(The) effectiveness of foreign aid on economic growth and corruption levels in Sub-Saharan Africa

Okorie, Marcel Hankuk University of Foreign Studies. Graduate Sch 2017 국내석사

The Effectiveness of Foreign Aid on Economic Growth and Corruption Levels in Sub-Saharan Africa This study examines the effectiveness of foreign aid in promoting economic growth and reducing poverty in the Sub-Saharan Africa sub-region. The study also looks at the relationship between corruption and foreign aid in the region. Using a relatively recent data compared to other foreign aid studies, the study set out to test the hypothesis that there is a significant negative relationship between foreign aid and economic growth and also that there is a significant positive relationship between foreign aid and corruption levels in the region. The data for the study was sourced from World Bank Development Indicator and Transparency International’s Corruption Perception Index. 16 Sub-Saharan African countries were carefully selected for the study. The range of data used was from the year 2000 to 2014. Regression analysis method was employed. The result shows that at a significant level of 0.035, there is a significant negative relationship of -0.151 between GDP growth and ODA confirming the first hypothesis. Also, at significant level of 0.000, there is also a significant positive relationship of 0.079 between ODA and corruption levels confirming the second hypothesis. The result confirms that foreign aid has a negative impact on economic growth on the Sub-Saharan African continent and foreign aid also leads to increased corruption levels in the sub-region. Some ways through which foreign aid impedes on economic growth in the region was identified as well as the ulterior motives behind the continuous disbursement of foreign aid. The study has implication on sub-Saharan Africa championing an indigenous development model devoid of foreign reliance and interference. 사하라 이남 아프리카 지역의 경제발전 및 부패에 미치는 해외원조의 효율성 분석 본 연구는 사하라 이남 아프리카 지역의 경제 성장 촉진 및 빈곤 감소를 목적으로 한 대외 원조의 효과성에 대해 제시하였다. 또한 이 연구는 지역 내 부패 그리고 대외 원조 간 관계에 대해서도 살펴보고 있다. 본 연구는 대외 원조 연구 사례 등 타 선행 연구와 달리 상대적으로 최신 데이터를 사용하였으며, 이 연구에서는 사하라 이남 아프리카 지역 내 대외 원조와 경제 성장은 반비례하고 지역 내 대외 원조와 부패 레벨이 비례하는 가설을 설정하였다. 본 연구를 하기 위하여 세계은행 개발지수(World Bank Development Indicator)와 국제 투명성 기구의 부패 인식 지수(Transparency International’s Corruption Perception Index)에서 데이터들을 표본 추출하였다. 사하라 이남 아프리카 지역 16개 국가들을 연구 대상으로 선정하였고, 2000년부터 2014년까지로 14년 간 수집된 데이터를 사용하였다. 추출한 데이터들을 표본으로 회귀 분석법을 통하여 나타내어진 결과는 0.035의 유의 수준으로, GDP 성장과 공적 개발원조 (ODA) 간 관계가 0.151 정도의 지수로 반비례 하다는 것을 첫 번째 가설에서 확인할 수 있었고, 두 번째 가설에서는 0.00의 유의 수준과 함께 공적 개발원조와 부패 지수 간 관계가 0.079로 비례한다는 것을 확인할 수 있었다. 결과적으로 대외 원조는 사하라 이남 아프리카 지역의 경제 성장에 부정적 영향을 끼치고 있으며, 또한 대외 원조가 지역 내 부패 지수를 증가시킨다는 것도 확인되었다. 이 지역의 경제 성장에 대외 원조가 방해하는 몇 가지 방법을 대외 원조의 지속적인 지출 뒤 숨은 동기와 함께 확인할 수 있었다. 본 연구는 사하라 이남 아프리카 지역이 해외 의존과 간섭 없이 지역 특유의 개발 모델을 고수하고 있다는 것을 보여주고 있다.

Effects of output-based tasks on vocabulary acquisition : regarding the role of task-induced involvement load

Choi, Yoo Jin Hankuk University of Foreign Studies. Graduate Sch 2014 국내석사

(The)Impact of Online Peer Feedback on Learning English Pronunciation in an Online Environment at University Level

