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

Volume 76 Number 1 Spring 2021

Written By: admin - Mar• 30•21
Volume 75, Number 4

Volume 76 Number 1 Spring 2021

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 Usage-Based Study of L2 Constructional Development: Combining Learner Corpus and Experimental Data [Full-Text Available]
    Rami Jo (Seoul National University) / Sun-Young Oh* (Seoul National University) *corresponding author, email: sunoh@snu.ac.kr

    English Teaching, Vol. 76, Number 1, Spring 2021, pp. 3-31
    DOI: 10.15858/engtea.76.1.202103.3
    © 2021 The Korea Association of Teachers of English (KATE) / Open Access 크리에이티브 커먼즈 라이선스

    [FUNDING INFORMATION] This work was supported by the Seoul National University Research Grant in 2019 (700-20190044).

    [ABSTRACT] By adopting a usage-based approach to language acquisition, this study investigated the emergence and development of L2 constructional knowledge. A total of 19 English verb-argument constructions (VACs) and their associated verbs were extracted from a learner corpus and three verbal fluency tasks, each conducted in L1 and L2 English and L1 Korean. We compared verb usage in the target VACs across proficiency levels between the L1 and L2 groups and between data types for VAC productivity and verb-VAC associations. The results identified three stages through which Korean learners’ VAC knowledge develops in L2 English: emerging through the frequent use of a few general verbs, expanding the range of verbs associated with a VAC to include more specific and prototypical verb types, and then developing them into a creative constructional schema. Moreover, we determined similarities between L1 and L2 English VAC knowledge in higher L2 proficiency levels, as well as L1 Korean influences related to L1 typology and L1 collocational transfer.

    [KEY WORDS] usage-based language acquisition, constructional development, learner corpus, psycholinguistic experiment, L1 influence
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    Intelligibility of Korean- Accented English: Effects of Listener’s Familiarity[Full-Text Available]
    Bohyon Chung*(Hanbat National University) / Hyun Kyung Miki Bong (Ritsumeikan University) *corresponding author, email: bchung@hanbat.ac.kr

    English Teaching, Vol. 76, Number 1, Spring 2021, pp. 33-56
    DOI: 10.15858/engtea.76.1.202103.33
    © 2021 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 present study investigated Korean-accented English (KoE) intelligibility and conducted experiments in Korea, Japan, and the USA to test the benefits of listener’s familiarity and identify the key phonological features of KoE. In the experiments, the participants were asked to transcribe the target (KoE) of 100 English statements each containing a target word representing one of the nine features. The transcription data were administered to four groups, depending upon the degree of KoE familiarity (length of exposure). The results indicated that KoE was most intelligible to native English speakers with lower familiarity and least intelligible to the Japanese participants with low KoE familiarity. Although the listeners’ familiarity did not necessarily either facilitate or impede the intelligibility of KoE, the listeners with higher familiarity with KoE tended to recognize the voiced consonants of KoE better. The findings also indicated which KoE characteristics affected the overall intelligibility level, suggesting ways to prioritize KoE features in English language learning in Korean classrooms.

    [KEY WORDS] Korean-accented English, intelligibility, accents, listener factors, phonological features
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    English Teaching, Vol. 76, Number 1, Spring 2021, pp. 57-78
    DOI: 10.15858/engtea.76.1.202103.57
    © 2021 The Korea Association of Teachers of English (KATE) / Open Access 크리에이티브 커먼즈 라이선스

    [ABSTRACT] Numerous studies have supported the simple view of reading by showing the significant predictive roles of oral language comprehension ability and decoding skills in the reading comprehension of monolinguals and second language learners. However, little is known about its applicability to young foreign language learners who do not have much access to the target language and literacy input outside the school and especially those whose first and second languages are typologically different. This study was designed to examine the contribution of English oral language comprehension ability and decoding skills to the reading comprehension of fifth-grade Korean EFL learners. In doing so, the indirect effects of oral language ability and phonological awareness were also considered, and English reading fluency and Korean reading comprehension abilities were controlled for. The findings not only support the simple view of reading but also highlight the indirect effects of oral language comprehension ability and phonological awareness on reading comprehension abilities via the effects of decoding skills.

