Young Woo Cho , Yong Ju Lee , So Won Kim

DOI: Vol.15(No.4) 11-37, 2012

Previous research on focus on form (FonF) instruction has mainly been concerned with identifying effective FonF techniques. For FonF to be a more useful concept for second language (L2) teaching, however, more attention needs to be paid to the teacher`s role. To address this gap in the literature, this study investigated how L2 teachers utilize their knowledge of second language acquisition (SLA) concepts related to FonF to implement their communicative FonF instruction in text-based synchronous computer-mediated communication (SCMC). Three teachers took a graduate-level course on SLA. Then, each participated in interaction with two Korean students via Windows Live Messenger. The teachers executed their online interactive lessons and kept weekly reflective journals. Their SLA course papers, journal entries, and chatscripts were analyzed with respect to the application of their knowledge to their lessons. It was found that the application of teachers` SLA knowledge to FonF in a text-based SCMC setting was a highly dynamic process shaped largely by context, and also by personal beliefs and experience. These findings support the validity of what Ellis (1997) dubbed as cognitive and interpretive models of SLA-L2 pedagogy relationship.

focus on form, synchronous computer-mediated communication, SCMC, text-based online chat, teacher cognition

Inn Chull Choi

DOI: Vol.15(No.4) 39-60, 2012

An ever-growing demand for teaching English writing skills has been impeded by the logistic problem posed by the inherently time-consuming nature of the sophisticated process of writing assessment, whose validity and inter-rater reliability can be deteriorated by idiosyncratic human ratings. Thus, a wide variety of computer-based automatic essay scoring (AES) schemes have been developed and employed to enable language educators to cope with the issue of practicality and subjectivity in the scoring of performance tests. The first part of the present research (pilot study) is intended to probe the validity of AES-based ratings in comparison with human ratings. A comparative analysis of AES-based ratings and human ratings appears to substantiate the robustness of the AES scheme. Based on the positive results of AES, the second part of the research (main study) attempts to capitalize on quantitative analysis of corpus linguistic indices and a systematic qualitative error analysis to explore the validity of human assessment of essays collected from a writing test. The results of data analyses are provided to discuss the possibility of utilizing a corpus-based analysis in order to enhance the validity of the essay assessment process, which will lead to more effective and plausible EFL writing teaching and testing.

automatic essay scoring, corpus-based analysis, qualitative error analysis, EFL essay assessment

Hyang Sook Kim , Sung Ho Ahn

DOI: Vol.15(No.4) 61-79, 2012

This paper compares and analyzes the use of connectors, linking adverbials (LAs--therefore, however, instead) and coordinating conjunctions (CCs--and, but, or) in the editorials of Korean and American English newspapers. The purpose of the research was to see whether there are any significant differences in their use of connectors with regard to their semantic categories and their two formal types. The analyses have shown that LAs are more prevalent in K(orean)-corpora (61.7%/38.5%), while CCs are used more often (38.5%/61.5%) in A(merican)-corpora. The position-wise analyses have also shown that K-writers seem to prefer additive LAs such as also, which functions as a reinforcing linker, unlike A-writers who use and far more frequently. Furthermore, K-writers are shown to choose a relatively higher ratio of however, an emphatic adverb, and a lower ratio of but. This study claims that K-writers` such preference for expressions of emphasis and certainty is a case of L1 transfer of stylistics (or rhetoric) into English writing, and that it originates ultimately from the Korean culture of medial power distance. Its educational implications include that English connectors should be taught along with their stylistic imports, and that a curriculum-integrative instruction is needed which involves Korean and English teachers.

coordinate conjunctions, linking adverbials, connectors, position, cohesive devices, transfer of stylistics, comparative rhetoric, curriculum integration, power distance

Sang Min Lee

DOI: Vol.15(No.4) 81-102, 2012

As student vocabulary size and depth are major components of reading comprehension and correlate with speaking and writing, a large amount of interest and attention has been put on vocabulary learning both in practice and in research. The interest usually focuses on the issue: How do students acquire vocabulary and what are effective ways to teach in order for students to retain vocabulary? On the continuum of this issue, this study investigated the effects of an intentional vocabulary learning exercise supported by multimedia and networked computers. This quasiexperimental vocabulary learning activity was carried out over about three months in a Multimedia-Assisted English Learning class in a college. A quantitative data collection method was employed for the study. The target vocabulary was tested prior to the activity to assess the students` initial knowledge of the target words. During the activity, the students utilized multimedia materials for language input and interacted with each other online. A post-hoc survey and post-tests were conducted after the activity and compared with the result of the pre-test. The result of t-test confirmed the students` vocabulary growth. The survey indicated that the students benefited from multimodal language resources and active participation with regards to vocabulary learning and long-term retention. At the end of the paper, the study suggested a desirable vocabulary learning model in a networked computer environment and implications for a future design.

