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This study investigated the effects of two types of corrective feedback (CF), recasts and metalinguistic feedback (implicit vs. explicit CF), on the development of implicit and explicit knowledge of English articles. It also examined the relationship between learners’ language aptitude, in particular language analytic ability, and their knowledge development through different types of CF. Six intact intermediate communication English classes (a total of 104 students and two English-speaking teachers) at a university participated in the present study. In CF groups, learners received recasts or metalinguistic feedback (MF) to the errors of the English articles during communicative activities, while no CF was given to the control group. The study employed a pretest-posttest-delayed posttest design, and four different tests were used to measure learner implicit and explicit knowledge. The study found both recasts and MF effective in the development of implicit knowledge and selective effects of recasts on the improvement of explicit knowledge. This suggests that both implicit and explicit CF bring about the development of implicit and explicit knowledge. In addition, language analytic ability was found to be closely related to learners’ gains through both CF and development of explicit and implicit knowledge of English articles.

This study analyzes the results of ten foreign language anxiety (FLA) research papers from the Korean post-secondary EFL context. Its aim is to identify some of the methodological limitations that persist in such research in an effort to influence the epistemological perspectives and methodological approaches of future studies. A comprehensive summary of the FLA-associated factors, variables, and pedagogical implications reported in the respective research papers is presented. Discussions include a critical analysis of the traditional cognitivist approach to FLA research, addressing issues associated with attempts to isolate and objectively quantify the cognitive states of the students. Highlighted is the argument that, when the socio-cultural dimension of language learning is adequately accounted for, many of the underlying assumptions inherent to traditional FLA research become inescapably problematic. The study concludes by emphasizing the need to adopt holistic, interpretive, and social constructivist research perspectives through which the dynamic and ever-changing nature of human activity can be more fully accounted for, and by which the pedagogical implications remain deeply entwined with, rather than detached from, the context in which the language learning activity takes place.

The present study investigates English teachers’ needs in relation to competency-enhancing in-service teacher training program. Two different surveys were conducted with English teachers in three school levels from primary to high school. The first survey consisted of an open-ended question to collect unstructured responses from teachers. The second survey was constructed based on the analysis of the first survey. A total of 1,111 teachers participated in the study (124 for the first survey, 987 for the second survey). The survey results are as follows: The needs analysis survey consisted of six factors that are English proficiency (five items), school curriculum (four items), teaching methodology (seven items), contents of teaching (six items), value (three items), and method for teacher training (six items). Second, there were statistically significant differences according to three school levels and years of teaching experience. This result suggests that more attention needs to be paid to different needs of English teachers so as to develop effective competency-enhancing English teacher training program. Pedagogical implications have been discussed.

The purpose of this study is to investigate paths of the effects of L2 motivational self system and self-efficacy on Korean EFL learners’ English ability. For this purpose, questionnaires were conducted and 580 Korean elementary school students in Gyeonggido participated in this survey. Correlation and path analysis were used to analyze the data. The major results of the study are as follows: (1) Self-efficacy is correlated with all constructs of motivation. It has the highest correlation with ideal L2 self and the lowest correlation with ought-to L2 self; (2) self-efficacy has a direct effect on ideal L2 self and ought-to L2 self whereas it has direct and indirect effects on elementary students’ English proficiency; and (3) ought-to L2 self has a positive direct effect and L2 learning experience has a negative direct effect on elementary students’ English proficiency. However, ideal L2 self has no effect on elementary students’ English proficiency. At the end of the paper, pedagogical implications and suggestions are discussed.

The purpose of this study is to examine the perceptions of good English teachers’ characteristics and to suggest guidelines for how to be a good English teacher by conducting a survey questionnaire to middle and high school students and their English teachers in Korea. The survey was composed of 48 items regarding teaching skills, personality and creativity, and assessing skills. The results showed there are different perceptions about the characteristics of good English teachers between teachers and students. Teachers perceived checking students’ understanding during the class as the most important characteristic followed by giving appropriate feedback to students, while students perceived treating them respectfully as the most important one. According to the research findings, this study suggests that English teachers should carefully consider developing students’ affective and creative aspects as well as linguistic skills that were shown to be important in both teacher and student perceptions. It also suggests the curriculum developers and teacher trainers for English teachers should continuously monitor the teacher evaluation process and apply the findings as helpful guidelines for future research and practice.

