Earticle

This study compares how English faculty members at the same college in an EFL setting rate their students’ essays. Despite the diversity of their rating behaviors, some special features of EFL composition assessment emerged. First, language use attracted a very high proportion of comments (47%). Second, content was rarely commented on. Third, half of the statements on rhetorical organization were positive, whereas comments on other major components of a composition were largely negative. Last, the teacher-raters showed acceptable agreement of ratings without being given any rater training. Some pedagogical implications applied to the teaching of EFL composition are suggested.

The effect of recasts and prompts on L2 accuracy has already been explored intimately in classroom settings. This study, however, investigates the moderating effect of declarative knowledge on recasts and prompts. To this purpose, 48 Iranian learners of English were assigned to four conditions: +declarative knowledge (DK) recasts, -DK recasts, +DK prompts, and -DK prompts. This assignment was made based on the performance of participants on an untimed grammaticality judgment and a metalinguistic knowledge test which were focused on simple present yes/no and wh- question forms. Learners who appeared to be familiar with the forms in focus were assigned to +recasts and +prompts while those who were unfamiliar with the forms were assigned to -recasts and -prompts groups. A story-completion task and a spot-the-difference task were performed by the participating groups to serve as the pre- and post-test of the study. During communicative interaction, the 4 groups involved received corrective feedback (CF) in accordance with the conditions they had already been assigned to. Results revealed that +DK recasts and +DK prompts groups benefited from feedback sessions more than -DK recasts and -DK prompts groups did and the presence of declarative knowledge made recasts more effective than prompts. Also the recasts group outperformed the prompts group in the absence of declarative knowledge.

This paper investigated interaction patterns of L2 learners and their native speaker counterparts in EFL classrooms and proximal social settings. To this end, data were collected from an English cafe at a university (i.e., pseudo-natural setting) and from an English conversation class at a university (i.e., classroom setting). Data analysis focused on teachers" question types, feedback patterns, and learners" responses towards feedback. The analysis based on utterance frequency revealed that students displayed higher participation rate in the pseudo-natural settings. With regards to teacher questions, teachers used more referential questions than display questions in both settings. However, there were twice as many teachers" feedback in the pseudo-natural setting compared to the classroom setting, but the frequent feedback did not slow down the conversation and did not always lead to self-repair. In addition, students in two settings differed in terms of their preferences to feedback in different linguistic categories.

목적 : 본 연구는 교실내 공의자 적용이 자폐범주성아동의 문제행동과 수업집중 및 착석행동에 미치는 영향을 알아보았다. 연구방법 : 자폐범주성장애로 진단을 받은 3명의 아동을 대상으로 개별사례 실험 연구방법(single subject experimental design) 중 ABAB설계를 사용하였으며, 실험의 절차는 매일 이야기수업시간 15분씩 기초선Ⅰ에서의 4회 측정, 중재 과정 Ⅰ에서의 9회 측정, 기초선 Ⅱ에서의 4회 측정, 중재기간 Ⅱ에서의 6회 측정을 합하여 모두 23회기로 이루어 졌다. 자료의 측정은 대상자의 수업시간내 행동이 녹화된 동영상 장면을 관찰하여 10초 간격의 순간표집법을 사용하여 측정하였다. 결과 분석은 기초선과 공의자 적용 이후 문제행동과 수업집중 및 착석행동에 대한 차이를 백분율과 시각 적 그래프를 통하여 비교하였다. 결과 : 연구대상 아동 모두 수업시간에 공의자를 적용하였을 때 문제행동은 완화되었고, 수업집중 정도는 증가되었으며, 착석행동이 향상되어 수업시간에 적용하는 것이 효과적인 것으로 나타났다. 결론 : 본 연구를 통하여 수업시간에 공의자를 적용하는 것이 자폐성범주아동의 문제행동과 수업집중 및 착석행동에 영 향을 준다는 것을 검증할 수 있었으며, 이러한 연구결과를 바탕으로 교실내 공의자를 적용함으로써 실제 교실환경에서 유용하게 사용할 수 있는 도구의 근거를 제시했다는데 의미가 있다고 하겠다.