Kim, Sang Mi HANKUK UNIVERSITY OF FOREIGN STUDIES. GRADUATE SCH 2015 국내석사

The Impact of Online Peer Feedback on Learning English Pronunciation in an Online Environment at University Level Teaching and learning pronunciation have become one of the significant speaking skills for the purpose of communication since the advent of Communicative Language Teaching (CLT). However, in pronunciation classes, there seems to be insufficient practice and interaction due to limitations in class time as well as the large number of students per class. Using an online environment and peer feedback can be an alternative to overcome these difficulties. Therefore, some studies on online peer feedback need to be conducted to use it effectively in online pronunciation classes. The purposes of this study are; 1) to explore the patterns of peer feedback in an online English pronunciation class, in terms of segmental and suprasegmental features; 2) to identify the patterns of corrective peer feedback used; 3) to examine reflections on peer feedback for learning English pronunciation; 4) to explore the difficulties and the helpfulness of using peer feedback; and 5) to investigate students’ perspectives on learning English pronunciation using online peer feedback. This study was carried out in an online pronunciation class at A University for 16 weeks. 71 students including 15 focus students at an intermediate level of English proficiency according to the pronunciation diagnostic test participated in this study. Qualitative data along with quantitative data were gathered to collect appropriate data. The students were required to watch an online lecture, upload a voice recording to the class BBS after repeated practice, and give peer feedback. Data from the qualitative methods were analyzed and presented descriptively, and the quantitative data were analyzed using statistics. The major findings of the study are as follows. First, the students produced more peer feedback on suprasegmental features than segmental features. Second, they tended to provide more indirect feedback. Third, they incorporated more peer feedback on segmental features than on suprasegmental features. Fourth, they considered finding problem areas to be the most difficult, and comparing their recording to group members was the most helpful aspect. Fifth, the perspectives on the use of online peer feedback were generally positive. Finally, the perspectives on giving and receiving peer feedback were also positive. Based on the findings, suggestions and implications are proposed. First, additional tasks or activities using authentic materials should be provided. Second, it is important to emphasize to students the significance of providing quality comments. Third, various tasks and activities are needed for students to improve their pronunciation skills. Fourth, timely teacher feedback should be provided to students. Fifth, reorganizing group members could help students to maintain their motivation and interest. Finally, proper training on using online peer feedback should be given to students. 대학생의 온라인 영어발음 학습에서 온라인 동료 피드백이 미치는 영향 의사소통 중심 교수법의 등장으로 인해 영어 말하기의 중요성이 부각되면서 영어 발음의 교수와 학습의 중요성이 대두되고 있지만 발음 수업은 수업 시간의 제한과 많은 학생 수로 인해 상호작용과 연습의 부족이라는 문제점에 직면했다. 따라서 영어 발음 학습에서 온라인 수업과 동료 피드백의 활용은 이러한 문제점들을 극복하고 학습자에게 충분한 학습 내용의 노출, 반복적인 발음 연습, 그리고 상호작용을 할 수 있는 시간과 기회를 줄 수 있는 대안으로 여겨지고 있다. 그러므로 온라인 영어 발음 수업에서 동료 피드백의 사용을 조사하기 위해 온라인 동료 피드백에 대한 연구의 필요성이 제기되었다. 이 연구의 목적은 온라인 영어 발음 수업에서 한국 대학생의 동료 피드백 양상과 영향을 알아보는 것이다. 더불어 동료 피드백과 영어 발음 수업에 대한 학습자의 인식을 알아본 후, 온라인 영어 발음 수업에서 더욱 효과적이고 효율적으로 동료 피드백을 사용할 수 있는 방안을 제시하고자 한다. 본 연구의 연구대상은 한국의 대학에 재학 중인 71명의 학생들이다. 적절한 자료의 제시를 위해 세 개의 그룹이 선정되었다.질적 연구 자료는 학습 게시판을 통한 온라인 수업 관찰, 음성 녹음, 학습 저널, 그리고 인터뷰를 통해 얻었으며, 양적 연구 자료는 설문조사를 통해 수집되었다. 연구에 참가한 학생들은 한 학기 동안 온라인 영어발음 수업을 수강하였다. 학생들은 온라인 강의를 보고 난 후 발음을 녹음한 음성 파일을 그룹 게시판에 게시하였고, 그에 대해 동료 피드백을 주고 받았다. 질적 방법으로 모은 자료는 기술적으로 분석되고 제시되었으며, 양적 방법으로 얻은 자료는 통계를 활용하여 분석되었다. 본 연구의 결과는 다음과 같다. 첫째, 학습자들은 분절음보다 초분절음에 더 많은 피드백을 주었다. 둘째, 학습자들은 우회적이고 간접적인 피드백을 주는 경향이 있었다. 셋째, 학습자들은 초분절음보다는 분절음을 더 많이 수정하고 반영하였다. 넷째, 학습자들은 동료의 녹음에서 오류가 있는 부분을 찾는 것을 가장 어려워했고, 동료의 녹음과 자신의 녹음을 비교할 수 있었던 점을 도움이 되었다고 생각했다. 다섯째, 온라인 영어 발음 수업에서 동료 피드백의 활용에 대한 학습자 인식은 흥미도, 유용도, 만족도, 그리고 효과성에서 긍정적이었다. 여섯째, 동료 피드백은 주고 받는 것에 대한 학습자의 인식은 유용도, 난이도, 흥미도, 동기부여, 그리고 향상도의 전 영역에서 전반적으로 긍정적이었다. 이와 같은 연구 결과를 바탕으로 동료 피드백을 온라인 영어 발음 수업에서 더욱 효과적으로 사용할 수 있는 방안들이 제시되었다. 첫째, 학생들이 초분절음에 대한 정보를 얻는 것에 도움을 줄 수 있도록 실제적인 자료를 활용한 추가적인 수업 활동이 제공되어야 한다. 둘째, 학생들에게 동료의 감정을 고려하는 것 뿐만 아니라 충분한 양의 피드백을 주는 것 또한 중요하다는 것을 강조해야 한다. 셋째, 학생들이 발음 능력을 향상시킬 수 있도록 동료 피드백 활동과 함께 다양한 과제와 활동 등이 병행되어야 한다. 넷째, 시기적절한 교사 피드백이 학생들에게 제공되어야 한다. 다섯째, 학생들이 양질의 동료 피드백을 제공하고 그들의 동기와 흥미를 유지시키기 위해 그룹 구성원을 무작위로 구성해야 한다. 마지막으로 온라인 환경에서 동료 피드백을 효과적으로 활용할 수 있도록 적절한 훈련이 학생들에게 주어져야 한다.

