Earticle

The purpose of this research was to examine how Korean college students’ motivation toward English learning has been changed over time as they took technology-utilizing classes. In order to accomplish this, two research questions were proposed; First, how has the students’ motivation changed over the whole school year? Second, how has the students’ motivation changed in terms of their English proficiency levels? Sixty college students were required to take a simulated TOEIC test for their English proficiency levels, and to respond to the ARCS questionnaire developed by Keller (2008a, 2008b) to measure their motivation levels. An independent samples t-test was employed to compare the statistical means from the samples, specifically to find out the relation of students’ motivation and t he e ffect o f t echnology-utilizing c lasses. The r esults o f d ata analysis found out that the longer the treatment period of technology-utilizing instruction, the greater the effect on the learner’s motivation; second, the technology-utilizing instruction has a significant effect on the students’ motivation regardless of their proficiency levels, but it turns out to be more effective in improving the upper group students’ motivation toward learning. Based on these findings, practical implications for the implementing technology-utilizing instruction in the EFL classroom were suggested.

The aim of this study is to systematize and apply the categories of German textbooks analysis in order to find out how intercultural communication competence is realized in textbooks, and to use said categories in the future to lay the foundation for developing German textbooks that focus on intercultural communication competence. For this purpose, two general German textbooks currently used in domestic universities were selected as textbooks for beginners. A survey was conducted focusing on a total of 100 students, 50 students respectively for each textbook with six detailed analysis criteria from the perspective of intercultural behavioral abilities. Through this survey, it was found that both textbooks are not related to learners’ acquisition of intercultural communication competence in terms of learning content and methods, but only deal with German regional information. In addition, many learners believe that the dialogue in the textbook is not practical. Therefore, it can be understood that since neither textbook was written with the aim of cultivating intercultural communication skills, it is not helpful for learners to eliminate intercultural prejudice or to develop international understanding and consideration.

Interkulturelle Kommunikationskompetenz ist seit den 80er Jahren ein sehr zentraler und populärer Terminus, aber Studien darüber im DaF Unterricht gibt es noch nicht sehr viele. Das Zier der Arbeit besteht darin, Lehrbücher für allgemeinbildende Deutschkurse an der Universität zu analysieren, die in Südkorea verwendet werden. Auf dieser Weise sollen Elemente zur Entwicklung der interkulturellen Kommunikationskomentenz in Lehrwerken erschlossen werden. In dieser Arbeit werde ich untersuchen, wie die interkulturelle Kommunikation in den Lehrwerken vermittelt wird. Die DaF Lehrwerke werden im Moment im allgemeinbildenden Deutschunterricht an den koreanischen Universitäten für Anfänger benutzt. Warum habe ich die Lehrwerke als Untersuchungsmaterial gewählt? Sie spielen noch eine sehr wichtige Rolle im DaF unterricht und die Quantität und Qualität des interkulturellen Inhalts sind sehr bedeutend. In dieser Arbeit werden die Lehrwerke aus der Perspektive der Lernenden betrachtet: Fördert der interkulturelle Inhalt in diesen DaF Lehrwerken den Lernprozess im Hinblick auf interkulturelle Kommunkationskompetenz? Ist es dem Lernenden möglich, seine interkulturellen Fähigkeiten mit Hilfe dieser Lehrwerke zu entwickeln? Für diese Antwort habe ich eine empirische Methode verwendet, nämlich Fragebogen, der 17 ausführliche Fragen enthielt. Dafür habe ich Fragebögen an 100 Studenten in Südkorea verteilt, und beantworten lassen.

The verb system in Spanish not only expresses tense but also aspect and mood through various conjugations, therefore it is a very difficult system for Korean students to acquire. In this article, from the point of view of grammatical pedagogy, we have proposed some instructional measures based on cognitive grammar that can be applied in the classroom. First, it is useful to present the cognitive schema of various tenses in a diagram. Second, the perfectivity is an important property in the Spanish past tense, while probability is important in the future tense. Third, the degrees of probability can be classified as conjecture or hypothesis and are represented by the indicative future tenses such as the simple future, the future perfect, the simple conditional and the conditional perfect in the main clauses as well as the subjunctive tenses in the subordinate clauses. Finally, it is necessary to take into account that the subjunctive mood reflects the non-assertive attitude of the speaker at a pragmatic level, a construction which is not syntactically realized in Korean.

El sistema verbal en español no solo expresa el tiempo sino también el aspecto y el modo a través de diversas conjugaciones, por consiguiente, es un sistema muy difícil de adquirir para los alumnos coreanos. En este artículo, desde el punto de vista de gramática pedagógica hemos propuesto unas medidas de instrucción basadas en la gramática cognitiva que puedan aplicarse en el aula. En primer lugar, es útil presentar el esquema cognitivo de varios tiempos verbales en una imagen. En segundo lugar, la perfectividad es una propiedad importante en el tiempo pasado español, mientras que la probabilidad es importante en el tiempo futuro. En tercer lugar, los grados de probabilidad pueden clasificarse como conjeturas o hipótesis y se representan por los tiempos futuros de indicativo como el futuro simple, el futuro perfecto, el condicional simple y el condicional perfecto en las oraciones principales, así como los tiempos de subjuntivo en las oraciones subordinadas. Finalmente, es necesario tener en cuenta que el modo subjuntivo refleja la actitud no asertiva del hablante a nivel pragmático, una construcción que no se realiza en coreano sintácticamente.