Objective : The purpose of this study was to investigate the effectiveness of therapy ball on behavior problems and seating behavior in children with autism spectrum disorder in a classroom setting. Methods : The subjects of the study were three male participants diagnosed with autism spectrum disorder who were attending a special education class in kindergarten. Single-subject A-B-A-B experimental design was used. The study was conducted in the preschool setting with children during daily language class. During baseline and withdrawal (A phase) participants used their typical classroom seating device (chair). During the intervention (B phase) participants sat on therapy balls. The experiment consisted of 23 sessions and the total duration was 5 weeks. Dependent variables were percentage of behavior problems, attention,and seating behavior. Data were graphed and visually analyzed for differences between phases. Results : The participants showed substantial improvement in attention and seating behavior when seated on therapy balls, and percentage of behavior problems was decreased. Conclusion : In conclusion, this study provides evidence that the use of therapy ball in the classroom setting may decrease behavior problems and facilitate attention and seating behavior in children with autism spectrum disorders.

The present study investigates the mode of past tense acquisition by Korean EFL learners who remain at a basic level after a long period of exposure to classroom English. Findings in second/foreign language (L2) acquisition have shown that L2 learners develop past tense system along a general route, similar to that of L1 children. In order to see if EFL learners showing a very slow rate of acquisition are also under basically the same universal constraints, written narratives by low-level university students were tested against two major models of past tense acquisition?the Aspect Hypothesis and the Perceptual Salience Hypothesis. The results showed that these learners’ past morphology development was not affected by the influence of lexical aspect predicted by the Aspect Hypothesis. Meanwhile, the learners’ use of past morphology was only partially affected by phonological salience, lending a partial support to the Perceptual Salience Hypothesis. The findings suggest that there are a large group of learners whose L2 acquisition is guided by principles other than the universal constraints attested in the majority of the second language literature. Possible pedagogical implications were suggested.

The purpose of this study is to investigate the optimal conditions for designing tasks appropriate to the elementary classroom based on the correspondence with the national curriculum, integration among four skills (listening, speaking, reading, and writing), authenticity, and interactivity. For this study, two primary English teachers volunteered to participate in the case study conducted in the spring semester of the 2012 school year. Each class observed was composed of 29 and 30 sixth graders (12-year-old learners). Data were collected through classroom observation and lesson plans. Optimality theory was used to analyze data from the lessons. From the findings, the overall ranking of constraints is Curriculum ${\gg}$ Integration ${\gg}$ Authenticity ${\gg}$ Interactivity. It is also shown that for teacher 'L', the tasks such as 'guessing game', 'photo of me', and 'role play' were appropriate to help students ask questions and give reasons for their choices. As for teacher 'C', the tasks such as 'hand spans', 'transport survey', and 'picture telling' needed to be considered in order to help students understand and write comparative sentences.

Effective teacher assessment practices are crucial for providing quality for English as a Foreign Language (EFL) instruction and fostering positive student learning outcomes. However, existing assessment literacy instruments often overlook the specific needs and challenges faced by pre service teachers. This study aimed to revise the existing Approaches to Classroom Assessment Instrument (ACAI) (DeLuca et al., 2016) to create a contextually-specific tool for pre-service EFL teachers in Japan. The current study employed a two-phase approach. The first phase involved soliciting feedback from assessment experts to ensure he instrument’s relevance and applicability to pre-service EFL teachers in Japan. This phase aimed to refine the instrument’s content and align it with the specific requirements of Japanese EFL teacher training courses. The second phase involved administering the revised checklist with a sample of 40 pre-service EFL teachers at a Japanese university. This was followed by interviews to gather the pre-service teachers’ perceptions regarding the instrument’s usefulness. Combining expert feedback with the perspectives of pre-service teachers enabled the refinement of checklist descriptors and the identification of areas for further validation. This pilot study serves as a critical first step in developing a comprehensive assessment literacy instrument for pre-service EFL teachers in Japan.

As the functions and importance of elementary school English education increases, the accountability of elementary English teaching is called for in terms of teachers TEE records and teaching performance assessment. When the assessment is aiming at teachers in their teaching performances, the assessment criteria must meet the stern reliability and validity test. To open the discussion the paper explores the elements of good English classes, it translates each element into each criterion for the assessment of teaching performance. The area of assessment consists of class design, teaching performance and reflection/development. Teaching performance is divided into two different setting: Korean teacher teaching alone and Korean and native teachers' team teaching. Since the Korean teacher's roles and contents will differ in two different setting. Each area contains two to ten criteria graded by five likert scale. The proposed criteria is not intended to be final one, rather these are hoped to open more discussions.

