writing evaluation (AWE), and instructor feedback on English grammar achievement among beginner-level English learners in writing. The study involved 49 first-year students from D University in Chungnam during the second semester of 2022. A descriptive analysis was conducted using SPSS on pre-and post-surveys of learners’ perceptions of AWE programs and teacher feedback, as well as on pre-and post-grammar tests. Additionally, qualitative responses from open-ended post-survey questions were analyzed in this study. The results of the study are as follows. First, the participants showed a positive response towards the utilization of Grammarly due to its convenience and learning benefits. Second, despite initial difficulties and low confidence, learners experienced enhanced interest, motivation, and confidence in English language learning after engaging in the combined activities with Grammarly and instructor feedback. Lastly, the study observed improved English grammar proficiency when learners participated in activities involving both Grammarly and instructor feedback. However, considering the limitations of AWE programs and the limited English knowledge among beginnerlevel learners, educational effectiveness could be further enhanced if instructor guidance and feedback are combined and utilized in the teaching process.","PeriodicalId":491850,"journal":{"name":"Yeong'eo eo'mun gyo'yug","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136277482","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

Think and You Know as Discourse Markers among Korean Speakers of English 韩国英语使用者的话语标记:Think and You Know

Yeong'eo eo'mun gyo'yug Pub Date : 2023-09-30 DOI: 10.35828/etak.2023.29.3.29

Min Sujung

{"title":"Think and You Know as Discourse Markers among Korean Speakers of English","authors":"Min Sujung","doi":"10.35828/etak.2023.29.3.29","DOIUrl":"https://doi.org/10.35828/etak.2023.29.3.29","url":null,"abstract":"The present study examines I think and you know as discourse markers among Korean English speakers, using data from sociolinguistic interviews. Previous research on I think and you know has suggested that they are highly frequent among native speakers but much less used by non-native speakers and that particularly you know among nonnative speakers is rather used for discourse-organizational purposes not for intersubjectivity. Since English is learned and used as an important foreign language in Korea, Korean society is a remarkable context for research on both world Englishes and English as a lingua franca. Especially in the context of English as a lingua franca. In ELF interaction, I think and you know as discourse markers have been demonstrated to be used for marking speaker-centered and subjectivity, though they are used differently by native English speakers. The data analysis reveals that the use of I think and you know among Korean speakers of English is similar to that in other ELF communication. Both are used as discourse-pragmatic markers to convey speakercentered attitude as fumbling device and express subjectivity in evaluating part of the discourse. This paper contributes to the growing body of discourse markers analyzed through a systematic and replicable methodology.","PeriodicalId":491850,"journal":{"name":"Yeong'eo eo'mun gyo'yug","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136277468","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