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

Volume 74 Number 3 Autumn 2019

Written By: admin - Oct• 01•19
Volume 72, Number 2

Volume 74 Number 3 Autumn 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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      Lexical Richness in EFL Undergraduate Students’ Academic Writing [Full-Text Available]
      Hye Seung Ha* (Korea University) / *corresponding author, email: hsjh@korea.ac.kr

      English Teaching, Vol. 74, No. 3, Autumn 2019, pp. 3-28
      DOI: 10.15858/engtea.74.3.201909.3
      © 2019 The Korea Association of Teachers of English (KATE) / Open Access / 크리에이티브 커먼즈 라이선스

      [ABSTRACT] Lexical richness makes an important contribution to L2 writing quality. To explore its importance, the study aims to identify and explain how lexical richness manifests in argumentative essays written in the final exam of reading and writing class by thirty five undergraduates. The lexical richness consists of four interrelated elements: lexical diversity, density, sophistication, and fluency. Detailed text analysis can identify these elements in EFL students’ academic writing. The correlation analysis showed that the use of lexical diversity, sophistication, and fluency all affect writing quality and can be seen differently in a text depending on different score ranges, vocabulary knowledge and linguistic performance. Further, the regression analysis revealed that the lexical sophistication was found to be the most significant predictor that contributes to writing quality. In sum, the lexical richness displayed in written text is a result of a person’s underlying vocabulary knowledge. This study ends with a pedagogical implication for teaching lexical richness in EFL academic coursework.

      [KEY WORDS] vocabulary knowledge, text analysis, linguistic features, lexical richness, L2 writing

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      Structural Use of Lexical Bundles in the Rhetorical Moves of L1 and L2 Academic Writing  [Full-Text Available]
      Ji-yoon Hong* (Hankuk University of Foreign Studies) / *corresponding author, email:  my-sun6@hanmail.net

      English Teaching, Vol. 74, No. 3, Autumn 2019, pp.  29-54
      DOI: 10.15858/engtea.74.3.201909.29
      © 2019 The Korea Association of Teachers of English (KATE) / Open Access / 크리에이티브 커먼즈 라이선스

      [ABSTRACT] This corpus-driven longitudinal study investigates the structural use of lexical bundles in published research article (RA) introductions in applied linguistics written by English experts and Korean graduate students across two different levels of study. Frequency-based bundles were retrieved from a corpus of 200 published RA introductions and two corpora of 46 and 49 introductions of term papers written at two time points of the first and fourth semester of graduate course. In a further step, the structures of the bundles in different rhetorical moves of RA introductions were analyzed to reveal the developmental patterns in bundle use. The analyses show that the Korean graduate students are in the developmental process of academic writing featured by a shift from clausal style to phrasal style as their academic level advances. The results also suggest that the students have difficulty in appropriate bundle use in specific rhetorical moves even at the later academic level of graduate coursework. The pedagogical implications of L2 students’ developmental order are discussed. 

      [KEY WORDS] lexical bundle, rhetorical move, academic writing, learner corpus, interlanguage development
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      A Search for EFL College Students’ Culture-Related Rhetorical Templates of Argumentative Writing [Full-Text Available]
      Myung-Hye Huh* (Korea University) / Inhwan Lee (Woosong College) / *corresponding author, email: myunghuh@korea.ac.kr 

      English Teaching, Vol. 74, No. 3, Autumn 2019, pp. 55-77
      DOI: 10.15858/engtea.74.3.201909.55
      © 2019 The Korea Association of Teachers of English (KATE) / Open Access / 크리에이티브 커먼즈 라이선스

      [ABSTRACT] This study investigated EFL college students’ culture-related templates of written texts along the possibility of inter-cultural transfer. We designed a case study to explore how certain cultural assumptions contribute to EFL students’ rhetorical decisions while writing an argumentative writing. The participants were four EFL college students. Multiple data sources include background questionnaires, argumentative essays, and in-depth retrospective interviews. To analyze rhetorical choices in the participants’ writing, we identified choices of argumentation subtypes, and introduction and conclusion components. We also categorized the location of the writer’s main claim and thesis statement. The interview data were qualitatively analyzed to see what rhetorical resources participants draw from the cultural/educational contexts, and which factors had influenced the participants’ rhetorical strategy. Data analyses indicate that each participant manipulated different rhetorical structures to strengthen the rhetorical impact of their writing. Indeed, the complex constellation of individual participants’ cultural resources was at play in their L2 writing. This study contributes to our understanding of the rhetorical templates of L2 texts as constructs that are always in process, and therefore adaptable and negotiable.

      [KEY WORDS] rhetorical templates, cultural resources, small culture, EFL writing
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      English Teaching, Vol. 74, No. 3, Autumn 2019, pp. 79-111
      DOI: 10.15858/engtea.74.3.201909.79
      © 2019 The Korea Association of Teachers of English (KATE) / Open Access / 크리에이티브 커먼즈 라이선스

      [ABSTRACT] The present study attempts to provide empirical and qualitative evidence to support the feasibility of rubric-referenced self-assessment to promote learning in a Korean high school EFL context. Over four rubric-referenced self-assessment lessons, with the help of a teacher’s instructions, students wrote a first draft and assessed it using a scoring rubric. Drawing on this self-assessment, they wrote a second draft, also followed by a self-assessment as well as a self-assessment diary. As quantitative data, the scores of the first draft of the first class were compared with those of the second draft of the fourth class. Survey questionnaires, interviews, self-assessment diaries, and essay selfassessments served as qualitative data. The findings are, first, rubric-referenced selfassessment showed positive effects on students’ writing quality. Second, students came to perceive the effectiveness of rubric-referenced self-assessment. Lastly, rubricreferenced self-assessment positively influenced students’ learning strategies and attitudes. These results imply that rubric-referenced self-assessment promotes learning in a Korean high school EFL context, leading students to become self-regulated learners that take responsibility for their own learning. 

