English Teaching, KATE Journal, English education, English learning, journal

Volume 73 Number 2 Summer 2018

Written By: admin - Jul• 12•18
Volume 72, Number 2

Volume 73, Number 2, Summer 2018

ISSN 1017-7108 (Print) / ISSN 2671-9312 (Online)

English Teaching is an open access journal published by the Korea Association of Teachers of English (KATE). All articles published by KATE are licensed under the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/). This permits anyone to copy, redistribute, remix, transmit and adapt the work, provided the original work and source is appropriately cited.

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    Table of Contents
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      A Case of Korean Adult Learners of English Features of Lexical Collocations in L2 Writing [Full-Text Available]
      YiBoon Chang* (Seoul National University) / * corresponding author, email: yiboon22@gmail.com

      English Teaching, Vol. 73, No. 2, Summer 2018, pp. 3-36
      DOI: 10.15858/engtea.73.2.201806.3
      © 2018 The Korea Association of Teachers of English (KATE) / Open Access /크리에이티브 커먼즈 라이선스

      [ABSTRACT] Developing small learner and native corpora, this case study examines how Korean L2 learners used six types of lexical collocations in L2 writing to address (a) the frequency and acceptability of learner collocations, (b) problematic constituents of deviant collocations, and (c) possible sources of the learner difficulties. The overall frequency (about 8% of each corpus) and relative frequencies of each collocation type were similar between the learner and native corpora in descending order of adjective-noun, verb-noun, noun-noun, adverb-verb, adverb-adjective, and noun-verb combinations. The average and individual acceptability rates of each collocation type were around 70% and the problematic constituents were found both in nodes and collocates. L2 influence on learner difficulties mostly lied in confusions about synonyms, overuse of delexical verbs, and use of correct collocations in wrong contexts. Relying on L1 semantic representations, the learners produced non-habitual combinations, misrepresented the intended meaning, and paraphrased L2 collocations. Pedagogical implications arose for teaching L2 collocations about the importance of considering the immediate context of L2 writing and taking different approaches to different types of collocations.

      [KEY WORDS] lexical collocation, L2 writing, learner corpus, lexical approach
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      Post-Reading Question-Generation Activities and Cooperative Learning in EFL Reading [Full-Text Available]
      So Young Han (Ewha Womans University) / Yeon Hee Choi* (Ewha Womans University) / * corresponding author, email: yhchoi@ewha.ac.kr

      English Teaching, Vol. 73, No. 2, Summer 2018, pp. 37-58
      DOI: 10.15858/engtea.73.2.201806.37
      © 2018 The Korea Association of Teachers of English (KATE) / Open Access / 크리에이티브 커먼즈 라이선스

      [ABSTRACT] The study aims to investigate the effect of post-reading question-generation activities on Korean middle school students’ English reading abilities with respect to cooperative learning. Two groups of students read the same reading materials; however, one group as an experimental group generated questions of three types, literal, inferential, and evaluative questions, while the other group as a control group answered comprehension questions. Each group was further divided into two sub-groups by cooperative and individual learning. A statistical analysis of the recall test scores reveals a positive effect of post-reading question-generation activities and cooperative learning on English reading abilities. The reading test scores by the three question types further illustrated variations across the question types: the experimental group outperformed the control group in the inferential and evaluative questions and individual learning was detected to be more effective than cooperative learning in the evaluative questions. Interactional effects were observed between post-reading activities and cooperative learning in the literal and evaluative questions. The findings suggest question-generation activities as a beneficial post-reading task, though their effectiveness can vary by question types and learning context.

      [KEY WORDS] post-reading activity, question-generation, cooperative learning, EFL reading, L2 reading
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      Task-in-process During Information-gap Activities in Korean Middle School English Classrooms [Full-Text Available]
      Yujong Park* (Sungkyunkwan University) / * corresponding author, email: yujpark@skku.edu

      English Teaching, Vol. 73, No. 2, Summer 2018, pp. 59-86
      DOI: 10.15858/engtea.73.2.201806.59
      © 2018 The Korea Association of Teachers of English (KATE) / Open Access / 크리에이티브 커먼즈 라이선스

      [FUNDING INFORMATION] This paper was supported by Sungkyun Research Fund, Sungkyunkwan University, 2017.

