Earticle

본 연구는 기업내 외국어 사용여부 및 활용이 실제로 임금과 이직의도에 어떠한 영향을 미치는 지를 현재 기업의 상황에 기초하여 분석함으로써 외국어에 대한 투자의 ‘수익(return)’을 간접적으로 추정해 보고자 하였다. 분석결과 임금의 경우, 기업에서 외국어 사용여부와 업무상 외국어 활용정도가 임금에 대해 모두 정(+)적인 영향을 미치는 것으로 나타났다. 또한 이직의도의 경우, 기업에서의 외국어 사용여부는 이직의도에 대해 정(+)적인 영향을 미치는 것으로 밝혀졌다. 하지만 업무에서 외국어 활용정도는 유의미한 영향을 미치지 않는 것으로 나타났다. 이와 같은 연구결과는 선행연구들처럼 외국어에 대한 취업준비과정이 임금에 유의미한 영향을 주는 것뿐만 아니라 기업내 외국어 사용여부 및 활용정도에 있어서도 임금에 유의미한 영향을 미치고 있다는 것을 보여주는 결과이다. 또한 보다 많은 외부노동시장에 대한 기회제공으로 이직의도를 높여 근로자 개인에게 노동시장에서 보다 많은 선택권을 확보할 수 있는 만큼 외국어 역량의 중요성이 재차 확인됐다고 볼 수 있다. 따라서 개별 청년구직자 입장에서는 외국어 역량을 강화시키는 것이 필요하며 특히, 현업에서 외국어 활용정도가 높은 경우, 더욱 이 점에 유의해야 한다는 사실을 시사해주고 있다. 그리고 기업측면에서는 기업에서의 외국어 사용여부가 근로자 개인에게 노동시장에서 보다 많은 선택권을 확보 할 수 있게 해 줌으로써 이직의도를 높여줄 수 있으므로 외국어를 사용하는 인력들을 유지·확보하기 위해 보다 세심한 관리가 요구된다.

This study is to indirectly assume return on investment in foreign language learning by analyzing whether foreign language is used or not, and the amount of its usage in job environment. Positive influence was found between wage and whether foreign language is used or not and also between wage and whether it is widely used or not in job environment. Regarding separation intention, using foreign language or not was positively influential. However, whether foreign language is widely used or not in job environment didn't show significant influence. Previous studies analyzed this subject with foreign language skill in seeking a job such as whether to take the TOEIC test, the test score, English speaking capability, how much they prepare English tests in university, language training abroad. However, this study has been conducted to see how whether foreign language is used and how much to be used in companies have an effect on wage. Also in order to check how foreign language usage affects external labor market, how much they have an impact on separation intention has been analyzed. Like other previous studies, this research result shows that not only language learning as a part of job preparation significantly influences wage, but whether or not foreign language is used also influences wage. Furthermore, it raises separation intention promoted by extended job opportunity from labor market resulting in enhanced individual right of choice. It can be said that the importance of foreign language is reaffirmed. Therefore, it is necessary for individual job seekers to enforce foreign language capability. It also implies that especially when foreign language is widely used in job environment, individual employees should consider more about enhancing foreign language capability. And companies needs to care about workers speaking foreign languages to retain and employ them because whether foreign language is used for work gives the workers more chances to change their jobs. Although this study has positive meaning to use variables different from previous studies and go further by examining the separation intention, it has some drawbacks originating in its data attributes as followings. First, this study assumes that a company using foreign language always has workers speaking foreign language well, and used it as an independent variable. However, there are some workers not speaking foreign language well but working for the company where they have to speak foreign language. The reason why this study can't cover this issue is that the questionnaire doesn't have a question to analyze the foreign language capability like asking TOEIC test score. Second, This study has analyzed only the separation intention not how many people to change a job. That's because of one of flaws from the questionnaire as well. Besides, even though this study tries to control variables like whether to work for one company, no change in work place and business field, position, task, whether to be promoted directly related to wage and separation intention and even the extent of their influence, it has limited variables for checking how much subjects speak foreign language in company, which is collected by self-report. That's why there is high error probability regarding those variables. And in order to measure wage premium, this study cares about variables for example, human capital, profession, personal attribute. However, there is a possibility that whether foreign language is used and how much to be used can be overestimated because of ability variable missed in normal regression analysis. Lastly, concerning whether foreign language is used and how much to be used having an effect on labor market, this study is unable to see if it has a short-term or long-term effect due to limited data. So, if following researchers make up for this issue, it's expected that the effect can be analyzed precisely.

