Earticle

본 연구의 목적은 숙달도별 한국어 학습자가 작성한 논설문에 나타난 문법적 은유로서 명사화 표현의 사용 양상을 분석함으로써 한국어 학 습자의 발달 단계의 양상을 파악하는 데 있다. 본 연구는 혼합 연구 방 법을 통해 명사화 표현의 빈도를 산출하는 양적 연구와 명사화 표현의 의미 기능(간결화, 객관화, 응집화)에 따라 학습자의 글을 살피는 질적 연구를 병행하였다. 그 결과, 명사화 표현의 빈도는 ‘초급 < 중급 < 고 급’ 학습자 순으로 높아졌으며 의미 기능도 숙달도가 높은 학습자가 대체로 능숙하게 사용하였다. 그러나 일부 고급 학습자는 명사화 표현 의 의미 기능을 능숙히 사용하지 못하여 의미 기능 중심의 교육이 필 요함을 확인하였다. 또한 문법적 은유와 희미한 은유가 학습자의 언어 발달 단계를 확인하는 하나의 텍스트 평가 도구로 활용될 수 있음을 확인하였다.

This study aims to identify KFL learners’ language development by analyzing the use of nominalization as grammatical metaphor. Both quantitative and qualitative methods were used to examine 45 essays written by KFL learners. The results showed that the frequency of nominalization increased in the order of learners’ proficiency levels. The semantic functions were generally mastered by learners with high proficiency. However, some advanced learners were still unskilled in using the functions, suggesting the need for semantic-function-focused instruction. Furthermore, grammatical metaphor and faded metaphor can be used as a textual evaluation tool to identify KFL learners’ language development.

민속놀이는 일상 노동 활동을 바탕으로 노동자들이 만든 종류의 게임으로, 해당 활동을 모방하는 형태로 이루어진다. 민속놀이는 어린이들을 위한 게임뿐만 아니라 독특한 베트남 국가 문화를 포함하고 있다. 민속놀이는 어린이들의 영혼에 날개를 달아주는 것뿐만 아니라, 어린이들의 사고, 창의력, 능동성을 발전시키며, 우정, 가족의 애정, 조국, 나라에 대한 이해를 돕고 어린이의 언어 발달을 촉진한다. 세계화의 맥락에서 민속놀이를 통해 미취학 아동의언어를 통해 국가 문화 정체성을 보존하고 국가 정체성을 촉진하는 것은 현재 사회 발전에있어 필요하고 적시된 일이다. 이 학술 발표를 수행하기 위해 사용된 연구 방법에는 이론적분석 및 종합 방법; 분류 방법 및 이론적 시스템이 포함되어 있다.

Folk games are the type of game created by working people based on daily labor activities, in the form of simulating those activities. Folk games are not only games for children, but they also contain unique Vietnamese national culture. Folk games not only lift wings for children's souls, help children develop thinking, creativity and ingenuity, but also help them understand friendship, love of family, homeland, country and help children develop speech. In the context of globalization, preserving national cultural identity and promoting national identity through the language of preschool children through folk games is necessary and timely for the development of society in the current period. To carry out this scientific presentation, the research methods used include Theoretical analysis and synthesis methods; Classification methods and theoretical systems.

Objective To investigate the usefulness of the communication domain in the Korean version of Ages and Stages Questionnaire (K-ASQ), and short form of the Korean version of MacArthur-Bates Communicative Development Inventories (M-B CDI-K), as screening tests for language developmental delay. Methods Data was collected between April 2010 and December 2013, from children who visited either the Department of Physical Medicine and Rehabilitation or the Developmental Delay Clinic, presenting with language development delay as their chief complaint. All the children took the short form of M-B CDI-K and K-ASQ as screening tests, and received diagnostic language assessments including Sequenced Language Scale for Infants (SELSI) or Preschool Receptive-Expressive Language Scale (PRES).Results A total of 206 children, mean age 29.7 months, were enrolled. The final diagnoses were developmental language disorder, global developmental delay, autism spectrum disorder, cerebral palsy, etc. The M-B CDI-K short form and the communication domain of the K-ASQ had 95.9% and 76.7% sensitivity, and 82.4% and 85.3% specificity, with regards to diagnostic language assessments. The M-B CDI-K short form showed higher negative predictive value and better accuracy than the communication domain of the K-ASQ. Conclusion The screening ability of K-ASQ was not sufficient for children with language development delay, and the M-B CDI-K short form should be implemented for additional screening.

