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이몽주 한국중원언어학회 2015 언어학연구 Vol.0 No.36
This study was intended to explore EFL students’ attitudes toward the extensive reading program (guiding students to read as many books as possible) and the video education program as English learning utilities. The participants were 203 middle-school students from Seoul who took regular English class in a middle-school English library for two months, and this study was performed during two different sessions. For purposes of this study, video materials were modified and implemented. The students’ attitudes were investigated with questionnaires. Findings showed that most students were satisfied with the two education methods, indicating that the two methods had positive effects on arousing the students’ interest and motivation to learn English. Nonetheless, significant differences among students were observed in improving English reading skill, English listening skill, and English grades; however, there was no discrepancy between the extensive reading program and the video education program with respect to learning utilities. These results can be discussed in terms of their implications for the utility as an English learning method but also as effectiveness of EFL reading with some suggestions for future study.
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Preference Organization in the Use of Learners’ L1 in Pair Interaction of a Korean EFL Classroom
이몽주 한국응용언어학회 2008 응용 언어학 Vol.24 No.1
This study examines the relationship between the use of learners’ L1 and pedagogical focus in the language learning environment of an EFL classroom at the Korean high schools. The study presents the organization of self-initiated self-repair by means of the use of L1. Using the sequential analysis of conversation analysis (CA), two systematic preference organization patterns are found from the data. The first is the preference that learners commonly initiate metalinguistic repair within their L1 to deal with troubles between the learners. It is a feature that are absent in teacher-student and teacher-fronted interactions. The second recurring pattern of repair organization concerns itself with the self-initiated self-repair trajectory in the use of L1 in next turn repair sequences. The preferred option for L1 use in such a sequence is that learners often employ self-initiated self-repair, not only to compensate for their L2 deficiency, but also to maintain the flow of interaction. This is consistent with CA research showing that there is a preference in both NS-NS and advanced NNS-NNS conversations for self-initiated self-repair.
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Disagreement for Politeness in Speech Act of Korean EFL Learners
이몽주 한국중원언어학회 2013 언어학연구 Vol.0 No.27
The purpose of this study is to examine the speech act by a group of Korean EFL students at university level. In order to determine why and to what extent the production of speech act of disagreement and the patterns of politeness strategies by Korean EFL learners, in university setting, across different proficiency levels (intermediate and lower) a Discourse Completion Test (DCT) was completed by 20 Korean EFL learners who were placed at two different levels based on their scores on a TOEIC test. The DCT consists of five situations in which the subjects are expected to disagree. The selection of disagreement situations in DCT was borrowed from studies by Takahashi and Beebe (1993). The taxonomy from Muntigl and Turnbull (1998) was employed for counting and analyzing the utterances of disagreement from the responses. Results show that the lower proficiency of Korean EFL learners employ more direct way of disagreement than their immediate level of Korean EFL learners. The findings of this study provide some evidences for the relation between the learners’ level of language proficiency and frequency of disagreement.
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L1 Use on the Accomplishment of Communicative Tasks
이몽주 한국응용언어학회 2013 응용 언어학 Vol.29 No.1
This study examines L1 use by L2 learners during performing communicative tasks - focusing on fundamentally- constructive purposes of L1 use in terms of interaction maintenance - as an effective pedagogical activity in sequential interactions. The analysis is conducted on the functions of learners’ L1 use, which leads to the accomplishing of their tasks. In order to depict the best picture of L1 use in task-based sequential interactions, both quantitative and qualitative analysis are used. Quantitative analysis is applied in addressing the relationship between the amount of L1 use and task achievement, and qualitative analysis is used to gain understanding in the functional descriptions to verify and clarify L1 use. The results showed that the relationship between task achievement and L1 use is correlated strongly, irrespective of task types (F=.003, r=.635, p<.01). This study is not intended to justify learners’ L1 use in L2 classroom; rather, it seeks to investigate the ways in which a mechanism of L1 use is related to facilitate communicative processes in L2 learning contexts. It is thus hoped that the findings of this study make some contributions to an improved understanding of L1 use as well as allowing for the maintenance of the L1 and identifying L2 learners’ own beliefs about positive effect on L1 use.
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The Effect of L1 on Task-based Foreign Language Learning of Korean Learners
Mong Ju Lee(이몽주) 한국외국어교육학회 2006 Foreign languages education Vol.13 No.2
With the emergence of sociolinguistic approach in second language learning, instructors have begun to acknowledge the native language (L1) as a legitimate tool with the potential to facilitate second language (L2) learning mainly in output-based tasks. This study focuses on how the use of L1 by L2 learners affects their task achievement. Two communicative tasks were used, and tasks were carried out by 32 high school students in L2 only, or in L1 and L2 during group test sessions held on different days. Tape-recorded transcripts of learners when performing the tasks, interviews, and questionnaires were collected and analysed to investigate effect on the use of L1. The findings suggest that during performing the tasks, learners used their L1 to complete their tasks for a variety of functions. Through the L1, they explained and negotiated the task each other, or checked their understanding or compared answers to the task against their peers. To allow the learners to use of their L1 was even more effective than to urge them to use L2 only in a foreign language class using task. Further investigation indicates that, if one of goals of output-based introduction is considered as the successful completion of the task, the learners’ use of L1 may be beneficial to attain the goal when performing completely in L2 is impossible or beyond the learners’ linguistic ability.
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