      [KEY WORDS] rubric-referenced self-assessment, alternative assessment, formative assessment, promoting learning, self-regulated learning, autonomy
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      English Teaching, Vol. 74, No. 3, Autumn 2019, pp. 113-139
      DOI: 10.15858/engtea.74.3.201909.113
      © 2019 The Korea Association of Teachers of English (KATE) / Open Access / 크리에이티브 커먼즈 라이선스

      [ABSTRACT] The purpose of this study is to investigate the constraints on implementing task-based language teaching (TBLT) and strategies that make TBLT feasible with novice second language (L2) learners in college. When the researcher (a bilingual teacher) struggled to implement tasks into traditional English courses with almost 210 novice undergraduates throughout three separate semesters, a number of constraints were identified for the task syllabus, and TBLT was modified and adapted to a localized college-level context. The study was conducted over three 16-week-semesters, and its process was recorded in field notes. The findings demonstrated that there were four major constraints on implementing TBLT: 1) irrelevant topics in the coursebooks, 2) novice learners’ writing dependence and limited use of the second language, 3) excessive use of the first language, and 4) an irrelevant examination system. As four strategies to adapt TBLT in a local college context, the following were practiced and suggested: 1) a needs analysis is necessary, 2) instead of task-supported language teaching, a new hybrid form of TBLT and presentation-practice-production might work, 3) teaching English in English is necessary but specifying strategies for selective use of first language (L1) is needed, and 4) relevant tests are necessary. It is hoped that these findings will enrich the actual process from adoption to adaptation of localized TBLT for novice L2 learners in Korean colleges. 

      [KEY WORDS] implementing TBLT, localized tasks, needs analysis, novice L2 learners, PPP, longitudinal study
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      Alternative Vocabulary Learning Approaches in EFL Setting: Bottom-up or Top-down? [Full-Text Available]
      Jeong-Won Lee (Chungnam National University) / Kyeong-Ok Yoon* (Republic of Korea Air Force Academy) / *corresponding author, email: yk8302@afa.ac.kr

      English Teaching, Vol. 74, No. 3, Autumn 2019, pp. 141-160
      DOI: 10.15858/engtea.74.3.201909.140
      © 2019 The Korea Association of Teachers of English (KATE) / Open Access / 크리에이티브 커먼즈 라이선스

      [ABSTRACT] The present study aimed at investigating the effectiveness of bottom-up (BU) and top-down (TD) approaches on EFL learners’ vocabulary learning, the difference in the effects of the two approaches depending upon their level of vocabulary proficiency, and their perception of the approaches. For this study, 122 college students were divided into two approach groups and to two levels in each group depending upon their level of vocabulary knowledge. They were trained with either of the approaches for one semester. The results were that 1) there was no statistically significant differences between the BU and TD approaches, even though the two approaches were effective to improve the students’ vocabulary knowledge; 2) high-level students failed to show any significant differences between the two approaches in the two tests, whereas low-level students in the BU group performed significantly better than those in the TD group in the production test; and 3) they preferred the BU or TD approach to the traditional method in vocabulary learning, and they listed some advantages and disadvantages of the approaches.

      [KEY WORDS] vocabulary learning, bottom-up approach, top-down approach

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      How Do Multicultural Family Mothers Perceive Child’s English Education? [Full-Text Available]
      Sreypov Siv (Sookmyung Women’s University) / Myonghee Kim* (Sookmyung Women’s University) / *corresponding author, email: kimm@sookmyung.ac.kr 

      English Teaching, Vol. 74, No. 3, Autumn 2019, pp. 161-185
      DOI: 10.15858/engtea.74.3.201909.161
      © 2019 The Korea Association of Teachers of English (KATE) / Open Access / 크리에이티브 커먼즈 라이선스

      [ABSTRACT] The number of multicultural families has been increasing in Korea recently, and it is reported that students from multicultural family experience multiple struggles in English learning. With an awareness of mothers’ role in child’s education, this study aims to investigate multicultural family mothers’ perception of English education and the extent of those mothers’ involvement in their child’s English learning. For the purpose of this investigation, the present study collected survey data from 115 multicultural family mothers with varying national backgrounds, and interviews were conducted with 10 mothers. The results of this study reveal that the multicultural family mothers were well aware of the importance of English skills and knowledge with a belief in the practical value of English as a gatekeeper to materialistic, symbolic resources. However, the mothers were not that actively involved in child’s English learning for several reasons, including their limited English proficiency and economic burden. Based on the findings, the present study offers practical suggestions for assisting multicultural family children’s English education and their social integration.

      [KEY WORDS] multicultural family mothers, multicultural children, English education for multicultural family children, multiculturalism

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