Native and nonnative English speaking teachers’ feedback on Korean college students’ English writing : teachers’ beliefs and practices, and students’ incorporation

Penn, Seo Hyun Hankuk University of Foreign Studies. Graduate Sch 2018 국내박사

This study investigated how teachers give feedback to Korean EFL student writing and how feedback influences students' revision. This research attempted to fill gaps in the literature by examining teacher feedback in six aspects: (1) what EFL teachers believe regarding teaching writing and giving feedback, (2) teachers’ feedback lengths, types and frequencies, (3) effects of teacher feedback on student revision, (4) students’ reasons for incorporating and ignoring teacher feedback, (5) student perception about teacher feedback and (6) the effects on students’ improved writing and grammar proficiency. This study collected data from 74 English teachers (38 NESTs and 36 NNESTs) to examine their teaching methods of writing, feedback beliefs and their self-reported feedback practice. Ten focus group teachers were chosen to investigate their feedback practice in the language classroom. To explore the effects of teacher feedback, the total of 121 student participants participated in the study. They were divided into four groups: three treatment groups (NEST group, NNEST group and both feedback group) and a control group. The findings indicated that both groups of teachers considered teaching English writing and giving feedback to EFL students an integral part of students’ writing and linguistic development. NESTs and NNESTs demonstrated comparable ways of giving feedback to student writing: eighty-eight percent of their feedback was corrective feedback while 12% consisted of teacher commentaries. While teachers were cautious in giving content feedback avoiding teacher appropriation, they marked every error they saw on their students’ writing. These teachers preferred to use direct corrective feedback (99%) than indirect. They also gave more sentence level comments than they did discourse level comments. The most salient differences emerged from the amounts of feedback they gave and the time spent on student writing. The findings of student incorporation and survey responses indicated that students appreciate teacher feedback and tried to incorporate teacher feedback into their revision as best they could. The students were able to incorporate corrective feedback in a higher degree (93%) than teacher commentaries (66%). When the students’ incorporation rates were compared, students were able to incorporate NEST feedback with higher degrees. The current research did not confirm the results from previous studies, of which, had said that the degree of revision was affected by the forms of the feedback. Rather the specificity of the feedback determined the success of the incorporation. While types of feedback were given interrogatively, declaratively and imperatively, the students’ incorporation rates varied. Another finding of the study is that Korean college students made the most frequent errors in the order of sentence structure, word choice, punctuation, articles, singular/plural, word form and pronouns. These are the areas in which Korean students need pedagogical help; especially from their English writing teachers to communicate more efficiently in writing. The current study results are encouraging for both NESTs and NNESTs. While researching the influence of teacher feedback, the treatment groups improved across the board