vocabulary, intentional learning, online, multimedia

Shin Woong Lee

DOI: Vol.15(No.4) 103-125, 2012

The primary goal of the current study was bi-fold. First it was to estimate the vocabulary size necessary for unassisted comprehension of the English and American novels that were commonly used in the literature courses at the universities in Korea. In addition, it was to measure the receptive vocabulary size of Korean university students and to see how much of a gap there was between the students` vocabulary size and the vocabulary size necessary for the comprehension of novels. A vocabulary analysis of the novels was conducted utilizing Range, one of the most comprehensive lexical analysis tools, and it was found that the receptive vocabulary size necessary for comprehending the novels ranged from 6,000 to 11,000 word families. In addition, the receptive vocabulary size of 189 English majors at two universities was measured drawing on Vocabulary Size Test (Nation & Beglar, 2007) and it was revealed that the students` average vocabulary size ranged from 6,400 to 7,400 word families, displaying a relatively large gap between their vocabulary size and the vocabulary size necessary for the comprehension of the novels.

receptive vocabulary size, literature texts

Kyoung Jin Lim

DOI: Vol.15(No.4) 127-151, 2012

This study investigated how an English intensive course based on CMC (Computer-Mediated Communication) promoted Korean high school students` English proficiency and influenced their affective factors. It was examined that if the English intensive course provided practical help to learners and teachers. Based on the three syllabi of the English intensive courses conducted over three years, the participants chose and ranked preferred activities. The preferred activities based on CMC were described in the study. In addition, it was analyzed that how the English intensive course affected participants` English proficiency as well as affective factors. To compensate for the limitation of the data, in-depth interviews with learners and teachers were conducted. The result revealed that the students` most preferred activity was a group project using CMC. It helped the students improve their English. Among the four language skills, the writing skill revealed the most advance, followed by speaking, reading and the listening. The English intensive courses contributed to improving students` self-esteem in English. It was found that the teachers who participated in the intensive course had a willingness to turn regular classes into intensive ones. With respect to these findings, some pedagogical implications were made for the development of future CMC based intensive course for Korean high school students.

intensive course, computer-mediated communication

Jue Kyoung Pae

DOI: Vol.15(No.4) 153-174, 2012

The collaborative writing process and the nature of conversation during computer-supported collaborative writing have not received much attention. This study aims to investigate how students perform collaborative writing in computer-supported writing environment. The participants of this study consisted of 24 Korean EFL college students. For collaborative writing, the students were paired based on a similar writing proficiency level. The participants were asked to write three essays on a web-based social writing platform and to talk with their peer using a synchronous computer-mediated communication program. A total of 34 transcripts of conversation between 12 pairs were collected and analyzed into a total number of 1,866 episode units. The majority of the talk was substantive talk followed by procedural talk, social talk, and then writing talk in both higher level and lower level groups. However, there were some differences in substantive talk and social talk between higher and lower level groups. The groups generally followed a common process when they worked together to produce an essay. All groups consistently took a parallel approach. The findings of this study about how student groups proceed to work collaboratively to produce a shared text may benefit writing teachers who may want to adopt collaborative writing.

computer-supported collaborative writing, writing strategy, collaborative writing process

Seo Young Yoon , Chung Hyun Lee

DOI: Vol.15(No.4) 175-200, 2012

This study investigated the impact of explicit listening instruction in blended learning on teacher preparation practices of pre-service teachers to suggest appropriate listening instruction for teacher training programs. The study was conducted for 16 weeks at a university in Seoul with 14 pre-service teachers in intermediate listening course who had practicum in the same semester. Major findings of the study are as follows. First, the participants were able to apply explicit listening instruction in their teaching practice. Second, the participants felt that explicit instruction in blended learning was beneficial in their own teaching practice. Third, 8 participants considered their teaching practice during practicum to be successful, 1 partially successful, and 4 unsuccessful. Fourth, the difficulties and problems in L2 listening lesson in teaching practice during practicum were lack of feedback and interaction, lack of knowledge and experience, lack of time, mixed level classes, lack of appropriate materials, and lack of motivation and interest. Fifth, the needs for conducting a successful L2 listening lessons were teacher training on effective teaching methods and techniques, authentic listening materials, level differentiated classes, provision of appropriate teaching environment and technology, syllabus and curriculum design, and teacher ability in TETE. Suggestions and implication using explicit listening instruction in blended learning are also provided.

L2 listening, pre-service teachers, explicit instruction, blended learning