This paper aims to examine the validity on standards of classification for questions which were proposed by Long & Sato(1983). According to Long & Sato (1983), referential questions are asked to get information from students(which implies a teacher doesn’t know a student’s answer), and display questions(evaluative question) are asked to establish the student’s knowledge of an answer.(which implies a teacher already knows the correct answer.) To examine these standards, I analyze the frame of classroom conversations. The analysis shows that a frame shift from a general classroom conversation frame to a dramatization frame occurs often. Dramatization frame is used to make the conversation between teacher and student as a scene, thus creating a pedagogical theme. In dramatization frame, teacher and student have a conversation as a real self and they have a dramaturgical role in the scene at the same time. In dramatization frame, a teacher doesn’t know a students’answer and the teacher expects proper answers fitted into the scene. In dramatization frame, teacher’s questions cannot be categorized as referential questions but also display questions. It implies that the line between referential questions and display questions is blurred. The results of this study can contribute to set new standards of classification for questions.

This paper examines the ways of classification for questions in a second language classroom setting. In order to examine the validity on standards of classification, the various problems of referential questions and display questions proposed by Long & Sato (1983) were reviewed. Long & Sato (1983) insist that referential questions can promote student-teacher interaction in the classroom. In contrast, they argue that display questions can cause students to become passive. However, based on the frameworks of conversation analysis, I insist that questions do not have their own function, and the role of questioning can change depending on the instructional object, lesson level, and structure of conversation in the classroom.

목적 본 연구는 만 3세 유아가 유아교육기관 교실에서 경험한 음악활동의 의미에 대하여 알아보는 것이다. 방법 이를 위해 연구자는 파랑어린이집 지혜반 유아의 하루일과 중 벌어지는 음악활동을 참여 관찰하였고, 참여 관찰일지 및 비디오촬영, 녹음자료, 연구자 저널, 기타 문서 등의 자료를 수집하여 분석하였다. 결과 연구 결과 유아들이 경험하는 음악활동은 첫째, 지속적으로 즐거움을 발견해 내는 일이었고, 둘째, 리듬의 변화를 본능적으로느끼고 감각적으로 표현해 내는 일이었으며, 셋째, 교사의 미미한 음악적 자극에도 자발적이고 능동적으로 참여하는 활동으로서 만3세 유아들은 음악활동을 경험하며 스스로의 표현력과 만족감을 향상시키면서 행복해하는 점이 발견되었다. 이는 유아교육에서의음악활동이 교사의 음악지식에 기초하여 계획하되 유아가 자연스럽게 풀어나갈 수 있도록 일상의 즐거운 경험으로 제공되어야 할필요성을 의미한다. 결론 본 연구는 현장에서의 유아 음악활동을 바라보는 시각을 돌아보는 기초자료를 제공함으로써 유아음악교육의 실천적 의미를제공한다는 점에서 연구의 의의가 있다

Objectives The purpose of this study was to find out what the meaning of music activity experiences of the three-years-old children in daycare center classroom setting. Methods Observation was conducted by the researcher from April to June in 2020, two times per week, total twenty four times. Informants were thirteen children in Jihaeban class and their classroom teacher named Kim Hanul. Datum from participatory observation, video shooting, journal writing, and in-depth interviews with teachers and children were collected and analyzed. Results The findings are as follows: First, children looked like full of joy not only from the music activity experiences in their activities but also in their daily routine. Second, the three-years-old children were able to feel instinctively the change in rhythm, an element of music, and express them with musical sensitivity. Third, children seem to be actively participated and responded even in a tiny little musical hint provided by music expert classroom teacher who was free in terms of using musical terminology and expression. Lastly, three-years-old children seem to enhance the degree of expression as well as happiness during their musical activities. Conclusions There is need for teacher training program reform in terms of increasing music knowledge and musical experience quantitatively and qualitatively as well so as to be transferred to children in a classroom setting with ease