based on the quantitative analysis of students’ pre- and post-tests results. Three treatment group students showed significant improvement of English writing proficiency and grammar accuracy (ps < .05) over the control group. The findings of this study confirmed the possible link between teacher feedback and student revision. Further, this study found that treatment group students showed preference toward certain types of feedback for what they were, not because it was given by an NEST or NNEST. In addition, the teacher’s status as native or nonnative did not have a significant affect between the two treatment groups. The current research evidenced that studying student errors through writing and rewriting exercises could benefit these EFL students in a way that promotes students’ linguistic awareness for English development. The results indicate that writing essays, receiving feedback and incorporating feedback are, in themselves, more important than is the status of the teacher whose feedback the students receive. Based on the results obtained in this study, various instructional insights and implications for EFL teachers were discussed in the areas of teaching and giving more effective feedback. The current study warrants the necessity of implementing teacher training for both NESTs and NNESTs. 본 연구의 목적은 원어민과 한국인 영어 교사들이 한국 대학생의 글에 어떻게 피드백을 주고, 그들의 피드백이 학생들의 글에 어떠한 영향을 미치는지를 알아보고자 하는 것이었다. 첫째 단계에서는 38명의 원어민 영어교사와 36명의 한국인 영어교사가 설문조사에 참여하였다. 두 번째 단계에서는 74명의 교사들 중 대학생을 가르치고 있는 교육수준과 전공이 일치하는 원어민과 한국인 교사들을 각 5명씩 선별하여, 실험 집단에 속하는 71명의 한국 대학생 영어 학습자들에게 피드백을 주도록 했다. 총 121명의 한국 대학교 1학년 영어 학습자들을 세 그룹으로 나누어 (원어민 교사로부터 피드백을 받은 그룹, 한국인 교사로부터 피드백 받은 그룹, 통제 그룹) 쓰기와 문법 선시험과 후시험에서의 변화, 그리고 그들의 이 두 교사들에 대한 인식을 살펴보았다. 위의 양적, 질적 자료 분석 결과, 첫째, 원어민 교사와 한국인 교사 모두 영어 쓰기를 한국인 학생들에게 가르치는 것과 학생들의 글에 피드백을 주는 것이 한국인 학생들의 쓰기와 문법 더 나아가 언어실력 향상에 필수적인 요소임을 인식하고 있다는 것을 발견했다. 본 연구에서 대부분의 교사들은 국적에 상관없이 모두 피드백에 대해 긍정적인 효과를 인식하고 이를 중요한 교육적인 전략으로 간주하고 있었다. 또한 세 명의 상중하 레벨의 학생들의 글에 준 피드백에도 나타났듯이 두 집단의 교사들 모두 피드백에 대한 유사한 개념을 가지고 있었는데, 두 집단의 교사들의 피드백은 내용에 대한 피드백보다는 문법에 대한 피드백이 주류를 이루고 있음을 발견하였다. 한편, 원어민과 한국인 교사들은 그들이 학생들의 글에 소비하는 시간에서 뚜렷한 차이를 보였으며, 원어민 교사들이 한국인 교사들에 비해 55%나 많은 피드백을 주었다. 두 집단의 교사들이 실제 영어 수업을 받고 있는 학생들에게 준 피드백 분석 결과, 교사들은 학생들의 글의 내용(13%)보다는 문법 오류(87%)에 집중하여 피드백을 주고 있는 것으로 밝혀졌다. 또한 영어교사들은 선택적으로 피드백을 특정한 오류를 선택하여 주는 것이 아니라, 학생들의 글에서 발견한 모든 오류에 피드백을 주고 있다는 것이 발견되었다. 또 다른 시사점은 다양한 방식의 문법 오류 피드백 방식이 있음에도 불구하고 본 연구에서는 두 집단의 교사들 모두 99%의 피드백이 직접적인 오류 피드백 방식을 사용하고 있다는 결과를 보여주었다. 따라서 교사들은 직접적인 오류 피드백 방식 외에도 다른 다양한 방법의 오류 피드백 방법과 장점을 교사 연수나 세미나를 통해 재교육을 받을 필요가 있음을 본 연구가 시사한다. 학생들의 피드백 활용률 분석 결과, 학생들은 내용에 관한 피드백의 활용률은 원어민교사의 피드백의 경우 76%, 한국인 교사의 경우 61%를 보였고, 문법 오류에 대한 피드백의 경우 원어민 교사의 피드백은 94%, 한국인 교사의 피드백에는 92%의 활용률을 보였다는 것이다. 본 연구에서는 선행연구의 결과와는 달리 한국인 학생들은 의문문으로 피드백이 주어졌다고 해서 학생들의 피드백 반영률이 영향을 주지 않고 오히려 피드백이 얼마나 자세히 무엇을 해야 할지를 알려주었을 때 그 차이를 보였다. 따라서 효과적인 교사의 피드백은 일반적이고 모호한 피드백이 아니라 실제로 어떻게 수정을 해야 하는지에 대한 단서를 제공하는 피드백으로, 이러한 피드백만이 학생들의 피드백 반영률을 높인다는 것을 발견하였다. 문법 오류에 대한 피드백의 경우, 본 연구의 학생 참여자들은 선행연구에서 보고된 반영률보다 훨씬 높은 반영률을 보여주었다. 선시험, 후시험 분석 결과, 원어민 교사와 한국인 교사의 차이 없이, 교사의 피드백을 한 학기 동안 받은 학생들의 실험 집단이 통제집단보다 후시험 성적이 통계적으로 유의미한 증가를 보였다. 따라서 이 연구는 교사의 피드백의 중요성을 다시 한 번 강조하며, 한국인 교사의 피드백을 받은 학생들이 원어민 교사의 학생들에 비해 숫자상으로 훨씬 적은 양의 피드백을 받았음에도 불구하고, 통제집단에 비해 영어 쓰기와 문법 실력의 향상 면에서 통계적으로 유의미한 차이를 보였다. 이는 본 연구의 피드백을 받고, 피드백을 공부하고 이를 반영하는 쓰기 활동 차제가 학생들의 쓰기 실력과 문법지식을 증가시키는데 중요한 역할을 한다는 것을 시사한다. 본 연구의 또 다른 시사점은 쓰기 교육 과정 개발자들의 교육 개발 과정에서 참고용으로 활용 될 수 있으며, 쓰기 수업을 구상하는 교육 현장에 있는 원어민과 한국인 교사에게도 도움이 될 수 있으리라 여겨진다.