본 연구는 폴리텍대학 재학생들을 대상으로 영어 학습 동기와 학습환경에 대한 인식을 알아보고, 이러한 심리·인식적 요인이 실제 성적과 어떠한 상관관계를 보이는지 검증함으로써 폴리텍대학 맥락에 적합한 영어 교육 방향을 제시하는데 목적을 둔다. 이는 기존의 국내 영어 동기 연구가 주로 4년제 대학생이나 중·고등학생을 대상으로 한 데 비해, 폴리텍과 같은 직업전문대 학생들의 동기 구조를 실증적으로 규명한 사례가 부족한 실정이고, 이러한 연구를 진행함으로 직업교육생 특유의 동기 패턴을 구체화하고 성취도와의 연계를 탐색한다는 점에서 의미가 있다. 부산 소재 폴리텍 재학생 64명을 대상으로 영어 학습 동기와 학습환경에 관한 인식을 조사하고, 이를 실제 성적과 연계하여 분석함으로써 직업교육 맥락에서의 영어 교육 개선 방향을 탐색하였다. 5점 리커트 척도 자기보고형 설문지를 활용하여 학습자 요인, 자신감·흥미, 교수 방법, 학습 태도, 교재, 학교환경 등 26개 문항으로 구성된 도구를 적용하였으며, 그 결과 학습자 요인 관련 동기 요소가 가장 높은 평균 점수를 기록하였다. 이러한 결과는 폴리텍 학생들의 영어 학습 동기가 개인적 요인에 크게 의존하고 있음을 시사하며, 이를 바탕으로 자신감 강화와 환경적 지지 체계 보완을 통한 동기 촉진 전략의 필요성을 논의하였다. 추가적으로 개방형 질문을 통해 학습자들이 영어 수업에 대해 느끼는 인식을 알아보고 키워드를 중심으로 주제를 찾아 그에 대한 논의를 진행하였다.

This study aims to investigate English learning motivation and perceptions of English learning among students at polytechnic colleges, and to examine the correlations between these psychological and perceptual factors and actual academic performance, thereby proposing English education directions suitable for the polytechnic college context. This holds significance as existing studies on English motivation have primarily focused on four-year university students or middle and high school students, with a lack of empirical research at polytechnic colleges; conducting this study focused on the unique motivation patterns of vocational trainees and explores their links to achievement levels. Targeting sixty four students, the study surveyed English learning motivation and perceptions, linking them to actual performance to explore improvement directions for English education in vocational contexts. A 5-point Likert scale self-report questionnaire was employed, comprising 26 items across learner factors, confidence and interest, teaching methods, learning attitudes, textbooks, and school environment; results revealed that motivation elements related to learner factors yielded the highest average scores. These findings suggest that polytechnic students' English learning motivation heavily relies on personal factors, prompting discussions on the need for strategies to enhance confidence and provide supportive environmental systems for motivation promotion. Additionally, open-ended questions were used to explore students' perceptions of English classes, with keyword-based thematic analysis conducted to derive and discuss key themes.

