• Title, Summary, Keyword: English competence

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A study on NNS teachers' needs for the training period in improving their general and classroom communicative competence, and its relations with teacher variables (영어교사 의사소통능력 향상을 위한 연수시간 요구도와 교사변인 연구)

  • Kwon, Sun-Hee
    • English Language & Literature Teaching
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    • v.16 no.4
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    • pp.107-131
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    • 2010
  • The goals of the present study are two-fold: 1) to examine NNS teachers' needs for training period in improving their general communicative competence and classroom communicative competence, and 2) to explore the relationships of teachers' needs for the training period, and their current levels of general/classroom communicative competence and other background variables. Data was collected from seventy primary and secondary school English teachers (N=70) who participated in the six-month intensive teacher training program in South Korea. The teacher trainees responded to four questionnaires of 1) the self-diagnosis of their current levels of four language skills (L/S/R/W) in both general/classroom communicative competence, 2) the training period required to improve their general/classroom communicative competence for teaching both English and other subjects through English, 3) the period of their English teaching, and 4) the proportion of their English use in class. The data analysis has shown that there were the strong relationships between trainee needs for the training period and their teaching period, and the proportion of their English use in class. In terms of trainees' communicative competence, the significant relations of both their general/classroom communicative competence and their needs for the training period were found. Implications of the findings are discussed.

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A study on vocabulary instruction to improve English communicative competence: Focus on English verbs (의사소통 능력을 높여주는 어휘 지도에 대한 연구: 동사를 중심으로)

  • Kim, Bu-Ja
    • English Language & Literature Teaching
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    • v.12 no.1
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    • pp.131-158
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    • 2006
  • The purpose of the present study is to explore an effective way of teaching English vocabulary which is geared toward improving students' English communicative competence. This study focuses on English verbs, which may be followed by patterns according to subcategorization. Learning verbs must include learning about patterns as well as meaning in order to improve the ability to use verbs receptively and productively, or communicative competence. On the basis of the language progression proposed by Willis (2003), a teaching strategy which helps learners learn English verb patterns effectively and systematically was proposed. The effect of the teaching strategy was investigated. The subjects of the experimental group who learned English verb patterns intentionally through the teaching strategy proposed by this study significantly improved themselves in the ability to use them receptively and productively. This result shows that the teaching strategy including improvisation, recognition, rehearsal, system building, exploration and consolidation is helpful to improving communicative competence.

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Effects of English Competence, Motivation, Achievement, and Self-Confidence on Learners' Satisfaction and Effects of EMI (영어활용능력, 영어학습동기, 영어성취욕구, 영어자신감이 영어강의 만족도 및 효과인식에 미치는 영향)

  • Jin, Sung-Hee;Shin, Soo-Bong
    • Journal of Engineering Education Research
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    • v.14 no.6
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    • pp.16-23
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    • 2011
  • As a basic study on an effective operation of EMIs (English Medium Instructions) gradually expanded by social needs, the research analyses the effects of English competence, motivation, achievement, and self-confidence on learners' satisfaction and cognition of effects of EMI. Sixty-seven students (55 male and 12 female students) of the department of Civil Engineering in University A participated in the research. First, the analysis results indicate that participants evaluated their own English competence and self-confidence below average but evaluated English motivation and achievement above average. Second, participants' satisfaction with EMI was above average but they cognized its effects below average. Third, English motivation and self-confidence influenced on learners' satisfaction and cognition of effects of EMI in a meaningful way. Especially, English self-confidence influenced relatively more on the two dependent variables. Based on those result, the implications were suggested.

Bilingualism and Development of Social Competence of English Language Learners: A Review

  • Ren, Yonggang;Wyver, Shirley
    • Child Studies in Asia-Pacific Contexts
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    • v.6 no.1
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    • pp.17-29
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    • 2016
  • To help define future research direction and enhance educational service for children from Asian and Latino immigrant backgrounds, this review examines research investigating social competence with reference to host and heritage language skills. A targeted search obtained 14 peer-reviewed studies published from 1994 to 2014 focusing on children aged from birth to 12 years. Social competence is mainly measured by four dimensions: externalizing behaviours, internalizing behaviours, social skills and relationships with others. The evidence suggests that English proficiency levels are positively associated with social skills and parent-child relationships are of higher quality when parent-child heritage language difference is minimal. However the findings are mixed regarding how English levels are associated with externalizing, internalizing behaviours and relationships with others and how heritage language levels are associated with social competence. This review makes a set of recommendations for future research including assessment of participants' language proficiency with language tests and examination of emotional factors in the relationship between English and social competence. The implications of the findings are also discussed for educators.

On the study of role play using the strategic methodology: With respect to the communicative competence improvement in language acquisition period (전략적 방법을 활용한 역할극 연구: 언어습득시기의 의사소통능력 향상을 중심으로)

  • Choe, Sook-Hee;Kim, Sung-Hun
    • English Language & Literature Teaching
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    • v.11 no.1
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    • pp.203-224
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    • 2005
  • The purpose of this study is to justify the effects of role play with respect to speaking and listening functions and to provide the strategic methodology for improving English communicative competence of fifth grade primary school students. We can expand role play as a strategic teaching method to develop English learning models, so that English can be more easily acquired to the students who are in the critical language acquisition period. Strategic role play reflects the events and experiences of many kinds of people in everyday life. It is suggested that one of the best methods to improve English communicative competence in the primary classroom is through role play. Students can develop meaning for language patterns by portraying situations in which these instances in language would be used. This study proposes to facilitate English communicative ability using various student-centered role play strategies. It is concluded that the student-centered activities using strategic role play help the students to improve their English communicative competence. This is done by deriving their own creative dialogues and presenting the role play with their interests in learning English and with subsequently positive learning effects.