Objective To compare the relationship of the Bayley Scales of Infant and Toddler Development 3rd Edition (K-BSID-III) language score and the Sequenced Language Scale for Infant (SELSI) score and evaluate the sensitivity and specificity of K-BSID-III language score and optimal cutoff value with receiver operator characteristic (ROC) curve analysis in infants and toddlers with delayed language development. Methods A total of 104 children with suspected language developmental delay were included in this retrospective study. Subjects were tested using the K-BSID-III and SELSI and subdivided into several groups according to the severity of language scores. ROC curve analysis was performed to assess K-BSID-III for delayed language development. Results Receptive and expressive language subscales of the K-BSID-III showed markedly significant correlation with the SELSI scores (p<0.001). ROC analysis showed an area under the curve of 0.877 (p<0.001) in SELSI receptive score and 0.935 (p<0.001) in SELSI expressive score. The optimal cutoff value where sensitivity of 85% and specificity of 81% were achieved with the K-BSID-III receptive score was 1.50 (between average and low average) in the SELSI receptive score. The optimal cutoff value where sensitivity of 96% and specificity of 82% were achieved with the K-BSID-III expressive score was also 1.50 in the SELSI expressive score. Conclusion In this study, the correlations between K-BSID-III and SELSI language scores were statistically significant. However, the interpretation should be considered carefully in low average group due to tendency of underestimation of delayed language development.

This paper examines the language development of dative alternation in English, double object (DO) dative and prepositional object (PO) dative. It has been reported (cf. Gropen et al. (1989)) that children or speakers with insufficient linguistic knowledge tend to make errors in or over-generate dative alternation. Pinker (1989) took a semantics- based approach to the acquisition of argument structure proposing the broad-range rule and the narrow range verb classes. This paper takes an alternative syntax/UG-based approach to the issue at hand, arguing that the functional category Applicative plays an indispensible role in introducing a DO dative, thus attributing the use of the latter to the development of the former. We further argue that the development of the functional category Appl(icative) emerges from statistical learning of verb classes while children experience syntactic distributions of verbs in English.

The present study compares the effects of two types of instruction on text comprehension and the learning of the form, meaning, and grammar of English nouns and verbs in a text: affective input enhancement (Affective IE), which enhances the affective processing of the topic of a second language (L2) text before it is read, without focusing on the linguistic aspects of the text (n = 40); and conceptual input enhancement (Conceptual IE), which enhances the conceptual processing of content words in an L2 text before it is read (n = 43). The results showed that (1) the Affective IE group evaluated the text topic more positively than the Conceptual IE group, (2) the Affective IE group outperformed the Conceptual IE group in the free-recall task as an index of text comprehension, (3) the Conceptual IE group outperformed the Affective IE group in the learning of the meaning of nouns in the text, and (4) the Affective IE and Conceptual IE groups were equally effective in facilitating the learning of the noun forms and the form, meaning, and grammar of verbs in the text. These findings suggest that Affective IE facilitates text comprehension and L2 learning.

The purpose of this study is to explore one bilingual person’s language development in relation to the changing environments in which she has lived. Bronfenbrenner's (1977, 1979, 1992) bioecological model provided insight as a theoretical framework in that the model emphasizes active interactions and strong interconnectedness between the individual and her surrounding environments, as well as interactions among environments (micro, meso, exo, and macrosystem). As a main data source, a two and half hour semi-structured interview was conducted with the participant, who is a Korean-English bilingual pursuing a graduate degree at an American university. The analysis of the interview data revealed that 1) the participant's developing characteristics (e.g., outgoing personality, age of language learning), 2) the changing environments (e.g., parents’ belief and philosophy, home residential location), and 3) the interactions between the participant and her environments (e.g., the participant’s intrinsic motivation and the mother’s philosophy) and interactions between inner and outer environments (e.g., school system and national educational policy) played out for the participant's reach on the current language development in Korean and English.