본 연구는 한일 양국의 외래어의 수용 방식을 코로나19 관련 용어를 중심으로 고찰 한 것이다. 외래어는 외국어에서 비롯된 말이기 때문에 수용되는 과정이 필요한데 이는 외국어를 자국어로 옮기는 번역의 과정과도 비슷하다. 여기에 착안하여 한일 양국에서 사용하는 코로나19 관련 용어가 양국에 어떻게 수용되었는지 번역 방법론을 이용하여 검토하였다. 연구 대상인 코로나19 관련 용어는 한일 양국의 기관에서 쓰인 코로나19 관련 용어 중 공통적으로 많이 쓰인 용어를 정리한 후 원어를 확정할 수 있는 용어로 선정하였다. 연구 방법은 번역 전략을 자국화와 이국화, 기타 전략으로 구분하여 자국화 전략의 번 역 방법으로는 의역과 대응역을, 이국화 전략의 번역 방법으로 음역을, 기타 전략의 번 역 방법으로는 혼역을 제시한 후 양국의 코로나19 관련 용어를 원어와 비교하여 각 용 어가 어떤 전략에 따라 어떤 번역 방법으로 수용되었는지 검토하였다. 그 결과 양국의 코로나19 관련 용어의 수용 방식은 서로 다른 양상을 보였다. 한국어 의 코로나19 관련 용어는 자국화 전략에 속하는 의역의 번역 유형으로, 즉, 한국어의 기존 어휘를 활용하여 조어한 용어로 수용되었다. 반면 일본어의 코로나19 관련 용어는 기타 전략에 속하는 혼역의 번역 유형으로, 즉, 외국어를 차용한 어휘와 일본어의 기존 어휘를 조어한 용어로 수용되었다. 이번 결과는 코로나19 관련 용어가 들어온 지 2년이 지난 현시점에서의 결과로 앞으로 시간이 지남에 따라 어떻게 변화할 것인지 지속적인 연구가 필요하다.

This paper examines the acceptance of loan words i n Korean and Japanese focusing on terms related to COVID-19. Since loan words are derived from foreign languages, it is necessary to investigate the how they have been accepted into the native language. This process of acceptance is similar to the process of translation from a foreign language to the native language and therefore, in this study, the acceptance process was examined using the translation methodology. For the COVID-19 terms, which is the subject of the study, the most commonly used terms by government agencies in both Korea and Japan were collected. Furthermore, the COVID-19 terms selected can also be identified in English COVID-19 terms. As research methodology, translation strategies and translation methodology have been presented and the accepted COVID-19 terms in Korea and Japanese were compared with the COVID-19 terms used in English. Results showed that majority of the terms were accepted in Korean as translation of paraphrase, which belong to the domesticating strategy. On the other hand, in Japanese, most of the terms were accepted as mixed translation, which neither belong to domesticating nor foreignizing strategies. The finding of this study reveal the adaptation of COVID-19 terms during the first two years of the pandemic. Thus, further research is needed so as to explore a series of changes in the COVID-19 neologisms over time.

일제강점기에 이식된 일본식 외래어는 순화되어야 한다. 일본어 ‘테레비(テレビ)’는 텔레비 전이나 TV로 대체하는 것이 바람직하다. 하지만 우리가 쓰고 있는 일본식 외래어를 모두 다 른 말로 대체하는 것은 현실적으로 쉽지 않다. 한국어 ‘빵’이 포르투칼어의 일본식 외래어 ‘パン’에 왔다는 것은 주지의 사실이다. 하지만 지금에 와서 ‘빵’을 포르투갈어 ‘pão’ 혹은 영 어 ‘bread’로 바꾸는 것은 불가능에 가깝다. 우리의 일상어가 됐기 때문이다. 우리가 쓰는 ‘아 파트’는 ‘빵’보다 더욱 드라마틱하다. 건축학적 구조나 단어의 의미 측면에서 일본어 ‘アパー ト’와 다르기 때문이다. 한국어 ‘아파트’는 순화의 대상이기 보다는 귀화(歸化)의 단계를 지나 이미 우리말이 됐다고 봐야 한다. 그런 의미에서 일제강점기에 유입되어 현재까지 사용되고 있는 일본식 외래어를 무조건 식민주의의 잔재라고 간주하는 것에는 재고의 여지가 있다고 생각한다.

Japanese foreign words transplanted during the colonial period must be purified. It is desirable to replace the Japanese word ‘terebi(テレビ)’ with ‘television’ or ‘TV’ However, it is not easy in reality to replace all of the Japanese foreign words we use with other words. It is a well􋹲known fact that Korean ‘빵’ is the Japanese pronunciation(パン) of Portuguese ‘pão’. It is almost impossible to change ‘빵’ to ‘pão’ in Portuguese or ‘bread’ in English these days. Because it has become our everyday language. The ‘아파트(apartment)’ we use is more dramatic than the ‘빵(bread)’. This is because it is different from Japanese ‘アパート (apartment)’ in terms of architectural structure and semantic meaning. The Korean word ‘아파 트’ is not an object of purification, but it should be said that it has already passed the stage of naturalization and has become a Korean language. In that sense, I think that it is necessary to reconsider the unconditional remnants of colonialism as Japanese foreign words introduced during the colonial period and still in use.