(The) effects of focus on form instruction through listening in blended learning on developing students’ grammar and listening skills

강희연 Hankuk University of Foreign Studies. Graduate Sch 2018 국내박사

Focus on form (FonF) instruction with communicative activities has received wide attention in grammar teaching and learning. The successful implementation of FonF instruction requires sufficient time for ample input and production in appropriate circumstances. Therefore, blended learning can be applied to FonF instruction. This study aims: 1) to examine the effects of FonF instruction through listening activities in blended learning on the development of grammar knowledge and listening comprehension; 2) to explore learners’ meaning negotiation patterns, types, and occurrences; 3) to investigate learners’ perspectives on FonF instruction through listening in blended learning; and 4) to develop a proper instructional model for FonF instruction in blended learning. 118 university students in Korea participated in the study and were divided into three groups, a conventional listening group as a control group (CG), a FonF instructional group (FG) and FonF instruction in blended learning group (FBG) as experimental groups. Regarding data collection, pre-, mid-, and post-tests for grammar, pre- and post-tests for listening, and questionnaires were used for quantitative research. Qualitative research included interviews, classroom observations, chat-logs during learners’ interactions, and learners’ written tasks in the study. The main findings were as follows. First, three instructions were effective for the development of learners’ grammar knowledge and listening comprehension. FBG was the most effective among the three groups, and FG did not have a greater effect than CG. Second, learners produced more form-focused LREs than meaning-focused LREs in terms of grammar, and FBG produced more correctly revised LREs than the other two groups. Finally, learners had positive perspectives on grammar learning through listening activities, FonF instruction with textual enhancement and communicative activities, and online tasks in blended learning. It is concluded that FonF instruction through listening activities in blended learning positively impacted the development of learners’ grammar knowledge and listening comprehension. Suggestions are also provided for specific FonF instruction models in blended learning.

Korea in the second half of the 19th century through travel notes of Russian explorers

Beliakova Valentina Hankuk University of Foreign Studies. Graduate Sch 2015 국내석사

Korea in the second half of the 19th century through travel notes of Russian explorers The purpose of this study is to summarize all the data of Russian pioneers of the 19th century and construct the complete picture of Korea of that time, according to the notion and experience of the Russian travelers, diplomats and scientists. This study is necessary for understanding the origins of the traditional Russian Korean Studies. The objectives of the study can be separated in three steps. Firstly, studying the sources originated in the 19 century by Russian travelers, diplomats, military, etc. Second step is researched data’s analysis and finally, compilation of the data and construction of the unified picture of Korea. Object of study is traditional Korean Studies in the Russian Empire. Subject of research - the establishment of traditional Korean Studies in the Russian Empire, traveler’s data analysis, compilation of the first impression of Korea, and the emergence of a scientific school of Korean Studies. Research Methodology includes analytical method, studying the sources and data analysis; synthetic method, connecting all the data into a coherent picture; method of classification, distribution of all received data into groups and a retrospective method, reconstructing past with received data. The sources practiced in this research will be retrieved by their type and orientation. As a great value for this thesis, there can be eyewitness accounts and memoir literature created by Russian writers. The sources of personal origin recreate the atmosphere of Korea at that time; contain the information relating to the personal aspects of life in political and public figures, their mentality, etc. Upon examination of these sources, it becomes clear that at the end of the 19th century Russian people already had an impressive complex of knowledge of Korea. The geography of Korea, society and features of culture, religion and life, agriculture and trade were studied thoroughly.

