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

Volume 77 Number 1 Spring 2022

Written By: admin - Mar• 28•22
Volume 77, Number 1

Volume 77 Number 1 Spring 2022

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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    English Teaching, Vol. 77, Number 1, Spring 2022, pp. 3-20
    DOI: 10.15858/engtea.77.1.202203.3
    © 2022 The Korea Association of Teachers of English (KATE) / Open Access 크리에이티브 커먼즈 라이선스

    [ABSTRACT] The study investigates which grammar features need high priority of pedagogical intervention to develop implicit knowledge, unlike grammatical features in need of explanation of explicit rules. Two types of data were collected from 29 Korean college students: a sentence completion test in English and a meta-linguistic knowledge test (requiring students to both correct the underlined error and explain the grammatical rule) in Korean. Through statistical analyses, including a Wilcoxon signed rank test, this study finds significant differences in test achievements for tense, time prepositions (for and since), subjunctive moods, dative alternations, quantitative adjectives (many and much), gerunds, and third-person singular -s in the simple present tense. Based on results obtained, this study proposes which specific grammar features need intensive pedagogical intervention for production skills, including sentence writing and speaking. Several practical suggestions are provided for EFL instructors and researchers to make more effective use of speaking and writing activities as well as formative testing.

    [KEY WORDS] explicit knowledge, implicit knowledge, EFL grammar acquisition, sentence completion test, meta-linguistic knowledge
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    Analysis of Gender Pronoun Errors in Korean Speakers’ English Speech [Full-Text Available]
    Sooho Song* (University of Wisconsin-Milwaukee) / *corresponding author, email: sooho@uwm.edu

    English Teaching, Vol. 77, Number 1, Spring 2022, pp. 21-39
    DOI: 10.15858/engtea.77.1.202203.21
    © 2022 The Korea Association of Teachers of English (KATE) / Open Access 크리에이티브 커먼즈 라이선스

    [ABSTRACT] Since the Korean pronoun system does not specify gender indication, Korean speakers of English tend to have difficulties when they use English pronouns. This paper explores how absence of obligatory gender marking in Korean affects gender errors in the production of English. Gender pronoun errors made by Korean learners of English were analyzed using recordings of English conversations of seven Korean subjects. Findings of this study revealed that Korean English learners struggled with the use of gender pronouns due to differences in gender pronoun systems between Korean and English. Both gender-neutrality and pro-drop practices do not require Korean speakers to pay close attention to gender factors when using pronouns in their native language, resulting in native language interference. Considering that the Korean language lacks specific gender orientation in its usage of pronouns whereas English requires clear gender specification, findings of this study imply that native language gender concept can influence second language use.

    [KEY WORDS] pronoun errors, third person pronoun, gender pronoun, pro-drop, quasi-pronoun, gender confusion, native language interference, gender-neutrality, cultural schema
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    Interplay of a Learner’s Regulatory Focus and Genre on Second Language Writing [Full-Text Available]
    Mijin Eom* (Chuncheon National University of Education) /  Mostafa Papi (Florida State University) / *corresponding author, email: eommijin05@gmail.com

    English Teaching, Vol. 77, Number 1, Spring 2022, pp. 41-66
    DOI: 10.15858/engtea.77.1.202203.41
    © 2022 The Korea Association of Teachers of English (KATE) / Open Access 크리에이티브 커먼즈 라이선스

    [ABSTRACT] Many empirical findings of previous studies have suggested a connection between motivational factors and L2 writing. Nonetheless, the impact of motivational factors on the genre-based L2 writing has not gained much attention. The present study explored the extent to which the characteristics of two writing tasks involving different genres interact with a learner’s motivational disposition (regulatory focus) and, further, affect language production of writing. 106 essays collected from 53 university EFL learners were assessed in terms of linguistic complexity and accuracy. 2X2 ANOVA results revealed significant main effects of genre on lexical complexity (lexical variation and MSTTR). More importantly, there were significant interaction effects between genre and regulatory focus on both measures of the syntactic complexity (mean length of T-unit and clause per T-unit) and lexical complexity (lexical density). The findings highlighted the significance of learners’ motivational dispositions in genre writing. Drawing on the findings, some pedagogical suggestions to ensure the effectiveness of writing tasks on L2 development were proposed.

    [KEY WORDS] L2 motivation, genre, regulatory focus, individual differences, L2 writing task, linguistic complexity
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    Korean and Chinese University EFL Learners’ Perceptions of and Attitudes toward Online and Face-to-Face Lectures During COVID-19 [Full-Text Available]
    Seonmin Huh (Chungbuk National University) /  Xiaoping Shen (Guilin Tourism University) /  Daliang Wang (Chungbuk National University) /  Kang-Young Lee* (Chungbuk National University) / *corresponding author, email: kangyounglee@cbnu.ac.kr

    English Teaching, Vol. 77, Number 1, Spring 2022, pp. 67-92
    DOI: 10.15858/engtea.77.1.202203.67
    © 2022 The Korea Association of Teachers of English (KATE) / Open Access 크리에이티브 커먼즈 라이선스

    [FUNDING INFORMATION] This work was supported by the Chungbuk National University Research Fund in 2021.


    [ABSTRACT] This study reports Chinese and Korean university EFL students’ perceptions of and attitudes toward online and face-to-face English language learning modes during COVID-19. Few previous studies have focused on how students thought of online and face-to-face learning experiences of subjects regarding new concept learning and delivery of new contents. Research gravitating around English courses showed students’ mixed perceptions. The survey was conducted for 302 Korean and 337 Chinese university students who took communication-oriented English courses. Descriptive statistics and qualitative data analysis were used for analysis. Results indicated that students preferred face-to-face English learning with some specific indications of achieving a stronger help and quality for communicative competence in language. Online learning also benefited students with a sense of both flexibility and independence. Positive components of face-to-face learning for language education might be considered for online education while incorporation features such as flexibility and independence to enrich language education during COVID-19.

    [KEY WORDS] COVID-19 language learning/teaching, online learning, face-to-face learning, college English language instruction, communicative language courses
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    Precluding and Abandoning Linguistic Repair in Dyadic Online Interactions for L2 Learning [Full-Text Available]
    William Owens* (Seoul National University) / *corresponding author, email: wajowens@gmail.com

    English Teaching, Vol. 77, Number 1, Spring 2022, pp. 93-122
    DOI: 10.15858/engtea.77.1.202203.93
    © 2022 The Korea Association of Teachers of English (KATE) / Open Access 크리에이티브 커먼즈 라이선스

    [ABSTRACT] This investigation uses conversation analysis (CA) to document, in very close detail, how participants-in-interaction manage and organize repair practices in moments when linguistic repair becomes conditionally relevant in conversational or ‘chatting’ phases of online dyadic L2-learning interactions between a tutor and tutee Specifically, this study focuses on the phenomena of precluding linguistic repair when it becomes relevant (by making it conditional on quick uptake and completion, and by deploying turn-taking devices to hold the turn when other-correction becomes or seems relevant) and abandoning it when it is in progress. Analysis framed these phenomena not as individual strategies, but as collaborative accomplishments realized through the interactional competence (IC) of the participants, and showed that participants oriented to both pedagogical and social concerns in moments of linguistic repair. Therefore, such moments were key sites for co-construction and configuration of the interactional space as primarily social or pedagogical, or as a complex and conditional interweaving of the two.

    [KEY WORDS] conversation analysis, conversation, online, repair, wordsearch, progressivity, fluency, interactional competence

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