This study investigates the effects of a four-week study abroad teacher training program for Korean teachers of English for their language development. To assess linguistic development, pretest and posttest listening, reading, grammar, speaking, and writing were assessed. The participants completed self-assessment questionnaires that asked them to assess the extent to which their language had improved after the program. The participants’ daily journal entries were collected and some of the participants were interviewed to examine their perceptions of their language development. The pretest and posttest scores were compared with a MANOVA and follow-up ANOVA tests. The results showed that, except for their reading scores, their skills had significantly improved. On the selfassessment questionnaire, most participants considered a few items as improved after the program, and a few believed that their listening and speaking skills had declined after they experienced communicative failures during the study abroad. This study provides significant insight into the implementation of English teacher training programs, how they can be improved, and their extension to other types of foreign language teachers.

This study was an investigation of the effect of English as a Foreign Language at Elementary Schools (EFLES) in Japan on students’ later English language learning in junior high school. The participants were a total of 2,000 public junior high school students in grades 7, 8, and 9 (about 220-260 students in each grade for a three-year research period). The participants received from 10-90 hours of EFLES in grades 5 and 6 of local public elementary schools. The amount of EFLES implementation basically increased every year. The research question was: To what degree does EFLES affect the students’ future English skill development in vocabulary and grammar, reading, and listening measured by standardized tests administered respectively in grades 7, 8, and 9? The positive effect of EFLES was observed in the grade 7 students who had received 90 hours of EFLES classes since grade 4. An advantage was shown in higher English test scores for vocabulary and grammar, reading, and listening, though it did not reach a statistically significant level. In speaking tests conducted in grade 8, students’ scores improved each year to a statistically significant level with large effect sizes (d = 1.23, d = .80 for story-telling test).

이 연구의 목적은 제 2언어 초등 영어 학습자들이 짝을 이루어 문학 작품을 함께 읽고 토론하는 동안, 텍스트의 의미이해를 위해 그들이 어떠한 과정을 통하여 상대방과 협상을 시도하고 어떠한 과정을 통하여 정보를 교환하는가를 조사해 보는 것이었다. 영어 학습자들의 언어사용을 더욱 자세히 조사해보기 위해서, 다음과 같은 연구 문제가 논의되었다: 서로 연령 차이가 있는 짝과의 문학 책 함께 읽기 활동이 제2 언어 발달에 어떠한 영향을 주는가? 이 분석을 위한 자료로서는 (a) 문학연구활동기간동안의 비디오 녹음된 자료의 카탈로그와 그의 전사, (b) 관찰일지, (c) 공식적인 면담이 이용되었다. 이러한 자료들로부터의 분석결과에서 초등영어 학습자들은 파트너와 텍스트의 의미이해를 위한 상호교류에서 영어발달을 위한 실질적이고 유의미한 기회를 접하게 되었을 뿐만 아니라, 그 상호 교류의 장을 통하여 그들의 읽기 능력과 쓰기 능력의 발달을 증진시키는 데도 큰 역할을 하고 있음이 나타났다.

Following the postmethod pedagogy, the spotlight has turned to language teachers, and how their beliefs, experiences, and knowledge have been valued, because it is the teacher who knows both her learners and her classroom contexts best, and can also fulfill the postmethod promises. However, how can the field of language teaching cultivate language teachers who can have their own contextualized praxis? As such, the present study aims at taking deeper steps into the critical teacher education territory. The present researchers firmly believe that critical language teacher education is increasingly important to the success of individual language teachers. Therefore, as a possible contribution to the field of TESOL, this study may provide some insights into the preparation of much-needed critical language teachers by providing them with various types of opportunities informed by a Freirean critical pedagogy perspective.

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.