(The) Effect of Pedagogical Timing on the Acquisition of Passives as Explicit and Implicit Knowledge in Form-Focused Instruction

원미희 Hankuk University of Foreign Studies. Graduate Sch 2014 국내석사

The Effect of Pedagogical Timing on the Acquisition of Passives as Explicit and Implicit Knowledge in Form-Focused Instruction Within the domain of form-focused instruction (FFI) in second language (L2) learning, this study explores the effects of three different pedagogical timings in the instructional sequence to draw L2 learners’ attention to form (i.e., FFI provided before, during, and after learner task) on the acquisition of English passives in terms of explicit and implicit knowledge by Korean middle school English learners. The purposes of this study were (1) to investigate whether FFI contributes to the acquisition of English passives as explicit and implicit knowledge and (2) to compare the effects of three different timings of FFI on the acquisition of the target form. In order to address these two issues, this study was carried out in a co-ed middle school located in Seoul, Korea. The research period lasted 6 weeks that included two-day lessons for each group. A total of 128 Korean middle school students at the intermediate level of English proficiency took part in this study. Four intact classrooms, each consisting of 32 students, were randomly assigned to three experimental groups and a control group. Three experimental groups were each designated to three different types of FFI (i.e., Pre-task FFI, Within-task FFI, and Post-task FFI) based on different timings to provide FFI. The experimental groups received two-day lessons that included the teacher’s explicit explanation of passives with examples for 10 minutes. The participants in the experimental groups were asked to do reading activities individually without any help from the teacher or peers. The activities consisted of (1) a reading passage with the target form of passives embedded and (2) follow-up comprehension questions. On the other hand, the control group received no FFI from the teacher in two-day lessons but participated in the same activities as the students of the experimental groups did, in the same manner. Two-day lessons lasted 45 minutes each and the lessons were taught by the same teacher. Learners’ knowledge outcomes as a result of FFI were measured via a timed grammaticality judgment test (GJT) and an untimed GJT. The Timed GJT and the Untimed GJT were used to tap on learners’ implicit knowledge and explicit knowledge, respectively. Dependent variables in this study - development in implicit and explicit knowledge of passives - were operationalized respectively as the performance on a computerized Timed GJT and a paper-and-pencil Untimed GJT. Pre-tests were conducted two weeks before the research began. Immediate post-tests and delayed post-tests were conducted immediately and two weeks after the entire treatment, respectively. The main findings of this study are as follows. First, FFI contributed to greater gains of English passives both in terms of explicit and implicit knowledge in comparison to the control group that received no FFI and these gains were durable over time. Second, as to the comparative effects of three different timings of FFI on L2 knowledge, all three types of FFI facilitated learning passives in both explicit and implicit knowledge, but FFI provided while the learners performed tasks (i.e., Within-task FFI) was more effective than the other two types of FFI in promoting both explicit and implicit knowledge according to the results that revealed that Within-task FFI group outperformed Pre-task FFI and Post-task FFI groups. However, there was no statistically significant difference between Pre-task FFI and Post-task FFI. This study concludes with some important implications and suggests that FFI promotes learners’ acquisition of English passives in terms of explicit and implicit knowledge and the integrated provision of FFI during learner task can play a more effective, contributing role in facilitating the acquisition of L2 knowledge.