This study sought to classify the constructions of pronominal verbs for the purpose of effective education of the pronominal verbs. To this end, the prototype theory was applied to classification of the pronominal verbs. From the perspective of this theory, the pronominal verbs are classified into 7 categories: reflexive, reciprocal, passive, no-agentive, autonomous, parasitic and intrinsic. And the prototype theory was applied to each of theses 7 categories again. The beneficial effects of this categorization are as follows. In the perspective of linguistics, this categorization shows the pronominal verbs very clearly and in detail including exceptional uses which the traditional classification misses. In the perspective of pedagogy, the classification on the basis of the prototype theory enables the learners to grasp the pronominal verbs with ease. Because this classification method is characterized by consistency and classifies pronominal verbs in a very systematic and organized way. This method has great educational effects on the way that these characteristics reduce the learners’ psychological consumption. Cette recherche tente de classer les tours de verbes pronominaux dans le but d’un enseignement efficace de ces derniers aux étudiants. Pour ce faire, nous avons appliqué la théorie du prototype à la classification des tours pronominaux. D’après cette théorie, les tours pronominaux sont classés en 7 catégories: (1) réflexive, (2) réciproque, (3) passive, (4) non-agentive, (5) autonome, (6) parasite et (7) essentielle. La théorie du prototype a ensuite été appliquée à chacune de ces 7 catégories. Les avantages de cette catégorisation sont les suivants: Au point de vue linguistique, cette catégorisation montre les tours pronominaux de manière précise et détaillée englobant des emplois exceptionnels qui échappent à la catégorisation traditionnelle. Au point de vue pédagogique, parce que la classification sur la base de la théorie du prototype est cohérente, systématique et bien organisée, cette méthode permet aux apprenants de saisir plus facilement les verbes pronominaux en reduisant leur consommation morale Cette méthode de catégorisation est donc didactiquement très efficace.

How can teachers effectively utilize digital teaching and learning devices for learners’ interactions? The educational devices for activating the interactions among foreign language learners should not only serve as an assistant for active, voluntary and autonomous learning, but also as a problem-solver for teaching and learning obstacles in the face-to-face classroom setting. This study aims to propose directions for improving linguistic interactions among learners of French in Korea under digital environments. For this purpose, we first show how the French teaching and learning environment has changed, based on the educational paradigms over time. We try to apply the principles and thinking framework of teaching and learning space conceptualized from the educational engineering field to French teaching and learning methods. Then, we present examples of digital education devices and their use in the learning and teaching fields. Finally, we make suggestions to strengthen the interactions among learners of French. It corresponds to designing educational devices based on the action-oriented approach, improving interactions with native speakers through multimodality and a change of teaching and learning space. Notre travail a pour objectif l'amélioration des conditions d'enseignement-apprentissage du FLE (Français Langue Etrangère) comme matière optionnelle en contexte universitaire coréen, mettant l'accent sur l'importance des interactions entre apprenants. Nous postulons que l'usage des dispositifs numériques donnent des pistes intéressantes afin de résoudre des obstacles auxquels les étudiants se confrontent lors de leur apprentissage du français en présentiel. Nous montrons d'abord l'évolution de la méthodologie des langues étrangères en fonction de celle du paradigme de l'éducation. Nous allons ensuite tenter de définir le dispositif numérique pour l'enseignement- apprentissage des langues et de présenter quelques exemples d'utilisation en milieu universitaire. Afin de mieux comprendre l'état actuel du champ pédagogique pratique, nous avons mené une enquête sur les besoins concrets des apprenants pour l'apprentissage du français favorable et satisfaisant à leur guise. 100 étudiants de deux universités différentes qui suivent le cours de français comme matière optionnelle ont participé à cette enquête. Ce travail précise ainsi l'intérêt de l'usage des dispositifs numériques dans le but de développer différentes compétences dont les apprenants ont besoin pour être “acteurs sociaux” dans une perspective actionnelle.

