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

Volume 74 Number 2 Summer 2019

Written By: admin - Jul• 01•19
Volume 74, Number 2

Volume 74 Number 2 Summer 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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      The Use of Short Fiction in a Writing Class: Pedagogical Suggestions for Secondary Level Teachers in EFL Settings
      Young Shik Lee* (Hannam University) / *corresponding author, email: youngslee@hnu.kr 
      English Teaching, Vol. 74, No. 2, Summer 2019, pp. 3-25
      DOI: 10.15858/engtea.74.2.201906.3
      © 2019 The Korea Association of Teachers of English (KATE) / Open Access / 크리에이티브 커먼즈 라이선스

      [ABSTRACT] The College Scholastic Ability Test (CSAT) has focused on relative ranks among students since it started from 1993. In December 2014 The Ministry of Education (MOE) announced that it would adopt an absolute grading system (AGS) for English scores in the CSAT, starting from November 2017, and discard the relative grading. The MOE hoped that the AGS of CSAT English would eventually serve to normalize English education by having teachers place more emphasis on improving students’ communication skills rather than on solving CSAT questions. This paper describes the rationale behind the implementation of AGS for CSAT English by the MOE and how the criteria and grades of AGS have been developed and set. Then current problems arising from the AGS for CSAT English are discussed by touching on its theoretical, practical and political issues based on relevant literatures, public hearings and news media reports, and informal interviews with contemporary teachers of English.
      [KEY WORDS] College Scholastic Ability Test (CSAT), absolute grading system (AGS), criterion-referenced test, political dimension
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      Comparing the Effects of Freely Available Online Dictionaries and Printed Glosses on Vocabulary Acquisition
      Dennis Laffey* (Pukyong National University) / *corresponding author, email:  dplaffey@gmail.com
      English Teaching, Vol. 74, No. 2, Summer 2019, pp.  27-49
      DOI: 10.15858/engtea.74.2.201906.27
      © 2019 The Korea Association of Teachers of English (KATE) / Open Access / 크리에이티브 커먼즈 라이선스

      [ABSTRACT] Few dictionary studies have examined the effectiveness of freely available online dictionaries (FAOD) offered by search engine companies. This experimental study examines the effectiveness of one FAOD, Naver.com, as an aid to vocabulary acquisition for a group of 87 intermediate-level Korean university students aged 19 to 28 (mean 21.9). The VKS and two multiple choice tests administered after a written recall task, and again one month later, measured vocabulary acquisition. MANOVA using treatment type (Online, Gloss, or Control) as the independent variable and test results as the dependent variables compared vocabulary acquisition. A second line of inquiry examined effects of topical familiarity on vocabulary acquisition. Findings suggest that FAODs are equally effective as a written gloss, and that both significantly outperform using context clues. Evidence is presented that unfamiliar topics may lead to slightly better vocabulary gains over reading familiar topics. Ways these findings can assist learners and teachers are discussed.
      [KEY WORDS] second language acquisition, computer-assisted language learning, reading, vocabulary
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      Role of Morphological Awareness and Morphological Processing in Korean Secondary School Students’ English Vocabulary Knowledge and Reading Comprehension
      Eun Joo Kim* (Independent Researcher) / *corresponding author, email:  eunjoo421@gmail.com
      English Teaching, Vol. 74, No. 2, Summer 2019, pp. 51-73
      DOI: 10.15858/engtea.74.2.201906.51
      © 2019 The Korea Association of Teachers of English (KATE) / Open Access / 크리에이티브 커먼즈 라이선스