Thanks to the globalisation, it has become so easy for people to communicate with each other and variety of means have been developed to facilitate this process. International languages have played an important role in the development of globalisation. It can be argued that communicating in international languages has become the very first step in getting involved in this process. The main goal of learning a language is to develop one's proficiency in communicating effectively with others and understand the differences that may rise either linguistically or culturally in different contexts. To achieve it, language learners' cultural competence is required to be developed and this would also enable them to develop new perceptions towards their own culture as well as others'. This article aims at addressing the issue of cultural competence as one of the most vital aspects of language teaching as well as its development as time passes by.

최근에 전 세계적으로 외국어교육에 있어서 문화교육의 중요성이 부각되고 있다. 외국어로서의 한국어교육도 이러한 국제적인 추세에 예외가 아니지만, 문화를 교육과정에 통합하는 시도는 아직 초보단계에 머물고 있다. 본 논문에서는 미국의 외국어교사협의회가 중심이 되어 제시한 ‘미국 외국어학습 표준’을 중심으로 문화적 요소가 외국어교육과정에 어떻게 접목될 수 있는지에 대해 소개하였다. 미국의 외국어교육과정 지침은 우리나라의 한국어교육과정 개발, 특히 문화적 내용이 포함된 교육과정 개발에 많은 시사점을 줄 수 있을 것이다.

In recent years, teaching culture has emerged as an important aspect in the field of foreign language education worldwide. Korean as a foreign language (KFL) education is no exception to this global trend, but integrating cultural components into KFL curriculum is in its inception stage. This paper introduces the efforts of the United States to promote culture teaching and learning in foreign language education curriculum. Specifically, general outlines of the National Standards for Foreign Language Learning (NSFLL) are presented, followed by suggestions on how to develop culture education curriculum. It is hoped that KFL education can get some insightful ideas from NSFLL in developing culture-incorporated KFL curriculum.

본 연구는 영어 학습자를 위해 고안된 드웨일과 맥킨타이어(Dweale & MacIntyre, 2014)의 외국어 즐거움 척도(Foreign Language Enjoyment Scale, FLES)를 한국어 학 습자들에게 적용하고, 이를 한국어 교육에 적합한 방식으로 조정할 필요성을 제언하는 과정을 다룬다. 693명의 다국적 한국어 학습자들은 다양한 학습 활동, 교사 및 동료 간 의 상호작용, 양질의 학습 환경 등을 통해 긍정적인 감정을 느낀다고 응답했으며 동시 에 각 번역 문항에 대한 의견을 제시했다. 이는 한국어 학습자의 감정적 안정성 향상을 위한 교육적 전략의 필요성을 강조하며, 한국어 교육 현장에서 사용할 수 있는 고유한 즐거움 척도의 필요를 확인한다. 이에 본 연구는 한국어 학습자들의 긍정적인 학습 경 험을 최대한 정확히 측정할 수 있는 한국어 학습자용 즐거움 척도 창출과 그 교육적 활 용의 가능성에 대해 논의한다. 궁극적으로 기존의 척도를 다양한 언어로 번역하여 글 로벌 한국어 학습자의 감정적 경험을 고찰하고 교육에 반영하는 데 기여할 수 있는 기 초 자료를 제공하는 데 지향점을 둔다. 다시 말해, 본 연구는, 첫째, 한국어 학습자들의 감정 문제에 전문적으로 집중한 본격적 연구로서 의미가 있으며, 둘째, 해당 양상에 대 한 한층 깊은 심도와 명확한 결과를 지향하는 연구들, 특히 유관 척도 창출에 참고가 되 는 중요 연구로서의 의미를 지닌다.