The purpose of the study was to investigate the higher-level processes of Korean learners when they read the French literary text, focusing on particular words that cause long-range regressions and fixation duration. Fourteen Korean French major students and three French-speaking students participated in the reading experiment. The result showed that the Korean readers tend to look for continuity and coherence of the literary text. Two major findings were as follows: First, the long-range regressions occurred a lot on ‘easy’ words, such as characters, events, time, place, words that require the background knowledge, and pronouns connected with the information of characters. Second, their fixation durations were relatively long since the target of the regression made the readers go back to the original word and re-read it; thus, the cognitive cost increased. It’s assumed that the long-range regressions have functions of reaffirming the information and reinstating the meaning. As a result, it is necessary for educators to consider the textual context at the semiotic and linguistic level when choosing text for reading instruction. Nous avons étudié le traitement haut niveau au cours de la lecture d’un texte français. Cette lecture a été effectuée par 14 coréens étudiants en français et 3 natifs. Nous y avons observé particulièrement les mots sur lesquels se produit une longue saccade régressive et leur durée de fixation. Le résultat nous a montré que les coréens ont tendance à chercher volontairement la continuité et la cohérence du discours littéraire. A cet égard, deux phénomènes sont identifiés. Premièrement, une longue saccade régressive se produit souvent sur des mots et pronoms ‘faciles’ qui apportent des informations sur les personnages, événements, temps d’action et lieu. Elle se produit également sur les mots qui nécessitent au lecteur d’activer ses connaissances antérieures. Deuxièmement, leur durée de fixation est relativement longue, à cause de la relecture du mot-cible de régression. Ces phénomènes expliquent donc que les longues saccades régressives ont joué un rôle pour réaffirmer l'information comprise et pour réintégrer la signification au cours de la compréhension. Par conséquent, le coût cognitif du traitement haut niveau devient élevé. Il en résulte que dans l'enseignement, il est nécessaire de tenir compte du contexte textuel sur le niveau sémiotique et linguistique pour le choix du texte.

The purpose of this study is to seek some characteristics of Korean translation of Chinese idiomatic expressions. The paper uses an intermediate-level Chinese conversational textbook titled New Speaking Chinese. The data consist of 90 Chinese idiomatic expressions. Whether a Chinese expression is replaced with a Korean idiom, Chinese idioms can be classified into the two major types: 1) mutable idioms, and 2) immutable idioms. Then mutable idioms are further divided into two subtypes: 1A) identical/similar images, and 1B) substitutional images. Likewise, immutable idioms can be divided into two subtypes: 2A) idioms with general explanations requiring no ethnic information about China, and 2B) idioms with special explanations requiring special background knowledge about Chinese cultures and history. The results show that type 1 is only responsible for 39% of all the Korean translations. Type 2 is responsible for 61% of the translations. For further analysis, type 2A has been most frequently used, with 55% of all data, and type 2B has been least used, with 6% only, but draws particular attentions of translators. For the other two types, there were type 1A with 26% and type 1B with 13%, respectively. Pedagogical skills for appropriate translation of Chinese idioms along with classroom activities are suggested.

本文选用汉语中级会话教材 New Speaking Chinese 为研究对象, 考析了收錄在内的90個汉语惯用语的汉韩飜译特徵。并根據飜译汉语惯用语时是否能找到对应的韩语惯用语, 归纳整理为两大类型：1）可采用惯用语, 2）不可采用惯用语。然後根據飜译惯用语时的意象转换特徵再把“可采用惯用语”具體分类为：1A) 意象重现, 1B) 意象替代; 另外, 依據惯用语的文化背景再把“不可采用惯用语”具體分类为：2A) 一般说明, 即具有中韩能够共识的文化背景, 2B) 特殊说明, 即具有中国独有的历史文化色彩。分析结果显示“不可采用惯用语”的使用率为61%, 而“可采用惯用语”则为39%。在整個分类中使用率最高的是“不可采用惯用语”中的“一般说明”类型, 使用率为55%, 而“特殊说明”的使用率仅为6%, 但飜译时却需要更加注意。余下两種类型, 即“意象重现”和“意象替代“的使用率分别为26%和13%。本文还探究了惯用语汉韩飜译的课堂教学法。