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Immersion education in Southeast Asia (동아시아의 몰입교육)

  • Kahng, Yong-Koo
    • English Language & Literature Teaching
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    • no.5
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    • pp.79-101
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    • 1999
  • With the advent of the 6th and the 7th national educational curricula in Korea. English language teaching in communicative perspective has been highly recommended and widely practised in that context. The aim of new approach is to enhance the students' general communication abilities in English. However, English teachers still find it very hard to improve the students' communicative competence in English since English remains to be taught as a school subject. In so far as English is taught as a school subject, students' attention is paid to the formal elements of English and the increase in communicative competence in English is hardly expected Only when the students' attention is paid to the content, their communicative competence is expected to increase. The best way to shift the students' attention from formal elements to content is to teach other school subjects in English, that is, English immersion education. To introduce immersion education to Korea, the two most successful examples of Singapore and Hong Kong are reviewed in terms of language policies and general practices in their primary and secondary schools respectively. To implement the program into Korea, extensive research on it is expected henceforth.

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How to improve the level of communicative competence (의사소통능력 향상을 위한 영어교육의 방향)

  • Choe, Yong-Jae
    • English Language & Literature Teaching
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    • no.4
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    • pp.39-51
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    • 1998
  • This paper aims at implementing a new program designed to improve the level of communicative competence of Korean learners of English. For this purpose, the most important issue to be resolved is defined first. Then, a brief survey of the literature on the nature of communicative competence. Next, methodological considerations are added in because they are thought to be the keys to success. Lastly, the main teaching points are presented to ensure the success. The paper as a whole is a presentation of a new program for a better communicative competence. The new program is nothing other than actual communicative practice which ensures an authentic interaction.

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OPIc-based Speaking Test for English Classes in Korea

  • Kim, Ji-Eun
    • English Language & Literature Teaching
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    • v.17 no.4
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    • pp.123-139
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    • 2011
  • The purpose of the current study is to analyze a model of OPIc-based speaking test for Korea English classroom. The research questions were (1). What is the English teachers' opinion on the current speaking teaching and testing? (2). Is the OPIc speaking test appropriate in the Korea English class? and (3). What are the English education students' perceptions of the OPIc-based speaking test for English classes? To answer the first research question, a survey was conducted targeting one hundred and forty-seven teachers. The result of the survey shows that Korea English teachers' great concern on the English teaching and speaking test are "communicative competence," "scoring and criteria," and "condition and need." To answer the second research question, the OPIc speaking test for the class was analyzed and it was found that in terms of the communicative competence," "scoring and criteria," and "condition and need" issues, OPIc based speaking test is appropriate in Korea English class. For the third research question, Q methodology was used targeting English education students and the result shows that most English education students strongly agree to the statements that the OPIc-based speaking test has the advantage to improve communicative competence. This study may provide the information about creating and adopting tests for English classes and relating standardized test and the English classes.

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The effective use of literary text in English education (영어능력 개발을 위한 문학텍스트 활용방안)

  • Han, Sang-Taek
    • English Language & Literature Teaching
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    • v.7 no.1
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    • pp.179-208
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    • 2001
  • Using literary materials as resources for English learning rather than an object of literary study can be a genuine tool for the students to learn English in the form of oral and written communication. This case study treated the applications of a whole text to the overall course divided into pre-reading activities, while-reading activities, and post-reading activities and the applications of some partial passages extracted from various texts to teaching objectives with many levels of difficulty. This study found that literary texts could be good materials to teach the target language in EFL setting. The English-speaking students with little linguistic competence as a foreign language may be limited in learning English at first, but soon they can accelerate their linguistic competence by reinforcing the literary competence through the literary texts. To achieve effectively a desired goal through the use of literary texts as resources for language development several concrete techniques should be introduced: teacher-guided question strategies laying a central emphasis on the text itself, a problem-solving ability through student-centered activities, process-based and open-ended activities should be presented in a variety of ways using many appropriate activities according to teaching procedure with a careful selection of the texts.

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The effects of teaching English through storytelling with dramatization on the listening and speaking competence of children (동화구연과 극화활동이 음성언어사용능력에 미치는 영향)

  • Lee, Seung-Ryul;Hong, Young-Sook
    • English Language & Literature Teaching
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    • v.11 no.4
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    • pp.305-333
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    • 2005
  • The purpose of this study is to investigate the effects of teaching English through the techniques of storytelling with dramatization upon children's competence of English speaking and listening. These techniques are considered to enable children to have ample opportunity of use in and exposure to English, as well as interest. This study is sequenced as selecting stories by way of consulting literatures, developing a teaching model for practising classes through storytelling with dramatization, and analyzing the data resulting from the pre- and post-listening/speaking tests using the SPSS program. The results of this study can be summarized as follows: the experimental group shows better significance than the control one in the listening and speaking post-test. Therefore, literary units also need to be incorporated into English textbooks in order to improve children's aural-oral competence through the storytelling with dramatization.

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