This study examines the adaptation of Dewaele and MacIntyre’s (2014) Foreign Language Enjoyment Scale (FLES), originally developed for English language learners, for application to Korean language learners, while proposing necessary modifications to enhance its suitability for Korean language education. A survey of 693 multinational Korean language learners revealed that they experienced positive emotions through diverse learning activities, interactions with teachers and peers, and engaging learning environments. Additionally, participants provided detailed feedback on each translated item, which emphasized the importance of addressing translational inconsistencies to better reflect the unique emotional experiences of Korean language learners. The findings underscore the critical need for educational strategies that prioritize the emotional stability of Korean language learners, as well as the development of a culturally and contextually appropriate enjoyment scale specifically designed for Korean language education. This study further explores the potential for such a scale to serve as a tool for accurately measuring the positive learning experiences of Korean language learners, thereby contributing to the field of Korean language pedagogy. Ultimately, this research aims to provide foundational data for translating and adapting existing scales into multiple languages, enabling a more comprehensive examination of the emotional experiences of global Korean language learners and integrating these findings into instructional practices. The significance of this study lies in its dual contribution: first, as a pioneering effort that systematically investigates the emotional dimensions of Korean language learners, and second, as a critical resource for subsequent research focused on the development of specialized measurement tools that provide deeper insights and robust results.

본 연구는 영어 학습자를 위해 고안된 드웨일과 맥킨타이어(Dweale & MacIntyre, 2014)의 외국어 즐거움 척도(Foreign Language Enjoyment Scale, FLES)를 한국어 학 습자들에게 적용하고, 이를 한국어 교육에 적합한 방식으로 조정할 필요성을 제언하는 과정을 다룬다. 693명의 다국적 한국어 학습자들은 다양한 학습 활동, 교사 및 동료 간 의 상호작용, 양질의 학습 환경 등을 통해 긍정적인 감정을 느낀다고 응답했으며 동시 에 각 번역 문항에 대한 의견을 제시했다. 이는 한국어 학습자의 감정적 안정성 향상을 위한 교육적 전략의 필요성을 강조하며, 한국어 교육 현장에서 사용할 수 있는 고유한 즐거움 척도의 필요를 확인한다. 이에 본 연구는 한국어 학습자들의 긍정적인 학습 경험을 최대한 정확히 측정할 수 있는 한국어 학습자용 즐거움 척도 창출과 그 교육적 활 용의 가능성에 대해 논의한다. 궁극적으로 기존의 척도를 다양한 언어로 번역하여 글 로벌 한국어 학습자의 감정적 경험을 고찰하고 교육에 반영하는 데 기여할 수 있는 기 초 자료를 제공하는 데 지향점을 둔다. 다시 말해, 본 연구는, 첫째, 한국어 학습자들의 감정 문제에 전문적으로 집중한 본격적 연구로서 의미가 있으며, 둘째, 해당 양상에 대 한 한층 깊은 심도와 명확한 결과를 지향하는 연구들, 특히 유관 척도 창출에 참고가 되 는 중요 연구로서의 의미를 지닌다.

This study examines the adaptation of Dewaele and MacIntyre’s (2014) Foreign Language Enjoyment Scale (FLES), originally developed for English language learners, for application to Korean language learners, while proposing necessary modifications to enhance its suitability for Korean language education. A survey of 693 multinational Korean language learners revealed that they experienced positive emotions through diverse learning activities, interactions with teachers and peers, and engaging learning environments. Additionally, participants provided detailed feedback on each translated item, which emphasized the importance of addressing translational inconsistencies to better reflect the unique emotional experiences of Korean language learners. The findings underscore the critical need for educational strategies that prioritize the emotional stability of Korean language learners, as well as the development of a culturally and contextually appropriate enjoyment scale specifically designed for Korean language education. This study further explores the potential for such a scale to serve as a tool for accurately measuring the positive learning experiences of Korean language learners, thereby contributing to the field of Korean language pedagogy. Ultimately, this research aims to provide foundational data for translating and adapting existing scales into multiple languages, enabling a more comprehensive examination of the emotional experiences of global Korean language learners and integrating these findings into instructional practices. The significance of this study lies in its dual contribution: first, as a pioneering effort that systematically investigates the emotional dimensions of Korean language learners, and second, as a critical resource for subsequent research focused on the development of specialized measurement tools that provide deeper insights and robust results.