본 논문에서는 코딩 초보자를 위한 C 언어 기반 코딩 교육용 게임을 제안한다. 제안하는 코딩 교 육용 게임은 다음과 같은 특징이 있다. 첫째, 제안하는 코딩 교육용 게임은 학습자가 코딩 학습 후 복잡한 시스템도 개발할 수 있도록, C 언어를 바탕으로 코딩 교육을 진행한다. 즉, 제안하는 코딩 교육용 게임은 C 언어의 기본이 되는 변수와 상수, 기본 자료형과 연산자, 조건문, 반복문, 함수, 배열을 바탕으로 총 6개의 스테이지로 구성한다. 둘째, 제안하는 C 언어 기반 코딩 교육용 게임은 C 언어에 대한 기본지식이 없이도 학습자가 게임 진행이 가능하도록, 설명과 힌트를 친절 하게 제공한다. 제출한 코드가 틀린 경우 학습자는 코드를 여러 번 다시 제출할 수 있는데, 실험 결과 총 6개의 스테이지에 대해 PC 환경에서 학습자는 평균 5.7회 제출을 시도하였고, 최종적으 로 스테이지를 클리어한 비율이 평균 84.9%이다. 셋째, 제안하는 코딩 교육용 게임은 다양한 환 경에서 사용할 수 있도록, 웹기반 게임으로 개발하였다. PC 환경과 모바일 환경에서 학습자가 어 떻게 다르게 상호작용하는지를 실험하였는데, 학습자는 모바일 버전에 비해 PC 버전을 더 사용하 기 편하게 느껴서, 코드를 수정해서 제출도 많이 하지만 작성시간은 오히려 더 짧게 나타났다.

In this paper, we propose a C language-based coding educational game for beginners. The proposed coding educational game has the following characteristics. First, the proposed coding educational game is designed on the C language, in order to lead a learner to be able to develop a complex system later. The game consists of 6 stages representing the basis of C language: variables and constants, basic data types and operators, conditional statements, loop statements, functions, and arrays. Second, the proposed coding educational game kindly provides descriptions and hints, so that the learner can play the game without knowledge about C language. Experimental results, show that the learner clears the stage by 85.4% in the PC environment, after the learner tries to submit 5.7 times on average per stage, because the learner can resubmit the code when the submitted code is wrong. Third, the proposed coding educational game was designed as the Web-based game for the learners in various environments. Describing how the learners interact differently in PC environment and mobile environment, experimental results show that the learner feels more comfortable to use PC version than mobile version.

Examining the experiences of seven preservice teachers enrolled in a materials development class, this qualitative case study aimed to explore the way their participation in the materials development process was connected not only to their increased knowledge of and skills in materials development but also to their self-perceived confidence as prospective teachers, contributing to their professional development. The data were collected from multiple reflection papers and were analyzed qualitatively. The findings demonstrated that the materials development class offered the preservice teachers an opportunity to gain insight into the importance of materials in language education and of teachers being knowledgeable and skilled in materials design and development. They also came to a new realization that teachers were active agents who could take initiatives in adapting and developing materials, rather than passive users following the prescribed textbooks. The materials development class further taught them the need to prioritize the goal of promoting successful language learning when developing materials and to take a critical approach in order to counteract any biased cultural representations and their negative consequences on students’ worldviews. Gaining confidence, the preservice teachers spoke highly of their experiential learning in the class as they thought the experience prepared them to become more competent teachers.

This study aimed at investigating the effects of Task-Supported Language Instruction (TSLI) and two oral corrective feedbacks i.e., situated recast (SR) and negotiated feedback (NF) on the learners’ development of grammatical features: be-passive voice. We utilized a quasi-experimental design on four intact-class encompassing 127 third-semester EFL learners assigned to one control group and three experimental groups. A mixed-design repeated measure analysis of variance (RM-ANOVA) was applied to gauge the development of both individuals within the groups and the comparisons between groups. The finding reveals that there is no significant development between pre and post-test depicted in the control group. By contrast, there is a significant development from pre to post-test in the experimental groups in which TSLI + NF has the largest effect sizes of TSLI + SR as well as TSLI-only group. Furthermore, TSLI + SR and TSLI + NF provided a longer-term effect than TSLI group on both tests explicated in the delayed test. We interpret these findings as showing that a dynamic explicit-implicit oral corrective feedback embedded in the explicit instruction provide more potent than those task only and control group on the learners’ development of be-passive voice.