      [ABSTRACT] A growing number of task-based learning (TBL) research has employed a processoriented research framework to analyze second language data in L2 classrooms using a task-in-process vs. task-as-workplan dichotomy (e.g., Seedhouse, 2004). Adopting the task-in-process framework, the current study analyzes how students in Korean EFL classrooms interact during information gap task activities. How do sequences of interaction during information gap tasks differ from the task-as-workplan? What are the specific institutional goals that the participants orient to while completing these tasks? This article attempts to answer these questions by analyzing the interactions that occur during a series of information gap tasks performed by different groups of Korean middle school students. The findings show how information gap tasks create minimized and truncated sequences that are different from the task-as-workplan as well as from how people would interact in ordinary conversation. Rather than promoting more talk by engaging in negotiation of meaning, learners engaged in a series of completion-oriented sequences to find the correct response in the most efficient way possible. The paper ends with suggestions for improving the design of tasks in pedagogical settings.

      [KEY WORDS] task-in-process, information gap activities, conversation analysis, Korean EFL learners, task-based learning
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      Mentoring New English Writing Teachers: Advice from Experienced Teachers [Full-Text Available]
      Song-Eun Lee* (Purdue University) / * corresponding author, email: songpurdue17@gmail.com

      English Teaching, Vol. 73, No. 2, Summer 2018, pp. 87-113
      DOI: 10.15858/engtea.73.2.201806.87
      © 2018 The Korea Association of Teachers of English (KATE) / Open Access / 크리에이티브 커먼즈 라이선스

      [ABSTRACT] Many instructors new to teaching English composition at the college level feel frustrated with what to teach and how to teach it. To learn about the context of support for these instructors, this small scale pilot study asked current ESL composition instructors in a large Midwestern research university to respond to a questionnaire aimed at revealing how experienced teachers give advice to new teachers. The participants included 16 experienced English composition instructors—eight teachers with five or fewer years of teaching experience and eight teachers with more than five years of experience. From each open-ended question response, emerging themes were coded and counted; additional data were qualitatively analyzed. Results showed that no differences in the number of themes per response were found between the two groups; however, similarities and differences regarding the orientation and content of advice given were found. Based on what was learned from this study, the researcher discusses how experienced teachers can better mentor new L2 composition teachers.

      [KEY WORDS] L2 writing, writing teachers, mentoring, novice teachers, first-year English composition
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      Recall Efficacy in EFL Learning [Full-Text Available]
      Donald Makarchuk* (Kyonggi University) / * corresponding author, email: dmak@kgu.ac.kr 

      English Teaching, Vol. 73, No. 2, Summer 2018, pp. 115-138
      DOI: 10.15858/engtea.73.2.201806.115
      © 2018 The Korea Association of Teachers of English (KATE) / Open Access / 크리에이티브 커먼즈 라이선스

      [FUNDING INFORMATION] This work was supported by a Kyonggi University Research Grant 2016.

      [ABSTRACT] This study investigated the efficacy of retrieving EFL vocabulary from memory as a long-term retention strategy. Three learning treatments, rereading, recognizing and recalling target words, were compared with the assistance of 74 university students who underwent the treatments to learn academic American English during a 15- week semester. In addition to investigating the efficacy of the learning treatments, the study explored the effects of recognition and recall testing in relation to the treatments for possible interactions between learning treatment and test format. The study found that while rereading was the preferred student study strategy, recalling words was a more efficacious learning practice. Recognition learning was also less effective than recalling words, which suggests that the use of recall tests will promote long-term retention more than recognition tests such as multiple-choice tests. Learning treatment and test format comparisons suggested that the retrieval of words as a learning strategy was likely to be the most effective study practice regardless of test type despite transfer-appropriate processing inconsistencies.

