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An inquiry of achievement of English for General Academic university program through self-assessment of can-do statements
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- 발행기관
- 한국언어문화교육학회 바로가기
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- 간행물
- 한국언어문화교육학회 학술대회 바로가기
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- 통권
- 2019 한국언어문화교육학회 제 14차 국제학술대회 (2019.01)바로가기
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- 페이지
- pp.113-119
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- 저자
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- 언어
- 영어(ENG)
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- URL
- https://www.earticle.net/Article/A353714
※ 원문제공기관과의 협약기간이 종료되어 열람이 제한될 수 있습니다.
원문정보
초록
- 영어
- Japanese university English programs have gradually enacted requirements that have led to a shift away from courses founded on English for General Purposes and toward those based on English for Academic Purposes. This study aims to examine, in relation to can-do statements for English, the following: effects of the course Basic Academic English, correlations between English proficiency and self-ratings, comparisons of proficiency ratings in the four language skills, and assessments of the can-do statement difficulty order. Participants in the study consisted of sophomores (n=114) who were enrolled in six university Basic Academic English classes. English proficiency levels of the participants varied with a range extending from STEP Eiken Exam G2 to G4. An identical pre/post can-do statement questionnaire was administered to the participants and examined areas that included both academic skills and the four language skills (20 each). The questionnaire (Qs=88) utilized items adapted from CEFR (Council of Europe, 2001) with additional modification based on previous studies (Jordan, 1997 and others). An analysis of the data revealed the following four points. First, pre/post self-ratings were found to be statistically significant (p<.05) which suggests that the ‘Basic Academic English’ class had a positive effect. Second, the correlation of the four language skills between the level-based classes and self-ratings was predominantly significant (p<.001/ p<.05). However, there was a relatively weak correlation found in writing (Pearson r values: .879 ~.558). Third, the can-do achievement ratings among the four language skills revealed that listening was rated the highest while writing was rated the lowest. Lastly, the study found that some of the can-do statements did not correspond to the progressing level of difficulty in the framework. Specifically, can-do writing statements displayed no regular patterns of increased difficulty. A further study may need to investigate the irregularities found in the arrangement of statement difficulty order.
목차
Abstract
1. Introduction
2. Literature review
2.1 Classification by purpose of English program
2.2 Issues of English for General Academic Purposes (EGAP) and English for Specific Academic Purposes (ESAP)
2.3 English for Academic Purposes (EAP)
2.4 Can-do list of English for General Academic Purposes
3. Method
3.1 Participants
3.2 Questionnaire
3.3 Data collection method
3.4 Data analysis method
4. Results
4.1 Effect of ‘Basic Academic English’ classes
4.2 Relationship between English proficiency and can-do statement difficulty
5. Conclusion
키워드
EAP can-do CEFR self-assessment four skills curriculum저자
간행물 정보
발행기관
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- 발행기관명
- 한국언어문화교육학회 [Korean Language and Culture Education Society]
- 설립연도
- 2003
- 분야
- 인문학>영어와문학
- 소개
- 본 학회의 설립 목적은 한국어와 한국문화 교육의 활성화를 꾀하는 것이다. 다시 말해, 한국어와 한국문화 교육을 의한 바람직한 연구 방향을 모색하는 것이 본 학회의 근본 목적이다. 최근 한국어 교육의 중심 축은 한국어의 언어적 지식 교수가 아닌 의사소통능력의 신장을 위한 교수로 옮겨가고 있고, 그 변화과정에서 한국문화 교육 역시 자연스럽게 한국어교육과 밀접한 연관을 맺게 되었다. 따라서 한국어교육과 한국문화교육의 방법론을 학제간의 관점에서 연구 대상으로 삼아 체계적 연구를 꾀하는 것이 본 학회의 실제 목적이라 할 수 있다.
간행물
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- 간행물명
- 한국언어문화교육학회 학술대회 [學術大會]
- 간기
- 연간
- 수록기간
- ~2019
- 십진분류
- KDC 710 DDC 495
이 권호 내 다른 논문 / 한국언어문화교육학회 학술대회 2019 한국언어문화교육학회 제 14차 국제학술대회
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