<..은는 ..이가>구문을 통해 본 한국인 영어 학습자의 문법화 특성

학위논문(석사)--서울대학교 대학원 :외국어교육과 영어교육전공,1995.Maste

Critical Linguistic Measurements of EFL Oral Proficiency by Korean Adults in Dialogic and Monologic Tasks

This study investigates the relationship between EFL Korean adult learners’ oral proficiency achievements and linguistic measurements in dialogic and monologic tasks. To determine which linguistic measurements are practically helpful for identifying L2 learners’ oral proficiency, the researcher collected speech data from 57 Korean college students in Korea and examined the linguistic features that teachers find to be relatively easily manageable. Using statistical analyses, the study found significant differences between the two tasks in terms of English oral proficiency, number of clause types, number of errors per 100 words, word type counts, type-token ratios, and number of word tokens per minute. In addition, the two highest correlations with English oral proficiency for the dialogic task were found for word type counts and number of error-free verb phrases (VPs). For the monologic task, they were number of word tokens per minute and number of error-free VPs. Considering the results, the study proposes pairs of linguistic measurements for each type of task that are more appropriate for examining the oral proficiency of English as foreign language learners in classroom settings. The results may also help testing developers for EFL speech determine more balanced weights among critical linguistic measurements

Relationships of EFL oral proficiency and analytic evaluation components for Korean adults among different tasks

This study investigates the relationships between Korean adult learners’ English as foreign language (EFL) oral proficiency and evaluation components for three types of monologic tasks based on giving opinions, describing pictures, and retelling. To determine which evaluation components are helpful practically in identifying EFL learners’ oral proficiency, the researcher collected speech data from 57 Korean college students in Korea and examined the results of a holistic scoring and an analytic scoring with four evaluation components: topic development, fluency, range, and accuracy. Using statistical analyses, the study found significant differences in terms of English oral proficiency between the opinion-giving and the retelling tasks as well as between the picture-describing and the retelling tasks. In addition, the highest achievements with respect to English oral proficiency were found in the opinion-giving task, followed by the picture-describing task and the retelling task, in that order. The highest correlations with English oral proficiency were also found in range for the opinion-giving task, accuracy for the picture-describing task, and topic development for the retelling task. Considering the results, the study proposes pairs of evaluation components for each type of task that are appropriate for examining EFL oral proficiency. The results may also help testing developers determine more balanced weights among evaluation components and task types

노년 학습자의 영어학습에 관한 경험연구 분석

In response to the growing need for research on lifelong language learning for older adults, the present study analyzes the empirical research with a focus on older adults learning English as a second/foreign language. The data comprised 28 empirical studies published during the period from 1990 to August of 2022, indexed in Web of Science and ERIC. The present analyses identified five core research themes among the collected articles: a) Older adults’ experiences and motivational constructs in learning English; b) Benefits of English learning for older adults; c) Technology support for older learners of English; d) Age-related differences in English learning; and e) Customizing English instruction for older adults. The collected articles found that older learners have strong intrinsic motivation and could benefit from the use of multimedia and AI applications. Their results also provided support for the positive effects of English learning on the emotional and social quality of life in older adults, but there was little empirical evidence that learning English later in life delays cognitive decline. More research is warranted on the effects of learner variables on English learning as well as how to accommodate the educational needs and age-related characteristics of older adults in teaching practices. Limitations and suggestions for future study are discussed. 노년 인구가 빠른 속도로 증가함에 따라 영어교육 분야에서도 평생학습의 관점에서 노년 학습자의 영어학습을 고찰할 필요가 있다. 이러한 문제의식에 기반하여 본 연구는 제2언어 또는 외국어로 영어를 배우는 노년 학습자에관한 경험연구를 분석하고 향후 연구가 필요한 주제를 탐색하였다. 자료수집은 Web of Science 및 ERIC 데이터베이스에 색인된 논문으로 1990년부터 2022년 8월까지의 기간에 출간된 논문을 대상으로 하였다. 최종 28편의경험연구가 분석대상으로 선정되었으며, 출간연도, 연구가 수행된 국가, 사용된 연구 방법, 연구주제 및 주요 결과를 분석하였다. 분석 결과, 기존 경험연구는 5개의 핵심 주제 영역으로 분류되었다. 5개의 핵심 주제는 1) 노년 학습자의 영어학습 경험 및 동기 구인, 2) 영어학습이 노년 학습자에게 미치는 긍정적 효과, 3) 노년 학습자의 교육용 테크놀로지 사용 및 효과, 4) 노년 연령이 영어학습에 미치는 영향, 5) 노년 학습자를 위한 맞춤형 영어교육 설계 및 효과를 포함하였다. 기존 경험연구의 주요 결과로서, 노년 학습자는 영어학습에 대해 높은 수준의 내재적 동기가 있고, 멀티미디어 및 AI 응용 학습 프로그램 사용의 장점을 누릴 수 있었다. 또한 영어학습이 노년 학습자의정서적, 사회적 삶의 질 향상에 긍정적 역할을 한다는 데 대한 경험적 증거가 제시되는 반면, 인지능력 저하를 지연시킨다는 데 대해서는 경험적 증거가 발견되지 않았다. 본 연구의 분석 결과를 바탕으로 향후 연구가 필요한 주제가 제안되었다. 특히 노년 학습자의 개인 변인과 영어학습과의 관련성에 관한 연구 및 노년 학습자의 교육적 요구와 연령적 특성을 반영할 수 있는 맞춤형 교육 프로그램 개발의 필요성이 제안되었다

A case study on underachievers' development in English listening and reading at Korean middle school

The main purpose of the current study is to qualitatively investigate middle school underachievers’ learning difficulty and improvement in English. The data were collected for 11 weeks from seven middle school underachievers through a survey, English diagnostic tests, individual counselling, and extracurricular lessons. The results showed a consistent tendency for the participants to improve their English proficiency across three groups (i.e., Spelling-and-sound group, Vocabulary group, Sentence group). The research provided a promising teaching model, composed of individualized and efficient extracurricular lessons, using textbooks and tests developed for mainstream students. In particular, practice activities of spelling and sound relationship were emphasized as a critical component for English development by both Spelling-and-sound group and Vocabulary group with some convincing evidence from individual counselling. Finally, the study suggested a possibility that there might be a positive correlation between underachievers’ motivation and the degree of their achievements