      [ABSTRACT] Despite the recognized importance of morphological knowledge to literacy outcomes such as vocabulary knowledge and reading comprehension, two of its subconstructs—morphological awareness and morphological processing—have received comparatively little attention. In response, the aim of the study reported here was to examine how the relationships between morphological awareness and morphological processing, especially in terms of morphological transparency and morphological frequency, contribute to the vocabulary knowledge and reading comprehension of 62 native Korean-speaking secondary school students—27 eighth-graders and 35 tenth-graders—learning English as a foreign language. The students’ performance on the Test of Morphological Structure and the Word Reading Test was assessed to gauge their compounding awareness, inflectional awareness, vocabulary knowledge, and reading comprehension. The results indicated that the students’ performance was varied depending on morphological transparency and frequency. In addition, it was not morphological processing, but rather morphological awareness that explained variances in vocabulary knowledge and reading comprehension, when compounding awareness and inflectional awareness were controlled for. This paper discusses what such findings imply for teaching English as a foreign language to Korean learners.
      [KEY WORDS] morphological awareness, morphological processing, vocabulary knowledge, reading comprehension, Korean learners
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      The Impact of Form-Focused Instruction on the Accuracy of Korean Learner Production: A Meta-Analysis of Technique and Timing
      Andrew Schenck* (State University of New York, Korea) / *corresponding author, email: Schenck@hotmail.com
      English Teaching, Vol. 74, No. 2, Summer 2019, pp. 75-102
      DOI: 10.15858/engtea.74.2.201906.75
      © 2019 The Korea Association of Teachers of English (KATE) / Open Access / 크리에이티브 커먼즈 라이선스

      [ABSTRACT] This study examined how key factors of FFI (degree of explicitness, L1 similarity, proficiency level, and grammar type) influence the accuracy of production. A total of 22 experimental studies, all of which had Korean participants and productive assessments of speech or writing, were selected for analysis. Results revealed that explicit grammar emphasis was more effective for morphology that had a small, binary scope (present or absent). Results further revealed that explicit emphasis of grammatical features dissimilar from the L1 significantly increased accuracy of learner speech and writing. In contrast, implicit emphasis was effective with grammatical features that had a larger scope (e.g., many lexical forms or syntactic arrangements), as well as with grammatical features that were similar to the L1. Findings suggest that explicit emphasis of a smaller scope and implicit emphasis of a larger scope are both useful, since they do not cognitively overload the learner during communication.
      [KEY WORDS] Form-Focused Instruction, FFI, explicit, L1, proficiency, grammar, Korean
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      A Study on the Relation Between Intelligibility and Attitudes
      Bohyon Chung* (Hanbat National University) / Hyun Kyung Miki Bong** (Ritsumeikan University) / *email: bchung@hanbat.ac.kr / **email: hkb22@fc.ritsumei.ac.jp
      English Teaching, Vol. 74, No. 2, Summer 2019, pp. 103-123
      DOI: 10.15858/engtea.74.2.201906.103
      © 2019 The Korea Association of Teachers of English (KATE) / Open Access / 크리에이티브 커먼즈 라이선스
      [FUNDING INFORMATION] This work was supported by the Ministry of Education of the Republic of Korea and the National Research Foundation of Korea (NRF-2017S1A5A8021743).

      [ABSTRACT] The purpose of this paper is to examine the intelligibility and attitude towards four English varieties to Korean-speaking learners (KSLs) of English, who have been exposed mainly to General American (or Korean-accented English) in their English language learning classrooms throughout the primary and secondary schools. A total of 105 Korean undergraduate students listened to a recording in one of the four accents (General American, British, Australian, and Korean-accented English) and completed an intelligibility test followed by a questionnaire survey on attitudes. Analysis revealed that British English was most intelligible to KSLs among four varieties whereas that of Australian was least intelligible. Attitudes toward an English variety did not exert a strong force that may contribute to the level of intelligibility. The findings also showed at which phonological features identified KSLs were most sensitive to intelligibility differences. We conclude that the more exposed English variety to KSLs, the more favorable attitudes can be formed, but is not necessarily intelligible. What the findings demonstrate is that attitudes are not the best explanation of intelligibility and call for improvement in ways of directing KSLs’ attention to some phonological features in a learnability perspective.
      [KEY WORDS] intelligibility, English varieties, Lingua Franca Core, phonological features, listener attitudes

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