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

Volume 75 Number 1 Spring 2020

Written By: admin - Mar• 26•20
Volume 75, Number 1

Volume 75 Number 1 Spring 2020

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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      “I actually picked up a physics textbook:” Complexities of the Freedom Principle in Extensive Reading [Full-Text Available]
      Josephine Mijin Lee (Ewha Womans University) / Eunseok Ro* (Kangwon National University) / *corresponding author: email: roeunseok@gmail.com
      English Teaching, Vol. 75, No. 1, Spring 2020, pp. 3-23
      DOI: 10.15858/engtea.75.1.202003.3
      © 2020 The Korea Association of Teachers of English (KATE) / Open Access / 크리에이티브 커먼즈 라이선스


      [ABSTRACT] Much attention has been devoted to Extensive Reading (ER) to better understand its pedagogical effects on language learners. In this study, we focus on the teaching principles of ER and call for a re-visitation of the Freedom principle (“Learners choose what they want to read”) that has been frequently used by practitioners and researchers of ER. Based on the focus group data collected from enthusiastic readers who participated in ER as a classroom activity and read beyond the designated class goal, we examined how these students chose what they wanted to read in an English-for-Academic-Purposes (EAP) context. The findings suggest that the Freedom principle, while allowing student autonomy, incurs complications in the implementation of ER. Students may experience frustration if given a limited choice of books, providing support for the Freedom principle. However, as students freely choose their books, the activities they engage in may become incompatible with other ER principles. Drawing on the focus group data, we will discuss the details of such complexities and conclude with pedagogical implications.
      [KEY WORDS] extensive reading, teaching principles of extensive reading, Freedom Principle, EAP
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      Direct Writing, Translated Writing, and Machine-Translated Writing: A Text Level Analysis with Coh-Metrix [Full-Text Available]
      Yuah V. Chon (Hanyang University) / Dongkwang Shin* (Gwangju National University of Education) / *corresponding author, email: sdhera@gmail.com
      English Teaching, Vol. 75, No. 1, Spring 2020, pp. 25-48
      DOI: 10.15858/engtea.75.1.202003.25
      © 2020 The Korea Association of Teachers of English (KATE) / Open Access / 크리에이티브 커먼즈 라이선스


      [ABSTRACT] While learners may have access to reference tools during second language (L2) writing, the latest developments in machine translation (MT), such as Google Translate requires examination as to how using the tool may factor into the second language learners’ writing products. To this end, the purpose of this study was to examine how MT may have an effect on L2 le arners’ writing products relative to when writers wrote directly in L2, or translated a text to English from Korean. EFL university learners were asked to write for prompts that were counterbalanced for three writing modes and three writing topics. The learners’ writing products were analyzed with Coh Coh-Metrix to provide information on text characteristics at the multilevel. The results indicate that MT could facilitate the learners to improve fluency and cohesion, produce syntactically complex sentences, and write concrete words to express their target messages. Pedagogical implications are provided for how MT can be used to improve the quality of the L2 learners’ writing products.
      [KEY WORDS] L2 writing, machine translation, direct writing, translated writing, machine-translated writing, Coh-Metrix
       
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      Spontaneous Motion in L1- and L2-English Speech: A Corpus-Based Study [Full-Text Available]
      Min-Chang Sung (Gyeongin National University of Education) / Kitaek Kim* (Seoul National University) / *corresponding author, email: kitaek@snu.ac.kr
      English Teaching, Vol. 75, No. 1, Spring 2020, pp. 49-66
      DOI: 10.15858/engtea.75.1.202003.49
      © 2020 The Korea Association of Teachers of English (KATE) / Open Access / 크리에이티브 커먼즈 라이선스


      [ABSTRACT] Spontaneous motion is one of the most basic event types, but different languages use varying patterns to express it. For example, English usually encodes path information in prepositional phrases or adverbial particles, while Korean maps path information onto verbs (Talmy, 1985). This study predicts that this typological difference would affect English spontaneous motion expressions produced by Korean learners and analyzes two English-language speech corpora, one, the data from native speakers (600 recordings), and the other, data from L1-Korean learners of English (400 recordings). It finds that the learners significantly underuse satellite-framed patterns, but not verb-framed patterns, compared with the native speakers, suggesting that the L1 plays a role in their L2 production. The satellite-framed patterns, however, account for the greatest portion of spontaneous motion expressions in the L2 corpus, suggesting the dominant effect of input on L2 production. These findings lead to pedagogical implications concerning preventing L1 interference and fostering input-based L2 acquisition.
      [KEY WORDS] spontaneous motion, framing typology, L1 transfer, L2 input, spoken corpus
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      The Long-Term Effect of Automated Writing Evaluation Feedback on Writing Development [Full-Text Available]
      Young-Ju Lee* (Hanbat National University) / *corresponding author, email: yjulee@hanbat.ac.kr 
      English Teaching, Vol. 75, No. 1, Spring 2020, pp. 67-92
      DOI: 10.15858/engtea.75.1.202003.67
      © 2020 The Korea Association of Teachers of English (KATE) / Open Access / 크리에이티브 커먼즈 라이선스