    [KEY WORDS] simple view of reading, elementary Korean EFL learners, reading comprehension, phonological awareness
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    A Historical- Structural Approach to ESL Ideology in Korea [Full-Text Available]
    Chee Hye Lee* (Hannam University) / *corresponding author, email: chlee@hnu.ac.kr

    English Teaching, Vol. 76, Number 1, Spring 2021, pp. 79-104
    DOI: 10.15858/engtea.76.1.202103.79
    © 2021 The Korea Association of Teachers of English (KATE) / Open Access 크리에이티브 커먼즈 라이선스

    [ABSTRACT] Based on the socio-historical dynamics of English ideologies that percolated into Korean society, this paper explored the significant aspects of ESL ideology in the Korean context. Despite the generally accepted EFL context in Korea, the country is situated at the intersection between two categories: ESL from a perspective of English ideologies and EFL from a perspective of societal context. As a proto-ideology of English, ESL ideology, which dates back to the United States Military rule in Korea, was further theoretically developed by the Peabody/Korean team, and its implementation was attempted by the Peace Corps. Although activating ESL has failed in Korean society, its ideology per se remains unchanged, (re)generating other English ideologies including Spoken English First, Ten-year English Fiasco, and Earlier the Better English Education ideologies. This study found that the discrepancy between ESL as the ideological domain and EFL as the practical domain has brought about some confusion in English education policy and practices.

    [KEY WORDS] English ideologies, ESL, USAMGIK, Peabody/Korean project, Peace corps
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    Parental Language Ideologies and Affecting Factors in Bilingual Parenting in Korea [Full-Text Available]
    Youngjoo Seo * (Pusan National University) / *corresponding author, email: yjseo0922@gmail.com

    English Teaching, Vol. 76, Number 1, Spring 2021, pp. 105-124
    DOI: 10.15858/engtea.76.1.202103.105
    © 2021 The Korea Association of Teachers of English (KATE) / Open Access 크리에이티브 커먼즈 라이선스

    [FUNDING INFORMATION] This work was supported by the BK21 Four Education for Social Responsibility (ESR) Program through the National Research Foundation of Korea (NRF) under the Ministry of Education (NRF-F21SH7305018).

    [ABSTRACT] This case study investigated parental language ideologies and the underlying social and familial factors affecting the construction of attitudes toward bilingual parenting and how the parents’ ideologies affected the formation of family language policy and home language practices. Numerous familial factors were examined, such as parents’ socioeconomic status, educational attainment, and relationships with their children, as well as social context factors. The results of the study suggested the interconnectedness of the parents’ beliefs with the status of the English language in Korean society and the role of family capital in supporting English language use at home. Several factors affecting bilingual parenting were also investigated, such as parents’ language proficiency, available learning resources, and parents’ consistency in parenting, and use of English as the medium of communication at home. The results may resonate with the experiences of many Korean parents who have been practicing home bilingual education or are planning to do so in the near future.

    [KEY WORDS] parental language ideologies, family language policy, bilingual parenting
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    English Teaching, Vol. 76, Number 1, Spring 2021, pp. 125-151
    DOI: 10.15858/engtea.76.1.202103.125
    © 2021 The Korea Association of Teachers of English (KATE) / Open Access 크리에이티브 커먼즈 라이선스

    [ABSTRACT] This study attempted to investigate the factors affecting the organizational citizenship behavior (OCB) of English teachers in Turkish state high schools within the framework of job satisfaction, emotional commitment, and demographic factors. The data, which were collected through a questionnaire given to 269 English teachers, were analyzed through descriptive statistics and hierarchical regression. The findings indicated that the English teachers’ job satisfaction, emotional commitment, and OCB levels were above average. Moreover, job satisfaction and emotional commitment predicted OCB. No significant relationship was observed between demographic factors and OCB. The results showed a positive correlation between demographic factors and job satisfaction, and between demographic factors and emotional commitment. The findings suggest that OCB can play a pivotal role to increase the performance of English teachers, consequently leading to better language education. The study suggests that the non-methodological factors in English language teachers’ behaviors and performance need to be studied to increase their performance.

    [KEY WORDS] English language teachers, organizational citizenship behaviour (OCB), job satisfaction, emotional commitment

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