Dubbing Dialects in American Animations into Korean and Russian

Ergashova, Iroda Hankuk University of Foreign Studies. Graduate Sch 2017 국내석사

Dubbing Dialects in American Animations into Korean and Russian Animations, having children as their main target audience, do not only provide entertainment, but serve as a medium to transfer and reflect certain ideas and stereotypes. One of the tools exploited for such purposes is usage of dialects in the speech of characters. Numerous studies were dedicated to the topic of role of dialect in animations and to translation of those. However, these studies mainly focus on translation strategies, investigating only the macrolevel of texts. Moreover, these studies are dedicated to the mode of subtitling in translation. Based on this background, the present study provides research of not only translation strategies, but translation techniques as well. Moreover, it analyzes dubbing of animations. In addition, it is conducted on the basis of two target languages, in order to compare and contrast strategies and techniques used in each target language. For the purposes of present study animations Cars 2, Hotel Transylvania 2 and Zootopia and their respective Russian and Korean dubbings were analyzed and compared. In order to achieve the purpose of the study the following research questions were set: 1) What other translation strategies are used in translating dialects in Korean and Russian dubbing besides the ones that have already been studied? 2) What translation techniques are used in translating dialects in Korean and Russian dubbing? 3)What differences, if any, are there between Russian and Korean dubbing practice? To provide answers to these questions the research was conducted as follows. First, the peculiarities of the dialects used in the selected cartoons are analyzed to find out what kind of image was attempted to be created. Second, translation techniques used in the selected dubbings were analyzed based on the analytical model for the study of prefabricated orality introduced by Frederic Chaume and Rosio Baños-Piñero (2009). The model distinguishes four levels – phonetic and prosodic, morphological, lexical and semantic, and syntactic levels. The animations are examined on all four levels. Next, translation strategies were investigated on the basis of quantitative analyses of the techniques as well as the list of translation strategies introduced by Oh Soo Min (2004). Lastly, translation strategies and techniques in Korean dubbings were compared to those in Russian dubbings. The results of the study are as follows. First, Korean dubbings show tendency to manipulate phonetic and prosodic level the most, whereas Russian dubbings show more manipulation on the other three levels. Second, the manipulations do not differ only in variety, but in quantity as well – Korean dubbings do not use these techniques too often, whereas Russian dubbings heavily depend on the abundance of translation techniques. Third, translation strategies used in Korean and Russian translations differ as well – Korean dubbings demonstrating preference closer to standardization, whereas Russian dubbings reveal tendency to make the speech as far from the standard variety of target language as possible. Lastly, the study resulted in detecting one new strategy used for translation of dialects – translation by foreign language that is closely related to the target language. The research contributes to the study of dialect translation in animations. However, due to the insufficient amount of data, it cannot serve as a basis for generalizations. Therefore, it is necessary to verify the achieved results by bigger data and even addition of other target languages.

Self-efficacy, anxiety, and willingness to communicate in Korean middle school students’ English ability

Shim, Hyojeong Hankuk University of Foreign Studies. Graduate Sch 2014 국내석사

This study explores Korean middle school students’ affective domain in English as a foreign language. The primary goal of the current study is to find and examine the affective domain's influence on English ability. Most importantly, this study focuses on the relationship between self-efficacy, anxiety, and willingness to communicate, which has not yet been systematically investigated for Korean middle school students. For example, self-efficacy was often used as an indirect predictor of English ability so it has the limitation of considering other variables systemically. The Revised 7th Curriculum in Korea (2009) put its emphasis on improving communicative competence in English as a foreign language. Therefore, the three independent variables are clarified as predictors of affective domain of communication in English. Thus, this study clarifies an ambiguous aspect of affective domain as predictors of English ability. This study mainly employs a quantitative research method using questionnaires and a test. The current study was conducted with one group of middle school students in Seoul, Korea; of this, the data from 384 students’ was analyzed. In this study, willingness to communicate in English was measured in relation to two situations which occur most commonly between friends in Korean middle school classrooms with their friends. One is presentation and another is discussion. Overall, the students’ communication in English was very low and didn’t show normal distribution. It may not be suitable to Korean students so it is necessary to develop new scale for Korean students in the future study. These two groups didn’t have any difference on their self-efficacy, anxiety so we may assume that was because the test is National English Ability Test (NEAT) and its direction for English is more focused on presentation skill. A correlational analysis showed that self-efficacy, anxiety, and willingness to communicate have statistically significant relationships with English ability. Multiple regression analyses revealed that the model, as a whole, is statistically significant, R2 = 15.8, F (5,370) = 13.877, p < .001, and accounted for by the independent variables in the model. Communication self-efficacy (beta = .387, p < .001), sate anxiety (beta = .146, p = .025), foreign language classroom anxiety (beta = -.152, p = .004), willingness to give a presentation (beta = .196, p = .052), and students’ willingness to participate a group discussion (beta = -.205, p = .043) are significantly strong predictors of English ability. Finally, the current study’s findings are suggested. Implications and limitations of the study, and suggestions for future research were discussed.