      [ABSTRACT] This is a longitudinal case study using a mixed-methods research design to track how two Korean university students improved their English writing competence over one year with the aid of automated writing evaluation (AWE) program, Criterion. The participants wrote essays outside of class every month for one year, submitting first and later second drafts. The participants completed a TOEIC writing test at the beginning and end of the study; students’ reflections on their writing development, obtained through interviews and journal entries, were also examined. A comparison of scores, errors, and quantitative measures of fluency and grammatical complexity indicated writing improvement. Both participants used Criterion feedback effectively to render informed judgments and valid corrections. Essay revision based on Criterion feedback yielded more self-directed learning and greater comfort with writing in content courses. It is suggested that the effect of AWE feedback transfers to long-term improvement. The results point to the potential benefit of AWE use in individual out-of-class writing practices.
      [KEY WORDS] automated writing evaluation feedback, second language writing development, Criterion, longitudinal study
       
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      The Impact of Task Complexity on the Development of L2 Grammar [Full-Text Available]
      Ji-Yung Jung* (Sungkyunkwan University) / *corresponding author, email: jyjung2260@gmail.com 
      English Teaching, Vol. 75, No. 1, Spring 2020, pp. 93-117
      DOI: 10.15858/engtea.75.1.202003.93
      © 2020 The Korea Association of Teachers of English (KATE) / Open Access / 크리에이티브 커먼즈 라이선스


      [ABSTRACT] The Cognition Hypothesis postulates that more cognitively complex tasks can trigger more accurate and complex language production, thereby advancing second language (L2) development. However, few studies have directly examined the relationship between task manipulations and L2 development. To address this gap, this article reviews, via an analytic approach, nine empirical studies that investigated the impact of task complexity on L2 development in the domain of morphosyntax. The studies are categorized into two groups based on if they include learner-learner interaction or a focus on form (FonF) treatment provided by an expert interlocutor. The results indicate that the findings of the studies, albeit partially mixed, tend to support the predictions of the Cognition Hypothesis. More importantly, a further analysis reveals seven key methodological issues that need to be considered in future research: target linguistic domains, different types of FonF, the complexity of the target structure, task types, outcome measures, the use of introspective methods, and the need of more empirical studies and replicable study designs.
      [KEY WORDS] task complexity, Cognition Hypothesis, resource-directing and resource-dispersing dimensions, L2 development, morphosyntax
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      The Use of Short Fiction in a Writing Class: Pedagogical Suggestions for Secondary Level Teachers in EFL Settings [Full-Text Available]
      Youngjoo Seo* (Pukyong National University) / Changhyun Kim (Gwacheon Foreign Language High School) / * corresponding author, email: yjseo0922@gmail.com
      English Teaching, Vol. 75, No. 1, Spring 2020, pp. 119-139
      DOI: 10.15858/engtea.75.1.202003.119
      © 2020 The Korea Association of Teachers of English (KATE) / Open Access / 크리에이티브 커먼즈 라이선스


      [ABSTRACT] Literature has been repeatedly recognized as an effective source of authentic materials in EFL classrooms. Literature exposes learners to coherent and expert writing which can enable them to write better and facilitates students’ creative writing skills. The purpose of this study was to investigate the teaching procedures of using short fiction in a Korean high school EFL course in which English writing and reading skills are integrated and to provide pedagogical suggestions for using authentic literature in EFL classrooms. First, this paper introduces a theoretical discussion of the advantages of using short fiction in an English writing instruction, and discusses reasons for selecting the Korean short novel Dongbackkot and the English short story “Araby” as resources for writing. After that pedagogical steps with practical classroom activities are described. We hope that the pedagogical suggestions provided here may inspire English teachers to design their teaching materials using appropriate literary texts to improve their students’ English essay writing and balanced communication skills.
      [KEY WORDS] literature, short fiction, EFL writing instruction, compare and contrast essay writing, communication skills

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