Browsing by Subject "English language--Study and teaching--Korean speakers"
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Item A comparison study on the effects of two explicit pronunciation syllabi on Korean adult EFL learners' learning of English sounds(2007-05) Huh, Jin, 1968-; Moore, ZenaItem A comparison study on the effects of two explicit pronunciation syllabi on Korean adult EFL learners' learning of English sounds(2007) Huh, Jin; Moore, Zena T.This study compared two explicit approaches to teaching English pronunciation to Korean adult EFL learners. One approach involved teaching agendas based on the analysis of pronunciation errors that were considered to be typically observed in the target students. The other approach involved rather general teaching agendas that considered no specific L1 background. The experimental group, the error-analysis-based group, was taught by two Korean instructors of English, while the control group was taught by two native English-speaking instructors. The experimental group teachers used an in-house workbook that consisted of segmental sound items from the clinical data obtained from the error analysis. These Korean instructors of English presented short authentic video clips that the researcher edited from feature movies, situational comedies, news casts, etc. to the learners as model L2 utterances. The native English-speaking teachers used a pre-existing pronunciation workbook published by two native English-speaking language practitioners and presented relevant parts of the supplementary tutorial video to their learners. These four 75-minute pronunciation lectures were conducted as a part of an English intensive course at a tertiary institute in Korea. The two groups did not significantly differ in terms of L2 identification improvements. Based on the real-word and fake-word reading-aloud tests, the experimental group indicated a significantly higher production accuracy rate than the accuracy mean score observed in the control group. Mean accuracy scores of the identification and production tests of each individual sound were compared using Post Hoc ANCOVA techniques for any significant mean differences. Qualitative data from relevant surveys were also included.Item The government's role in the early development of English language education in Korea (1883-1945)(2001-08) Kim-Rivera, EunGyong; Walter, Keith, 1952-Since English as a foreign language was introduced to Koreans more than a century ago, it has enjoyed the status as the most popular foreign language during the greater part of its existence in South Korea. The position of English in Korean society has been further strengthened in recent years. There have been unprecedented discussions among the Korean intellectuals and elite on the possibility of elevating the language to an official language. In order to understand why and how the English language has become an important part of present-day Koreansí lives, an investigation of how the language was initially introduced is necessary. This study examines the introduction of the English language and the beginning of English language education in Korea. More precisely, the focus is the critical roles that the government played in the early development of English language education. The incipient stage of Korea's English language education is divided into two periods, the first period when the Korean government was actively involved in the formation of English language education and the second period when the Japanese colonial government suppressed its development. During the first period between 1883 and 1905, English language education in Korea was introduced and shaped by the Korean government: the government established Koreaís first institutions of English language education and enacted and promulgated national regulations for foreign language education. During the second period of 1906-1945, from the Protectorate Treaty to Koreaís liberation from Japan, English language education came under the control of the Japanese government-general and was enslaved to the colonial system, whose sole purpose was to serve Japanese gains; thus, the early burgeoning English language education abruptly came to a halt and stagnated. This study attempts to identify the language educational policies during the two periods, the subsequent changes made in the policies, and the social contexts that brought about these changes and discusses implications of these findings for present-day English language education in South Korea.Item Self-regulation in L2 oral narrative tasks performed by adult Korean users of English(2001-08) Kim, Young-Woo; Garza, Thomas J.; Schallert, Diane L.When second language (L2) users experience difficulty in performing a task in English, they often engage in efforts to overcome their difficulties through strategic behaviors aimed at achieving the goals of the task. If those efforts take the form of, or are accompanied by, verbal expressions, these verbal expressions are often referred to as private speech, and their function described as selfregulatory, by second language researchers taking a Vygotskyan perspective. In this study, these claims were inspected and re-defined by linking a Vygotskyan perspective on self-regulation with a metacognitive perspective. Eight Korean graduate students enrolled in a U.S. university participated in this study. They were videotaped as they performed two narrative tasks, one using a series of pictures that had no words and a second, a recall task in which they watched a movie clip and retold the story they had seen. They were also interviewed as they watched their narrative performance. During the interview, they provided their thoughts on using English and on engaging in self-regulatory behaviors. Their utterances and gestures in the narrative tasks were recorded, transcribed, and analyzed. The interviews were recorded, partially transcribed, and analyzed. Results and discussion included the finding of support for previous studies that L2 users’ private speech functions as a self-regulatory process and plays an important role in the process. There were also findings that revealed limitations in explaining L2 users’ self-regulatory behaviors from a simple Vygotskyan conception of private speech. Several theoretical concepts from a more general metacognitive perspective, including aspects that refer to contextualization and frame, were effective in explaining the social context in which L2 self-regulatory behaviors occur. Theoretical and practical implications of the results of this study and possible future research topics are also addressed.