(A) comparative study of L2 vocabulary learning through reading and reading-while-listening tasks

백신영 Hankuk University of Foreign Studies. Graduate Sch 2016 국내석사

A Comparative Study of L2 Vocabulary Learning through Reading and Reading-While-Listening Tasks In acquiring an L2 vocabulary, various factors have an influence. In particular, the input mode plays an important role in vocabulary learning. However, the research exploring the effect of input modes on vocabulary learning is still insufficient. Moreover, previous research investigating the effect of input modes has normally leaned too much on the reading input mode. This study investigated and compared L2 learners’ acquisition of vocabulary knowledge through reading-only and reading-while-listening inputs over a two-month period: form recognition, grammar recognition, and meaning recall and retention were investigated. This study also explored the differences between learning gains and retention by frequency occurrences. A total of 28 middle school students aged 14-15 years participated in the study. All participants read or read and listened to six reading texts twice. The results indicated that both input modes contribute to learning vocabularies but that the reading-while-listening mode showed greater learning gains for all knowledge dimensions than did the reading-only mode. For both modes, knowledge of form showed the greatest gains, followed by knowledge of grammar and knowledge of meaning. Two months later, in the reading mode, knowledge of form sharply declined, from 57.74% to 26.98%, and knowledge of meaning also gradually decreased from, 12.33% to 4.76%. In the reading-while-listening mode, knowledge of form and meaning was retained at 34.72% and 8.73%. The effect of frequency of occurrences (2, 4, 6, 8, 10, and 14 times) did not appear in immediate post-test or delayed post-test. There was no frequency effect for the three dimensions of vocabulary knowledge and retention. The findings of the current study support L2 vocabulary learning with different input modes, with frequent repetition of target words, suggest a more efficient approach for beginners to enhance their vocabulary knowledge. The findings lead to implication that Korean EFL teachers can develop beginner-level learners’ vocabulary knowledge through reading-while-listening input with pre-reading activity and productive activities such as brainstorming, recasting the texts, and writing sentences. 읽기와 듣고 읽기 과업을 통한 제2 어휘학습 비교연구 EFL학습자들이 제 2어휘를 습득함에 있어 다양한 변수들이 어휘학습에 영향을 미친다. 특히 듣기, 읽기, 들으면서 읽기와 같은 입력방식의 종류는 어휘 학습에 있어 중요한 역할을 하지만 어휘학습에 있어 입력방식간의 효과를 비교하는 연구는 상대적으로 적다. 또한 지금까지의 입력방식이 어휘학습에 미치는 영향을 연구한 논문들은 대부분 다독으로 인한 우연적 어휘학습이나 읽기방법에 따른 어휘학습의 학습효과를 비교하는 읽기중심의 연구에 편중되어 있다. 본 연구는 그러한 연구들의 공백을 메우고자 읽기와 듣고 읽기가 어휘학습에 미치는 효과를 비교하고 연구하기로 한다. 학습자들의 어휘지식을 측정함에 있어 기존의 의미나 형태-의미의 연결만 묻기보다 즉각적 사후시험에서는 수용적 어휘지식에 속하는 어휘의 형태, 품사, 의미를 측정하고 지연적 사후시험에서는 산출적 어휘지식까지 측정 가능한 어휘지식척도 (Vocabulary Knowledge Scale)를 사용하였다. 28명의 중학생이 실험에 참여했으며 약 2달간 실험이 진행되었다. 두 집단으로 나뉘어졌으며 각각의 집단에게(N=14) 3개의 지문은 읽게 하고 3개의 지문은 들으면서 읽게 하였다. 두 집단 모두 처지에 노출된 직후 즉각적 사후시험을 실시하였으며 2달 뒤 지연적 사후시험을 실시하였다. 본 연구를 통해 얻은 결과는 다음과 같다. 첫째 읽기, 들으며 읽기 입력방법 모두 어휘학습에 효과를 보였으나, 들으면서 읽기가 모든 어휘지식 영역에서 읽기만 한 것에 비해 높은 결과값을 나타냈다. 3가지 어휘지식은 형태, 품사, 의미의 순서로 결과값을 나타냈다. 둘째, 2달 뒤 들으며 읽기 입력방법에서는 어휘의 형태지식은 34.74%, 의미지식은 8.37% 남아 있었다. 읽기 입력방법에서는 어휘의 형태지식은 26.98%, 의미 지식은 4.76% 남아 있었다. 셋째, 어휘 제시 빈도에(2,4,6,8,10,14회) 따른 효과는 나타나지 않았으며 제시 빈도수는 3가지 어휘지식을 습득하는데 영향을 미치지 못했다. 본 연구결과는 초급 학습자들이 제2 어휘를 학습함에 있어 들으며 읽기 입력방법이 효과적임을 입증하였다. 본 연구결과에 따라 다음과 같은 점을 제언한다. 교사들은 학습자들의 어휘학습을 촉진시키기 위해 우선 친숙한 주제를 선정하고 들으며 읽기를 하기 전 브레인스토밍을 통해 학습자들의 이해를 돕고 들으며 읽기 후 단어로 문장쓰기나 문장재구성하기 같은 활동들을 하면 어휘지식의 효과적인 학습이 가능해질 것이다.