The purpose of this paper is to discover how the use of digital applications can affect students' attitudes toward positive classroom participation and performance in learning a foreign language. Participants of this study were 128 students who took a foreign language class at a high school in central Korea. To find out students' perceptions and attitudes toward the effect of using a digital application for their foreign language study, online questionnaire and focus-group interview were conducted. Our research findings revealed that these students could engage in active language learning and experience learning improvement while studying a foreign language with digital applications. The improvement was possible by creating more interactive activities and quizzes. In addition, the digital application provided students immediate feedback. It gave students and teachers various motivations beyond the traditional 'chalk and talk' format of text-only-classes. This study provides an overview of the usefulness of digital application. In addition, it provides understanding for students' perceptions and involvement using digital application in a foreign language classroom.

While interpersonal communication has been widely examined in the language-learning area, the role of attachment anxiety in shaping foreign language anxiety (FLA) and learners’ second-language willingness to communicate (L2WTC) remains insufficiently understood. This study investigated the relationship among attachment anxiety, FLA, and L2WTC in 193 college students using structural equation modelling. The structural equation modelling results indicated that: (1) higher attachment anxiety predicted greater perceived FLA and lower L2WTC; and (2) FLA significantly mediated the relationship between attachment anxiety and L2WTC. These findings highlight attachment anxiety as an important individual-difference factor in L2 communication and learning. They also suggest that interventions to enhance L2 participation may be more effective when they explicitly target learners’ underlying emotional and psychological vulnerabilities.

許多研究已探討人際溝通在語言學習中的作用，但依戀焦慮對外語焦慮以及個體參與溝通意願的具體影響，仍相對缺乏深入研究。本研究旨在以193名大學生為樣本，探討依戀焦慮、外語焦慮與第二語言溝通意願之間的關係。結構方程模型結果顯示：（1）依戀焦慮程度越高，個體感受到的外語焦慮越強，且第二語言溝通意願越低；（2）外語焦慮在依戀焦慮與第二語言溝通意願之間具有中介作用。這些發現凸顯依戀焦慮在塑造語言習得與溝通行為中的關鍵角色。本研究亦有助於深化我們對「心理特質個別差異如何影響語言學習結果」的理解，並指出有必要發展更具針對性的介入策略，以處理第二語言有效溝通背後的情緒與心理障礙。

The present study examined the stability of the general foreign language (hereinafter, FL) classroom anxiety construct across English, French, Japanese and Russian among Chinese undergraduate foreign language learners. Language majors learning simultaneously two foreign languages from three universities in central China participated in the study. They were categorized into three groups, one group learning English and French simultaneously, the other English and Japanese, and the third English and Russian. They reported the levels of general FL anxiety felt in each foreign language classroom by completing a questionnaire that included two Chinese versions of the Foreign Language Classroom Anxiety Scale (FLCAS, Horwitz, Horwitz & Cope, 1986), one for each language. Separate paired samples t tests were conducted within each group and one-way ANOVAs were performed between groups in order to measure the stability of the general FL anxiety construct across the four languages listed above. It was found that a statistically significant difference of overall anxiety levels existed across English and Japanese with the learning of Japanese provoking significantly lower levels of anxiety than English when both languages are simultaneously learned. The comparison between groups revealed that the group learning English and Japanese simultaneously perceived a significantly higher level of anxiety in English, the same first FL that all the three groups share, but a significantly lower level of anxiety in Japanese, the second FL, than the groups learning French and Russian as the second FL respectively. All the findings suggested that the levels of general FL anxiety may not be independent of the native languageforeign language pairing and may vary across languages according to the specific target language under learning.