      [KEY WORDS] rereading, recognition, retrieval, long-term retention, recall and recognition tests
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      English Teaching, Vol. 73, No. 2, Summer 2018, pp. 139-159
      DOI: 10.15858/engtea.73.2.201806.139
      © 2018 The Korea Association of Teachers of English (KATE) / Open Access / 크리에이티브 커먼즈 라이선스

      [ABSTRACT] The current study aims at investigating differences, if any, of EFL learners’ and teachers’ (native and non-native English teachers) perception of the role of grammar instruction and error correction in L2 learning. For this study 617 college students, 53 non-native teachers, and 41 native teachers were asked to respond to a survey questionnaire. The findings were as follows: 1) some discrepancies were evident between the two teacher groups in perception of grammar instruction, while they shared similar perceptions of error correction; 2) the more proficient in English the students were, the more positive perception of the two constructs they showed; and 3) the Korean teacher group and students showed less negative perceptions of grammar instruction than the native teacher group, whereas differences between the students and the two teacher groups were noticeable. Teaching implications are discussed in view of the necessity of exploring students’ and teachers’ perception of grammar instruction and error correction.

      [KEY WORDS] grammar instruction, perception of grammar instruction, comparison study
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      Korean High School Students’ Perception of the Importance of Word Stress in English and Their Pronunciation of the Reduced Vowel /ǝ/ [Full-Text Available]
      Hyejin Shin (Jojong High School) / Isaiah WonHo Yoo* (Sogang University) / * corresponding author, email: iyoo@sogang.ac.kr

      English Teaching, Vol. 73, No. 2, Summer 2018, pp. 161-177
      DOI: 10.15858/engtea.73.2.201806.161
      © 2018 The Korea Association of Teachers of English (KATE) / Open Access / 크리에이티브 커먼즈 라이선스

      [ABSTRACT] The purpose of this study is to investigate how important Korean high school students perceive English word stress to be, how familiar they are with word stress, and how well they pronounce the reduced vowel /ə/. Sixty high school students in Seoul participated in a survey study that investigated their perception of the importance of word stress in English. They were then asked to mark the stress on each of the 44 words selected from the basic vocabulary list compiled by the Korean Ministry of Education and to pronounce each word twice. The results of the survey revealed that a vast majority of the students (50 out of 60, 80%) do not pay attention to the stress and pronunciation of words when they study new vocabulary and that they memorize only the spelling and meaning of new words. As a result, many of them could not identify the stressed syllables in many of the 44 words, even when they knew their meaning. As for their pronunciation of the reduced vowel /ə/, the students on average were able to pronounce /ə/ correctly in only 23 words, although they stressed the correct syllable in 28 words. All these results highlight the necessity of teaching Korean students explicitly the importance of word stress in English and the correct pronunciation of the reduced vowel /ə/ in order to help them improve their intelligibility.

      [KEY WORDS] schwa, word stress, suprasegmentals, pronunciation teaching
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      The Effect of a Critical Incidence Depicted in a Picture in a Story Writing Task on Content and Picture Preference [Full-Text Available]
      Su-jin Lee (Kyungpook National University) / Jungok Bae* (Kyungpook National University) / * corresponding author, email: jungokbae@knu.ac.kr 

      English Teaching, Vol. 73, No. 2, Summer 2018, pp. 179-197
      DOI: 10.15858/engtea.73.2.201806.179
      © 2018 The Korea Association of Teachers of English (KATE) / Open Access / 크리에이티브 커먼즈 라이선스

      [ABSTRACT] This study asked whether two picture prompts, one depicting a critical incidence, called ‘losing a cellphone’ and the other without a critical incidence, namely ‘using a cellphone’ made a difference to the content of story writing. The study also investigated which picture students preferred, one with or without a critical incidence. High school students (N = 101) participated in a story writing task where one of the two prompts was assigned to each student. A survey for preference was implemented to 185 high school students. The results show that when stories were composed under time constraint, whether the critical incident was present or absent was not a significant factor in the writers’ creation of better or worse content in writing. However, the critical incidence in the picture might be considered an attractive tool for story writing, promoting writers’ positive attitude to the task.

      [KEY WORDS] critical incidence, picture prompt, story writing, picture preference

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