The present study is aimed at determining how teaching and learning in Japanese translation/interpretation classes are linked to the modality relationships among hearsay markers, which are schematized after dividing the difference of pragmatics in the three following relationships: information and speaker, information and listener, and speaker and listener. Information about seven Japanese hearsay markers was collected through a questionnaire over native Japanese speakers. The findings revealed that people, first, chose [youda] and [toiukotoda] usually as the hearsay expressions, considering the relationship between information and speaker. Second, people divided [tonokotoda] into two relationships between information and speaker, or between information and listener. The responses about [souda] were split considering the relationship between information and speaker and speaker and listener. [Rashi] and [toka] were chosen the most, considering the relationship between information and listener, and there was a relatively large number of [toiu(utte)].

本研究は日本語伝聞表現のモダリティをもとに、各伝聞表現間のモダリティ関係を①情報と話し手の関係、②情報と聞き手の関係、③話し手と聞き手の関係の３つに分け、その結果を日本語通・翻訳授業に繋げる方法を考察したものである。そのため、日本語母語話者を対象に７つの伝聞表現に対する認識調査を行った。その結果、伝聞「ようだ」、「ということだ」は情報と話し手の関係のみを考慮に入れたと答えた人が殆どで、「とのことだ」は用例ごとに日本語母語話者の認識に違いが見られ、情報と話し手を考慮に入れた伝聞表現であるという答えと情報と聞き手の関係を考慮に入れた伝聞表現であるという答えの２つに分かれた。「そうだ」も情報と話し手を考慮に入れた伝聞表現であるという答えと話し手と聞き手の関係を考慮に入れた伝聞表現であるという答えの二つに分かれた。「らしい」、「とか」、「という(って)」は情報と聞き手との関係を考慮に入れた伝聞表現であるという答えが比較的多い。

In response to growing needs for developing Korean Language teacher expertise and diverse Korean language learners, appropriate retraining programs are the key to successful Korean language education. The purpose of this study is to specify and guide program contents designed to retrain Korean language teachers for multicultural families. For this goal, a questionnaire survey was adopted as a main research tool and literatures on national and international teacher training were reviewed. One hundred thirteen teachers who attended multicultural teacher training programs were surveyed and their responses were analyzed in quantitative and qualitative ways. The results of the study showed that the factors affecting the programs are as follows: 1) In-depth Korean pedagogical content knowledge, 2) various, practical practices in Korean teaching methods, 3) developing and utilizing Korean teaching materials, 4) comprehension on assessment system, 5) understanding the uniqueness of immigrant students, 6) teaching- reflection and sharing teaching moments, 7) developing strategy and direction for cultural pedagogy. Therefore, this study may shed light on shaping teaching expertise to build teacher development.

This research investigated various aspects of language learning strategies used by undergraduate and graduate students studying Korean. The study focused on four language skills, pronunciation, and vocabulary. The survey was conducted on 322 participants, Korean learners both in Korea and in other countries. It examined the usage of learning strategies used by the learners including the following variables: gender, experiences of living in Korea, first languages, and the countries Korean was learned. The quantitative data from the survey were analyzed by univariate ANOVAs to find out which skill is significant among the variables and the findings are as follows: 1) The greatest frequency of learning strategies appeared in the order of listening, pronunciation, writing, speaking, vocabulary, and reading. Listening skill showed the most varied learning strategies. 2) The analysis of learning strategies according to the variables with respect to the language skills revealed that gender influenced listening, the experience of the target country influenced reading, and the first language influenced writing. Pedagogical implications and further research suggestions are discussed.