Earticle

While feedback is widely used by translator trainers, research on systemic and effective translation feedback is scarce. Hence, this research reviews previous studies to explore the concept, definition, and types of translation feedback, followed by an analysis of the feedback used in two translation classrooms. The types and features of written corrective feedback presented herein are i) direct non-metalinguistic feedback; ii) direct metalinguistic written feedback; iii) indirect written feedback (without error location); iv) indirect written feedback (with error location); v) indirect written feedback using error code; vi) indirect metalinguistic written feedback; and vii) reformulation. Using the typology, this study analyzed the translation feedback provided for the students at a graduate school of interpretation and translation. Due to the translation direction, no direct metalinguistic written feedback was used for English-Korean translation, while direct non-metalinguistic written feedback and indirect metalinguistic written feedback were frequently employed for Korean-English translation.

The purpose of this study was to investigate college students’ perception on English reading anxiety and examined what factors of the English reading anxiety Korean college students perceived. The quantitative as well as qualitative methodologies were applied for this study. For the survey of the study, a total of 115 college students majoring in English participated in the study, and 9 out of those college students who took courses related to English reading participated in the interview which was the main method of the qualitative study. As a result, this study found that the college students perceived the high level of English reading anxiety and they perceived that their English reading anxiety had negative effects on the process of English reading as well as reading proficiency. According to the study, it was indicated that the college students perceived the reading anxiety factors such as lack of self-confidence, the frequent use of bottom-up reading strategy, insufficient of background knowledge, scarcity of vocabulary items, and grammar knowledge. Based on the results of the study, several implications and limitations were discussed.

According to the acoustic correlates, a comparison is made between the vowel quality of American English and Canadian English. The aim of the study is to investigate Canadian raising quality comparing with American English. Canadian raising quality is presented, focusing on some acoustic correlation such as sound wave, frequency, duration, formant and so on. The recordings were obtained of two Americans and two Canadians reading the words and phrases. The recording were subjected to both quantitative and qualitative analysis. The analysis of Canadian raising can be seen between American English and Canadian English. The phenomenon is the vowel shift from a vowel quality to another when the voiceless consonant usually comes after the diphthong. However, in this paper, it is suggested to investigate whether Canadian raising exists in front of the voiced consonants. Through the research of Canadian raising, characteristic differences could be obtained evidently through the analysis of acoustic characteristics such as frequency and formant.

The purpose of this study is to analyze students’ reading strategies during their reading activity. Twelve college students participated, and they were divided into four groups based on the achievement test: high level groups (group 1 and 2) and low level groups (group 3 and 4). Data were gathered by three different methods: an informal interview, transcripts of students’ discourse and the researcher’s log. Students’ verbal interactions were tape-recorded and analyzed. It has been found that students 1) performed initial negotiations for the task and subsequent adjustments for more active group discussion, 2) read the text (oral reading), translated the text, and questioned problems on the task and negotiated differences of opinions, 3) asked meaning, structures, and background knowledge of unknown sentences, and 4) made procedural suggestions for the next activity steps: a few differences have been found in reading strategies among the four groups. Instructional implications for effective cooperative reading activity were discussed.

This paper analyzed classroom discourse with three videos extracted from one English class for migrants who are from non-English speaking countries in Australia. Eight adult migrants want to learn English for survival in Australia and their residence period in Australia is less than one month. The analysis results are as follows: 1) The teacher gives instructions about the activity in a structured and systematic way. 2) For low-level students, there is more I-R-I-R-F format than I-R-F, and the teacher talks more in initiation than feedback. 3) All questions are closed for low-level students and the teacher does not give answer directly so that students can find an answer by themselves through repetition and reformulating questions. 4) There are more display questions and positive feedback than referential questions and negative feedback for low-level students. 5) Group activities and role plays can give students opportunities to utilize what they have learned. This paper is meaningful in that the findings can be applied to English classes focusing on improving communicative ability in Korea.

This study seeks to introduce subject-based language teaching mediated English material (SBLT MEM) to primary school learners and review learner perceptions of such material. This study explores five principles of SBLT MEM, how the SBLT MEMs were used during a four-week intensive English camp, and the perceptions held toward the material by 29 upper grade primary school learners from Chungcheong province. The results show that most learners had positive perceptions toward the SBLT MEM, preferred them to the regular English textbooks they used in their English lessons at school, would choose SBLT MEM for future use, and thought that the content and language of the SBLT MEM were easy to understand. Among learners of different grade levels, there were differences between the degree of positive regard in which they held the SBLT MEM and which aspects of the SBLT MEM they perceived positively. Although the results of this study may not be generalized due to the small number of participants involved, they study provides insights by which other researchers may reinvite English and other subject integration into regular English lessons in Korean primary schools without creating the extra burden of using difficult language for this type of curriculum.

本稿の目的は、日常生活でよく発話されている談話標識「なんか(nanka)」の使用様相を分析することにある。また、談話上、「なんか(nanka)」の出現する位置による分類を「文頭(opening)」,「文中(turn-taking)」,「文末(closing)」に設定して、その機能を分析・考察した。本稿では、日本語母語話者同士の自然会話のデータである「日本語自然会話書き起こしコーパス：名大会話コーパス」をもとに、分析した。その結果、文頭において使用されている「なんか(nanka)」の談話機能は、「話題を発展させ、発話内容を具体化し、その具体的な内容を導くような前置き表現」であるといえる「発話開始としての前置き表現」と「発言権を獲得するために、否定的なイメージを緩和させ、柔らかいイメージに転化していく談話標識」に使用する「否定的なイメージの緩和標識」の機能があることがわかる。また、文中においては、「発話を和らげるために付加的に説明する標識」とともに、「なんか」は認知的に検索して得た情報を表すときに使う談話標識である。次に文末においては、発話の最後に、「曖昧さを残しながら聞き手に発話を譲る時に使う標識」と「同意・共感する標識」として使われる。

The purpose of this study is to analyze “Hokori, Puraido, Jison, Jihu, Jinin, kyoji” by factor analysis, and to know its usage. Factor analysis is one of the methods of multivariate analysis. In this method, it is possible to find a criterion that is common to words with strong correlation among a plurality of variables. By applying this factor analysis to synonyms and collocation research, it is possible to improve the relevance of research such as classification and systematization. Examples obtained from “BCCWJ : Balanced Corpus of Contemporary Written Japanese”. Classification criteria are obtained from the quantitative analysis of the occurrence word. As a result of the analysis, “myself, man, country, Japanese, woman” have a strong correlation with “Hokori, Puraido, Jison, Kyoji”. In other words, “Hokori, Puraido, Jison, Kyoji” are used to mean “proud as a person or country”. On the contrary, “Jinin” has no such feature. And “professional, growth, value, technology, author” have a strong correlation with “Jihu”. In other words, “Jihu” is used for “position, work, ability”, not “person or country”. “Jihu” can express the willingness or will of the future. This is characteristic only of “Jihu”.