The purpose of this study is to analyze and verify the learning process from the case of a “Japanese learned by songs” class and self-reflection about learning activities for 36 students who were learning Japanese for the first time and beginner-level Japanese learners. It is intended to consider the effect of learning the Japanese language and Japanese culture and circumstances through songs. After the learners learned the song, they created and submitted an assignment every time and gave feedback. Among them, the self-reflection part created by the learners is valuable material data that we can grasp the learning process and changes in cognition. Therefore, the researcher analyzed and verified the learning process based on the material that organized the self-reflection part. It seems that lessons using songs are particularly related to the use of three strategies: memory, cognition, and affection. By working with these strategies, the learner gradually overcomes the three variables of the affective filter: low motivation, lack of self-confidence, and great anxiety. It was found that the lessons using songs contributed to lowering the affective filter of learners at various levels and worked to activate the vectors that promote learning.

本研究の目的は、初心者及び初級レベルの日本語学習者36名を対象に行なった 「歌で学ぶ日本語」授業の事例と学習活動についての自己省察から学習過程の分 析･検証を行ない、歌で日本語及び日本文化･事情を学ぶことの効果について考 察することである。学習者が歌を学んだあと、毎回課題を作成・提出させ、 フィードバックを行なうのであるが、その中で学習者の作成した自己省察部分 は、歌で日本語･文化を学ぶ学習者の学習過程や認識の変化などを把握すること ができる貴重な資料データである。したがって、その自己省察部分を整理した 資料をもとに、学習者の学習過程を分析・検証した。その結果、歌を活用した授 業は、特に記憶･認知･情意の三つのストラテジー活用と関係していると思われ る。これらのストラテジーが作用することで、学習者は情意フィルター (affective filter)の3つの変数である動機(motivation)の低さ、自信 (self-motivation)のなさ、不安(anxiety)の大きさを徐々に克服し、言語習得が 促進されるベクトルが働く。すなわち、歌を活用した授業は、様々なレベルの 学習者たちの情意フィルターを低くし、習得を促進するベクトルを働かせる のに寄与する。

In this study, the PBL class was applied to a Vietnamese video class. 13 learners were divided into 3 groups, and it was examined whether all learners grew toward their learning goals, and if so, through what process they grew. When group 1 announces a task, groups 2 and 3 perform peer evaluation and submit a peer evaluation sheet. For this, group 1 categorized the contents of peer evaluation into reflecting, partially reflecting, revised, and not reflecting to prepare the presentation evaluation sheet. Further, they were required to write a reason why “not reflecting.” A reflection log was also submitted. As a result of the above, the assignments were immediately revised, supplemented, and developed every week through peer and instructor evaluation. Through this process, the instructor learned in detail what kind of reflection the presenter and team members were doing each week. In particular, learners achieved ‘up-leveling’ with the activeness of immediately accepting each other’s strengths while conducting peer evaluations on each other’s presentations. This shows that the weekly assignments are improved, while the competencies of both the presentation team and peers are developed at the same time.

Trong nghiên cứu này, lớp PBL đã được áp dụng cho lớp Tiếng Việt video. 13 sinh viên được chia thành ba nhóm, và được kiểm tra liệu tất cả sinh viên có tăng trưởng hướng tới mục tiêu học tập hay không, và nếu vậy, họ tăng trưởng thông qua quá trình nào. Khi nhóm 1 trình bày bài tập, nhóm 2 và 3 thực hiện đánh giá đồng nghiệp. Vì điều này, nhóm 1 chia nội dung đánh giá thành phản ánh, phản ánh một phần, phản ánh sửa đổi và không phản ánh để soạn thảo bảng đánh giá đồng nghiệp. Nếu không phản ánh thì phải viết lý do đó. Một nhật ký suy tưởng cũng đã được nộp. Do kết quả của nghiên cứu trên, có thể thấy rằng các bài tập được sửa đổi, bổ sung và phát triển ngay lập tức mỗi tuần thông qua đánh giá đồng nghiệp. Và trong quá trình này, chúng ta có thể tìm hiểu mỗi tuần người trình bày và đồng nghiệp đang làm suy tưởng thế nào. Đặc biệt, các sinh viên đã đạt được ‘tăng cấp’ với tính năng tích cực của việc chấp nhận ngay lập tức những điểm mạnh của nhau. Điều này cho thấy các bài tập hàng tuần được cải thiện, trong khi năng lực của cả nhóm trình bày và đồng nghiệp đều được phát triển cùng một lúc.

In order to implement a dialogue system for Korean language tutoring, this paper aimed to describe a method of constructing a large amount of Korean task-oriented dialogue data using the Wizard-of-OZ method and a pedagogical feedback and evaluation method for Korean language errors made by foreign learners. The procedure for constructing a large amount of Korean task-oriented dialogue data consisted of three steps. The first step was the preparation step for the learner’s prior learning. The second step was related to a large Korean dialogue map constructed by Korean native speakers using the Wizard-of-OZ method. The third step was implementation of a Korean dialogue system based on the dialogue map. In educational feedback and evaluation, functions such as paraphrases, recommendation expressions, educational success rate, and error content evaluation by learner level were proposed. By means of the Wizard-of-OZ method, 3,253 Korean task-oriented dialogue data were established in four domains: restaurant, hotel, tourist attraction, and taxi. The dialogue system for Korean language tutoring is currently being implemented based on Korean taskoriented dialogue data. Ultimately, the task-oriented dialogue system for Korean language tutoring aims at an “augmentation of education” that collaborates with human teachers, not “teacher-less education” that replaces human teachers.