본 연구는 해외어학연수의 외국어 정확성 향상에 대한 효과를 조명하기 위해 한 학기 동안 해외대 학에서 어학연수를 받은 27명의 한국 대학생들이 한 학기의 시간차를 두고 작성한 두 영작문 간의 차이와 오류들을 조사하고, 그러한 차이가 통계적으로 유의미한지를 검정하여 외국어 정확도 면에서의 변화를 분 석하였다. 어학연수 이후에 영작문의 길이와 문장의 길이가 증가하였으나 전체 문장수는 감소하였다. 학생 들은 더 많은 수의 단어를 더 복잡한 구조의 문장에서 사용하여 오류의 수도 증가하였다. 이를 볼 때, 어 학연수 이후 학생들의 문장 생성능력이 향상되고 복잡한 형태의 문장들을 쓰려고 시도한 것을 알 수 있 다. 본 연구의 결과는 한 학기 동안 해외어학연수를 받은 이후 대체로 학생들의 문장생성능력은 다소 증 진하였지만, 문법적 요소들을 문장 속에서 정확하게 사용하는 문법적 정확성은 크게 향상하지 않은 것으 로 나타났다. 이는 비록 해외 어학연수가 집중적으로 목표언어만 학습하여 언어입력을 확대할 수 있을 뿐 만 아니라, 목표언어에 자연스럽게 노출될 수 있는 환경적 이점을 제공하긴 하지만, 한 학기라는 기간 안 에 문법적으로 정확한 문장을 생성해내는 문법능력을 향상시키는 데는 크게 효과적이지 않았다는 것을 시사한다.

The Journal of Industrial Management Society in Republic of Korea. In order to explore the effect of overseas language training on the development of foreign language accuracy, this study investigates the errors in English compositions produced by 27 Korean university students who received overseas language training for 15 weeks. For data collection, students were made to take two tests, a pretest and a posttest, a semester apart. The differences in composition elements and errors between the two tests were examined and statistical analyses were performed. Results showed that while the average length of the compositions and sentences increased, the number of sentences decreased in the posttest. Also, more errors were found in the posttest where the students tried to construct more complex sentence structures. The students’ ability to generate sentences were found to have improved, while their competence in using grammatical elements accurately within sentences did not see great improvement. This implies that overseas language training was not effective for aiding the development of one’s grammatical accuracy of a foreign language over a 15-week period for the students.

In South Korea, many senior high school English teachers consider Korean as a helpful medium of instruction for their subject, although many also feel that they need to develop students’ practical command of spoken English, and, therefore, they also see the need to use English as a medium for teaching. This article provides an account of an exploratory study of how Korean, the students’ first language (L1), and English, a foreign language (L2), are used as communication and pedagogic resources in English lessons taught by an experienced teacher. We will focus on the ways in which the two languages are used to manage classroom interactions and to facilitate teaching and learning activities. Drawing on concepts and analytic frameworks from the fields of formative assessment, code-switching/translanguaging and classroom discourse analysis, this paper aims at making a contribution to the renewed debate on the use of L1 in L2 learning and teaching.

Communicative language teaching with its stress on meaning rather than form, employment of task-based instruction and “real-life” situations in the language classroom is often viewed in sharp contrast to traditional approaches to language teaching that employ the “presentation – practice – production” format and stress formal accuracy. Despite criticisms, traditional pedagogical practices in teaching foreign languages exhibit remarkable tenacity which is partially due to the learners’ preferences for the traditional methods of language instruction. This paper suggests that socio-linguistic surroundings in which language learning takes place is an important factor to consider when determining the choice for the classroom procedure. An empirical analysis of learners’ preferences for classroom activities was carried out in this research in an attempt to find a way to reduce a gap between the two pedagogical paradigms. Though the present study was conducted among the learners of the Russian language there are no obstacles to viewing discussion and findings presented in this article in a wider context of language learning and teaching.

