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Korean EFL Learners` Attitude Toward Error Correction
장종득(Jang Jong Duk) 언어과학회 2003 언어과학연구 Vol.26 No.-
Theorists in SLA have long discussed how to cope with student errors, and their opinions are different depending on their positions (Krashen 1982; Lado 1961; and Long 1996). This paper investigates how Korean EFL learners feel about error correction in their conversation classes, which may indicate a rationale for correcting student errors. A total of 819 university-level learners completed the Questionnaire measuring Attitude toward Error Correction (the QATEC). The data indicated that the learners had very positive attitudes toward error correction and that the attitude scores were significantly different between different proficiency levels. A comparison showed a noteworthy cross-cultural difference in attitudes toward error correction: both American and Colombian foreign language learners had more positive attitudes toward error correction than Korean EFL learners.
Effectiveness of Implicit/Explicit Learning in Advanced EFL Grammar Classes
Jong Duk Jang(장종득) 언어과학회 2013 언어과학연구 Vol.0 No.65
Many previous studies have demonstrated that implicit instruction is more effective than explicit instruction when teaching difficult English structures to ESL/EFL learners. The present study aimed to examine the effectiveness, with 84 Korean advanced EFL students. Data were collected and analyzed through interviews and hypotheses testing (t-tests). The results showed that explicit learning could be as effective as implicit learning, with regard to both easy rules and difficult rules. According to the t-tests, the post-test score differences between two classes (explicit and implicit) were not statistically significant. In addition, around half of the participants showed the preference for implicit and explicit learning, respectively. However, interviews with eight students revealed that the advanced learners did not care whether easy grammar rules were taught explicitly or implicitly. As far as difficult rules were concerned, they wanted to be taught not implicitly or explicitly (deductively) but inductively, unlike low proficiency level learners in a previous study, most of whom wanted to learn difficult structures explicitly.
An Experimental Study: Recasts to Alleviate Learner Anxiety
Jong Duk Jang(장종득) 언어과학회 2004 언어과학연구 Vol.29 No.-
Although much research exists investigating either foreign language anxiety or error correction in the field of foreign/second language learning, little research to date has investigated the relationship between error correction strategies such as recasts and student anxiety. This quasi-experimental study examines whether the methods of error correction influence learner anxiety. The subjects were 67 college-level EFL learners from 4 English conversation classes. The results of t-tests for independent samples provided evidence that recast is less anxiety-producing than overt explicit error correction in relation to beginning students` speaking anxiety. The results also indicate that recast is preferable when EFL teachers correct learner errors in English conversation classes.
Korean EFL Learners` Anxiety Levels and Cross-cultural Learner Differences
장종득(Jang Jong Duk) 언어과학회 2004 언어과학연구 Vol.28 No.-
Researchers in SLA have long recognized the negative effect of anxiety on language leaning. The first step in alleviating this negative effect is a detailed measurement and understanding of language student anxiety. This article examines how anxious Korean EFL learners feel in their conversation classes. A total of 819 university-level learners completed a questionnaire measuring foreign language anxiety. The participants did not show high levels of anxiety with regard to all of the four factors of foreign language anxiety (speaking anxiety, low self-confidence on foreign language ability, native speaker anxiety, and foreign language test anxiety), as well as overall anxiety. A comparison showed a noteworthy cross-cultural difference in foreign language anxiety scales: the anxiety levels of the Korean EFL learners were more similar to those of American learners of Japanese than to those of American learners of Spanish.
정지선(Ji-Sun Jung),장종득(Jong-Duk Jang) 한국영미어문학회 2017 영미어문학 Vol.- No.126
For Korean students learning English as a foreign language (EFL) with little contact with native English speakers, it can be more effective to study English by reading rather than by listening and speaking. The purpose of this study is to examine the efficacy of English lessons that utilize not only standard textbooks but also English newspapers to improve reading comprehension skills, as opposed to lessons that only use standard textbooks, and to investigate the beliefs and attitudes among EFL leaners toward English newspapers in Education (E-NIE). The ANCOVA results showed that using English newspapers in an English class had positive effects on students’ reading ability for advanced students, but not for intermediate students. According to the results of the survey in this study, students had a tendency to focus on language rather than content. Using English newspapers in a reading class had a more positive influence on the students’ motivation and interest than only using textbooks. Several implications emerged from the results.