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

Volume 74 Number 1 Spring 2019

Written By: admin - Mar• 25•19
Volume 74, Number 1,Spring 2019

Volume 74 Number 1 Spring 2019

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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      Exploring the Use of Hedges and Stance Devices in Relation to Korean EFL Learners’ Argumentative Writing Qualities [Full-Text Available]
      Soohyun Min (Korea University) / Jin Kyung Paek (Korea University) / Yusun Kang* (Korea University) / *corresponding author, email: jenkang@korea.ac.kr


      English Teaching, Vol. 74, No. 1, Spring 2019, pp. 3-23
      DOI: 10.15858/engtea.74.1.201903.3
      © 2019 The Korea Association of Teachers of English (KATE) / Open Access / 크리에이티브 커먼즈 라이선스


      [ABSTRACT] In argumentative writing, writers are expected to use hedged expressions and stance devices through specific linguistic expressions to convince their proposition effectively. Yet little research attention has been paid to whether the inclusion of such devices is related to the overall quality of second or foreign language learners’ argumentative writing. In this study, hedges and stance devices that are included in 28 advanced Korean EFL writers’ argumentative writing were analyzed to identify their potential relation to the overall writing quality. Analyses demonstrated that although hedges and stance devices were related to argumentative writing quality in general, the specific linguistic forms that predicted two different aspects of writing quality–formal and content quality–were different. Specifically, hedges played a significant positive role in only content quality of writing, and the specific stance devices that significantly predicted formal quality did not contribute to the content quality, and vice versa. The findings from this study provides important pedagogical implications for EFL writing instruction.


      [KEY WORDS] hedges, stance devices, lexico-grammatical stance, argumentative writing, Korean EFL students, discourse analysis
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      The Effects of Note-Taking Strategy Training on Students Notes During Academic English Listening Tests [Full-Text Available]
      Junghyun Kim* (Inha Technical College) / *corresponding author, email: selina@inhatc.ac.kr


      English Teaching, Vol. 74, No. 1, Spring 2019, pp. 25-48
      DOI: 10.15858/engtea.74.1.201903.25
      © 2019 The Korea Association of Teachers of English (KATE) / Open Access / 크리에이티브 커먼즈 라이선스


      [ABSTRACT] This study explored the effects of note-taking training on Korean college students’ notes during academic English listening tests. A total of 61 college students were randomly assigned to two different groups: Group A that later received training in note-taking strategy and Group B that did not. Group A received note-taking strategy training on three separate times, totaling 60 minutes (30 minutes, 15 minutes, and 15 minutes) that spread out over two months. The two groups took listening tests before and after Group A was trained. The results showed the positive effects of the note-taking training in relation with the groups’ note-taking behaviors. After training, the trained group used more and frequent notes whereas the untrained group’s number of notes decreased. Individual students who drastically increased the number of notes after training (in Test II) showed more systemic framework of notes for Test II than before training (in Test I). The present study is meaningful in that it utilized the different analyzing methods on the quality of notes compared with previous studies.


      [KEY WORDS] note-taking, note-taking strategy training, quality of notes, students’ notes, listening comprehension
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      Korean EFL Learners’ Processing of English Caused-Motion Construction [Full-Text Available]
      Hakyung Sung* (Seoul Naional University) / *corresponding author, email: heyhakyung@snu.ac.kr 


      English Teaching, Vol. 74, No. 1, Spring 2019, pp. 49-73
      DOI: 10.15858/engtea.74.1.201903.49
      © 2019 The Korea Association of Teachers of English (KATE) / Open Access / 크리에이티브 커먼즈 라이선스


      [ABSTRACT] This study explores how Korean English learners process English caused-motion constructions (CMC) through online and offline experiments. The focus was on how Korean learners’ processing of English CMC is affected by the typological difference between English and Korean. Of the 77 volunteer participants recruited, 17 were native English speakers and 60 were Korean EFL learners. The experiments included a sentence completion task (SCT) as an online experiment, and an acceptability jugment task (AJT) and a translation (correction) task as offline experiments. The results showed that in the SCT, the Korean learners showed difficulty in combining process and result events with intransitive manner verbs. In the AJT, they rarely accepted the CMCs with intransitive manner verbs, but easily accepted the ‘causative verb + by-phrase’ structures with the same type of verbs. When the sentences were employed in the AJT were asked to be translated into Korean, the low-intermediate Korean learners were likely to drop the result meaning and interpret the preposition phrase as a locative rather than a goal. In sum, Korean learners showed similar patterns to native English speakers in processing path verbs and transitive manner verbs, but different pattern in processing intransitive manner verbs. These findings demonstrate that Korean learners’ processing of English CMC is heavily influenced by their L1 when the construction accompanied intransitive manner verbs.


      [KEY WORDS] English caused-motion construction, typology, construction grammar, sentence processing
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      What If Learners Are Not Involved in Reading? Reading Ability and Reading Motivation of EFL Learners [Full-Text Available]
      Yuah V. Chon (Hanyang University) / Jihye Kim* (Dongguk University) / *corresponding author, email: kjh8525@naver.com


      English Teaching, Vol. 74, No. 1, Spring 2019, pp. 75-94
      DOI: 10.15858/engtea.74.1.201903.75
      © 2019 The Korea Association of Teachers of English (KATE) / Open Access / 크리에이티브 커먼즈 라이선스


      [ABSTRACT] During reading instruction, sustaining learners’ reading motivation (RM) may be a challenge but a requisite when the goal is to keep learners reading. In the context of the present study, it was examined as to how RM may be sustained in a reading course. For this purpose, information on learners’ RM was collected in a semester-long university reading course with 118 Korean learners of English at the pre- and post-instructional stages of reading. RM was assessed with Motivations for Reading Questionnaire before and after reading instruction. Results indicated that reading involvement had decreased for all learners whereas the less skilled learners demonstrated an increase of reading efficacy and a drop in reading for grades. A linear multiple regression further indicated that reading efficacy was a significant predictor of reading proficiency only for the skilled learners. Implications are presented on how reading needs to be conducted by allowing learners to choose their own materials, which in turn may have an effect on developing more robust forms of RM.


      [KEY WORDS] reading motivation, English reading proficiency, reading efficacy, reading involvement, reading for grades

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