본 논문에서는 한국어 쓰기 교육을 위한 교육용 게임으로서 text-to-scene 모델을 제안한다. 사용자 입력 문장에 대해 즉각적인 피드백을 제공하기 위해서, 제안하는 text-to-scene 모델은 사용자 입력 문장의 의미구조를 분석하여 장면을 자동으로 생성한다. 사용자가 문장을 교정하면서 자연스럽게 한국어 쓰기 능력이 향상될 수 있도록, 제안하는 text-to-scene 모델은 정답 장면과 사용자 입력 문 장에 대한 장면을 함께 제공하므로, 사용자는 입력 문장의 어느 부분이 잘못되었는지 쉽게 파악하 고 문장을 수정할 수 있다. 기존의 text-to-scene 연구에서 정교하게 장면을 생성하기 위해서는 필 요한 자원 구축이 어렵고 처리 과정이 매우 복잡하다는 점을 고려하여, 제안하는 text-to-scene 모 델은 외국인이 쉽게 이해할 수 있는 수준으로 장면을 단순하게 표현한다. 실험결과 격조사나 문장 요소 생략 등을 고려하여 15개의 단어를 임의로 조합하여 5개 어절 이내의 문장 1,048,576개 문장 을 만들어 실험한 결과 제안하는 모델은 한 문장당 평균 14.94ms가 소요하면서 안정적으로 장면을 생성하였다. 외국인을 대상으로 한 작문 시험 결과, 종이를 이용한 작문 결과에서는 10개 문항 중 오답 문장이 평균 4.7개 나왔는데, 제안하는 text-to-scene 모델을 이용한 작문 결과에서는 한 문장 당 평균 1.56회의 미리보기를 하고 문장을 수정하여 0.87개가 나왔다.

In this paper, we propose a text-to-scene model as one of educational games for Korean language writing education as a foreign language. In order to immediately provide feedback on user input sentences, the proposed text-to-scene model automatically generates the scene corresponding to the user input sentence by analyzing its semantic structure. For the purpose of improving the user's writing ability by correcting errors in the user input sentence, the proposed text-to-scene model provides both the scenes of the correct sentence and the scenes of the user input sentence; so that the user can easily recognize the errors in the user input sentence and correct them. Previous text-to-scene approaches have a weak point that it is difficult to construct the resources and to generate the elaborate scene. Considering that the construction cost and the processing time, the proposed text-to-scene model generates the simple scene that foreigner can easily understand. Experimental results show that the proposed text-to-scene model takes 14.94ms per sentence and produces every scene for 1,048,576 sentences, which is made by arbitrarily combining 15 words. On the paper writing test, a foreigner writes 4.7 incorrect sentences among 10 sentences; while the foreigner writes 0.87 incorrect sentences with the proposed text-to-scene model on the writing test.

Foreign language listening anxiety (FLLA), which consists of various factors influencing listening performance, has been extensively investigated in English as a foreign language (EFL) contexts. However, little attention has been given to the effects of FLLA factors in different listening proficiency levels. This paper investigated 78 English majors from a Chinese university to examine the differences between and the effects of FLLA factors on listening performance in low (n = 20) and high-proficient (n = 19) EFL listeners. The participants were required to complete a 25-item FLLA questionnaire and take a listening test. The Mann-Whitney U test revealed that the two groups were significantly different in their self-belief in listening proficiency. Sequential multiple regression analyses showed that the listening-anxiety factor was a negative predictor, and the (lack of) self-belief factor was a positive predictor, for less proficient listeners. However, the three factors (including the decoding-skills factor) had no explanatory power in the high-proficient group’s listening performance. Additionally, dissatisfaction with one’s current listening proficiency may facilitate the less proficient listeners’ performance but has a considerably detrimental impact on higher proficient listeners. Finally, pedagogical implications of FL listening anxiety and research suggestions are included.

This paper reports a study that examined the perceptions and experiences of foreign language students and teachers about sources and effects of foreign language anxiety (FLA). A preliminary investigation of the status of FLA in a Vietnamese tertiary EFL context using a sample of 419 non-English major students confirmed the existence of FLA in the research context. Sources and effects of FLA were then examined from the perspectives of 67 students and eight teachers, using interviews and autobiographies. The findings indicate that FLA mainly originated from learner-related factors. Although FLA had both positive and negative impacts, the students reported suffering from anxiety more than benefiting from it. The teachers were found to be aware of potential sources and effects of FLA, but they were not aware of the actual situation of their students. The factors that affected the impact of FLA were also identified. The study suggests that teachers should pay more attention to understanding student FLA, and that the approach to management of FLA should focus on students, and should be a dual-task approach involving minimising negative effects and optimising positive effects of FLA.