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ENGLISH TEACHING (영어교육)

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전체선택 Endnote Refworks
As emphasis has increased on English as an international language and on the globalized image of universities, the number of native English speaker teachers (NETs) has also increased in Korean universities. From the poststructuralist view, teacher identity is constructed through participation in valued activities of the community of practice, and it is not fixed but constantly negotiated through the interaction of the context (Wenger, 1998). While previous studies focused on nonnative English speaker teachers’ identity construction, little attention has been paid to NETs in the EFL context. Considering the need to explore teacher identity from recent theoretical perspectives, the present study investigates how NETs negotiate conflicting identities and construct their teacher identities in the Korean university context. The findings show the NETs constructed multiple identities of an English educator, a collaborative volunteer, a non-tenured instructor, and a cultural and linguistic outsider, and they legitimize their professor identity through their participation in the present and imagined community of competent teachers. The findings support the claim that teacher identity is embedded in the sociocultural context that interacts with the individual agency in making sense of who they are. Implications and suggestions of the study are addressed based on the findings.
This study investigated the effects of dual coding elucidation on raising learners’ awareness of L2 lexical errors and correct usage. Participants included 135 Korean EFL middle school students assigned to either a single-coding or dual-coding group. The single-coding group studied the incorrect and correct usage of target lexical items under a verbal-code-only condition. The dual-coding group studied the incorrect and correct usage under a verbal-plus-visual-code condition. Participants completed posttests at two intervals: immediately after studying the materials and four weeks later. Analyses revealed that dual coding elucidation had significant positive effects on facilitating learners’ awareness of lexical errors and correct usage; these effects remained over time. The results also indicated no significant correlations between learning style and the effectiveness of visuals. Qualitative data demonstrated that students perceived visuals as being helpful in improving accurate lexical use and their engagement in learning vocabulary. The article concludes by discussing the facilitative role of visual encoding in L2 lexical knowledge development, thus expanding on the dual coding theory.
While many scholars paid attention to L2 learner beliefs about grammar learning and error correction, there has been little research on both teacher and learner beliefs about types of grammar instructions in Korean EFL contexts. This study aimed to investigate the beliefs about types of instructions as well as grammar learning and error correction using a questionnaire adapted from Jean and Simard (2011). A total of four hundred and eighty-seven participants in Korea participated in the study and were divided into five groups: three teacher subgroups (non-native Korean high school, non-native Korean college, and native college) and two student subgroups (high school and college). The participants in general highly valued accuracy in L2 learning, but they disliked grammar learning or teaching. While both students and teachers believed that grammar instructions such as discovery learning, and mechanical practice could be useful in grammar learning, Korean teachers reported more positive views on grammar instructions than Korean students. The majority of the participants reported that they had a tendency to prefer error correction in the written production rather than in the spoken one. The results also revealed opinion gaps among the subgroups. The pedagogical and theoretical implications will be discussed.
Scores on the Test of English for International Communication Listening and Reading (TOEIC LR) have been used for rolling-based university admissions in South Korea. Because this test is not designed for that purpose by the testing organization, there may be a need to explore the validity of TOEIC LR score use for admission purposes. Accordingly, this study investigated how admissions officers in South Korea perceived TOEIC LR scores and their uses and why they used the scores for admission purposes. We adopted a sequential mixed-method design (Creswell & Clark, 2011) involving three phases of data collection: (1) analysis of application handbooks to identify the questionnaire survey target, (2) a survey of faculty (n = 20) involved in admissions, and (3) semi-structured interviews with selected participants (n = 5) to delve into their questionnaire responses. The findings were that (a) almost half of the universities in Korea were implementing special admissions and accepted the scores on the recognized English tests; (b) use of the test lacks validity because most of the admissions officers did not view the test scores as an indicator of English proficiency and academic aptitude; (c) approximately half of the admissions officers viewed the scores as a reflection of an applicant’s effort, test-taking skills learned at language institutes, and former residence in English-speaking countries; and (d) the TOEIC LR scores were used due to a lack of other English tests as well as social pressure such as test fees and testing site availability.
Despite extensive research attention that has been paid to second language (SL) or foreign language (FL) learners’ argumentative writing, most research has focused on the structural features characteristic of such writers. There have not been many systematic attempts to identify the quality of argument features SL or FL writers rely on, and how they contribute to the overall writing qualities. This study was designed to examine the relationship between the Toulmin elements, widely used measures of content qualities in arguments which include claims, data, warrants, rebuttals, qualifiers, and backings, and the overall qualities of advanced Korean high school EFL learners’ argumentative writing. Each of the thirty three participants’ argumentative writing was analyzed, applying the Toulmin model, and the results demonstrate that their overall argument qualities were closely related to the uses of the fundamental Toulmin elements, especially data and predicted best by the degree to which each claim was supported with relevant and sufficient data. These findings shed light on the need for instruction on the use of Toulmin elements in enhancing the overall quality of Korean EFL learners’ argumentative writing.
The present study aimed at exploring the differences in EFL learners’ writing performance in two writing modes (direct and translated writing) in two writing genres (argumentation and narration) depending upon their L2 writing proficiency. For this study, 46 college freshmen (43.5% of high level and 56.5% of low level) performed four writing tasks individually. The results of the study are as follows: 1) their writing performance in the direct mode was significantly better regardless of genre and L2 writing proficiency, although there were substantial differences between the two genres in the degree of significance; 2) their writing performance in argumentative prose was significantly better only in the direct mode; and 3) only for low-level learners in the direct mode, there were significant differences in their performance in the writing genre, favoring argumentation. Theoretical and pedagogical relevance of the findings is addressed.
중등 영어 교사의 직무만족도
중등 영어 교사의 직무만족도
박에스더(Park Esther),이진화(Lee Jin Hwa)
ENGLISH TEACHING Vol.72 No.2/ 2017
145-166 (22 pages)
사회과학>교육학
초록보기
Teachers’ job satisfaction is a crucial factor to determine the quality of education in that it affects their dedication and participation. While teachers’ job satisfaction in general has been widely investigated, subject-related job satisfaction has been sparsely explored. Thus, this study investiaged both general and subject-related job satisfaction and compared them. A total of 117 secondary English teachers in Seoul participated in a survey which measures job satisfaction in terms of seven factors: relationship with people, job duties, work environments, opportunities for professional development, compensations, administration systems, and recognitions. Overall, the participants showed a modest level of satisfaction in both general and subjet-related jobs. Yet, subject-related job satisfaction was higher than general job satisfaction. They were particularly satisfied with their relationship with students and teachers. They also showed high satisfaction with recognition they receive as a teacher as well as an English teacher. In contrast, they were dissatisfied with compensations and workloads in general, and the number of students in charge and administrative support in teaching English. Finally, their job satisfaction was affected by gender, school type, position, and marriage. Based on the results, suggestions to enhance secondary English teachers’ job satisfaction were made.
Effects of primary English education using children’s literature have been extensively examined by many researchers in Korea during the past about two decades. This study aims to delineate the research domain by employing a meta-analysis of 31 primary studies that have been published in Korean refereed journals by February 2017. From the primary studies, 41 effects sizes were calculated based on the contrast of the means of two groups and 152 pre-to-post effect sizes based on the contrast of pretest and posttest scores. The results indicate that primary English education using children’s literature had overall a medium-sized effect (g = .60), with its effect being greater in the affective domain (g = .93) than in the cognitive domain (g = .37). More specifically, it was found that introducing children’s literature in the elementary English classrooms would bring about positive learning effects in the areas of vocabulary and reading and would be effective to develop positive learner interest and attitudes toward English learning. The results and their implications are further discussed.
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