배경 및 목적: 사회적 의사소통은 구어적·비구어적 행동 수단을 사용하여 사회적 맥락에서 효율적으로 상호작용하는 것을 의미한다. 사회적 의사소통은 맥락에 따라 다양한 변이성을 갖는다. 본 연구의 목적은 사회적 의사소통에 어려움이 있는 학령기 고기능자폐장애,단순언어장애, 정상발달 아동을 대상으로 교실 환경과 유사한 구조화된 환경에서 사회적 의사소통 특성을 살펴보고자 하였다. 방법:연구대상은 초등학교 1학년부터 6학년까지의 학령기 고기능자폐장애, 단순언어장애, 일반아동 집단 각 15명씩 총 45명을 대상으로 하였다. 모든 아동은 교실 환경을 구조화한 상황에서 의사소통 행동을 유도하여 사회적 의사소통 능력을 살펴보았다. 종속측정치는 총사회적 의사소통 발생 빈도, 사회적 의사소통 수단은 구어적·비구어적 수단의 빈도, 사회적 의사소통 기능은 개시하기·반응하기 빈도,사회적 상호작용 행동 유형별(친화적, 소극적, 이탈적, 독단적) 개시하기·반응하기 빈도를 분석하였다. 결과: 총 사회적 의사소통 발생 빈도는 세 집단 간 유의한 차이를 보이지 않았다. 고기능자폐장애 집단은 단순언어장애 집단과 일반아동 집단보다 비구어적 수단 빈도가더 적었다. 또한 고기능자폐장애 집단은 이탈적·독단적으로 개시하기와 반응하기를 사용하였다. 단순언어장애 집단은 일반아동 집단과 유사하게 개시하기와 반응하기를 사용하였다. 하지만 몇몇 단순언어장애는 일반아동 집단보다 소극적으로 반응하는 형태를 사용하였다. 논의 및 결론: 본 연구는 학령기 고기능자폐장애 집단과 단순언어장애 집단을 대상으로 교실 환경을 반영한 구조화된 상황 내에서 사회적 의사소통 특성을 확인하였다는 것에 의의가 있다. 또한 일대일 상호작용 상황이 아닌 두 명 이상의 파트너와 함께 하는 상황에서 사회적 의사소통 행동을 살펴보았다는 것에 의미가 있다. 더불어 사회적 의사소통에 어려움이 있는 아동들을 만났을 때 평가및 중재 방향을 제시하는데 있어서 임상적으로 중요한 시사점을 제공하였다.

Objectives: Social communication is generally considered to comprise ongoing verbal and/or nonverbal behavior during interactive social contexts. This study aims to compare the social communication skills of school-aged children with high functioning autism (HFA) to those with specific language impairment (SLI) and typical developing children (TD). Methods: Forty-five children with HFA, SLI, and TD participated in a structured task that was similar classroom setting in order to elicit social communication behavior. The total frequency of social communication, the frequency of verbal/nonverbal behavior, and the frequency of initiation/response as assessed across four types of social interaction types were measured to compare the social communication abilities of three groups. Results: There were no significant differences in the total amount of social communication among the HFA, SLI, and TD groups. Children with HFA used nonverbal behavior less frequently than did SLI or TD children. HFA children responded and initiated more irrelevantly and assertively. The SLI children in this study showed similar pattern to the TD children in initiation and response behaviors although some SLI children used passive responses more frequently compared to those with TD. Conclusion: Social communication behaviors seemed to be validly elicited in a structured task representing a classroom setting. It thus seems to be of considerable importance to tap into social communication behaviors that involve more than two partners. The findings of this paper implicitly support the importance of providing structured group tasks in addition to assessment and/or intervention designed to improve social communication skills.

As learner autonomy has become a key feature in the field of language learning, a variety of learner practices have been introduced. In the case of Korea, interest in learner autonomy increased with growing focus on learner-centered approach. However, how to realize learner autonomy in the classroom setting is still controversial. The purpose of this study is to suggest self-directed classroom learning as a way for fostering learner autonomy. The three stages of self-directed classroom learning were designed as well as a log book and implemented in the spring semester of 2012. A total number of 13 university students were engaged in this program. Three different sources were used and analyzed to investigate the effectiveness of the program: surveys,documents in the portfolios and the students’ log books and the participation level. The results showed some positive signs of the students’ increased learner autonomy: they set their learning plans and completed learning actions responsibly. Several implications to the field of Korean English education were discussed.