Kang Yoo-seon

This study examined whether vocabulary knowledge has meaningful effects on reading comprehension of Korean high school EFL learners and investigated which specific type of vocabulary knowledge, between vocabulary breadth and depth, plays a bigger role in reading comprehension when the learners’ English language proficiency is taken into account. The participants of this study were ninety eight high school EFL learners in Seoul, Korea, and they were tested on a series of measures tapping on their

This study investigated whether the simple view of reading framework is supported among upper elementary Korean EFL learners. Specifically, the relative contributive power of two emergent literacy factors, word decoding and linguistic comprehension abilities, which have been identified as the main determinants of successful reading comprehension, was examined. Ninety nine fifth grade students in Korean elementary school participated in this research, and their decoding skills, listening comprehe

This study examined the relationship between phonological awareness in the two languages of Korean elementary EFL learners and its predictive role in word decoding skills in English. 113 4th grade students enrolled in a Korean public elementary school were tested on a range of phonological awareness and emergent literacy skills measures, including word and pseudoword reading and English vocabulary knowledge. The findings indicate that their English phonological awareness was a significant predic

This study aimed to examine the role played by the depth of vocabulary knowledge in the reading comprehension process of Korean EFL learners within the framework of the Simple View of Reading (SVR) (Gough & Tunmer, 1986). In addition to the two major SVR components, decoding and linguistic comprehension of English words, vocabulary depth, was added to the model to see whether it exerted any additional influence on the reading comprehension of Korean high school EFL learners. A total of 207 11th

This study assessed the adequacy of the simple view of reading (SVR) in explaining reading comprehension abilities of Korean high school EFL learners. In doing so, the previously unacknowledged indirect effects of oral language comprehension abilities and phonological awareness were also examined. Ninety six Korean EFL learners participated in this study and were tested on measures of oral language comprehension abilities, decoding skills, reading comprehension, and phonological awareness. The p

Despite the general understanding of the prominent role of basic reading sub-skills, such as decoding abilities and reading fluency, in the reading comprehension of younger and proficient first and second language readers, little is known about the role of these skills in older and less skilled readers in foreign language contexts. The present study was designed to investigate how decoding skills and reading fluency relate to the reading comprehension of such readers, and to identify the relativ

This study explored the applicability of the simple view of reading (Gough & Tunmer, 1986) for high school Korean EFL learners. The simple view of reading highlights language comprehension abilities and decoding skills as the two major components that explain reading comprehension. However, considering that most older L2 readers, such as Korean high school EFL learners, presumably have good command of word-level decoding skills, a slightly modified version of the simple view of reading was inves

Although there have been numerous research attempts to discover the connection between reading and writing skills, most of them have provided only partial pictures, as they focused on either form or content in evaluating writing, without considerations for both. Also, despite the widely held notion that language proficiency may have a potential role in accounting for the reading-writing relationship, not many studies have utilized appropriate measurements for the participants’ proficiency level

In argumentative writing, writers are expected to use hedged expressions and stance devices through specific linguistic expressions to convince their proposition effectively. Yet little research attention has been paid to whether the inclusion of such devices is related to the overall quality of second or foreign language learners’ argumentative writing. In this study, hedges and stance devices that are included in 28 advanced Korean EFL writers’ argumentative writing were analyzed to identify t

Despite extensive research attention that has been paid to second language (SL) or foreign language (FL) learners’ argumentative writing, most research has focused on the structural features characteristic of such writers. There have not been many systematic attempts to identify the quality of argument features SL or FL writers rely on, and how they contribute to the overall writing qualities. This study was designed to examine the relationship between the Toulmin elements, widely used measures

This study examined Korean EFL learners’ ability to establish textual cohesion in English through appropriate use of conjunctions in their written narrative discourse. It employed both quantitative and qualitative analyses to explore how the position where conjunctions are placed as well as the amount and types of conjunctions used in Korean EFL learners’ written discourse was similar to or different from that of the native English speakers. It also looked at the Korean EFL learners’ L1 written

Num erous studies have supported the simple view of reading by showing the significant predictive roles of oral language comprehension abilit y and decoding skills in the r e ading comprehension of monolinguals and second language learners. However, little is known about its applicability to young foreign language learners who do not have much access to the target language and literac y input outside the school and esp e cially t h ose whose first and second language s are typologically differen

This study aimed to examine whether overall English proficiency influences the relative predictive power of reading fluency and listening comprehension abilities in explaining the reading comprehension of Korean EFL learners within the simple view of reading framework, when the age factor is controlled for. One hundred sixteen eleventh-grade Korean high school students consisting of two highly distinct groups in general English proficiency―55 Most Highly Capable Students (MHCS) and 61 Capable St

This study aimed to examine Korean EFL elementary students’ phonological awareness (PA) in Korean (L1) and English (L2) and to identify which sub-unit(s) of L1 and L2 PA is related to word decoding abilities in L2. More specifically, this study tested whether the psychological grain size theory postulated by Ziegler and Goswami (2005) was applicable to the cross-linguistic facilitations of L1 phonological awareness for L2 reading skills. Ninety nine Korean fifth graders participated in this stud

파레시아(parrhēsia)는 통상 발화자가 권력자 앞에서 위험을 무릅쓰고 용기를 발휘해 자신의 생각을 있는 그대로 솔직하게 말하는 것으로 이해되며, 소크라테스는 그런 파레시아를 행하는 자의 전형으로 평가된다. 그러나 플라톤의 대화편에서 보여지는 소크라테스의 모습은 과연 그러한가? 이 논문에서는 첫째, ‘솔직하게 말하기’만으로는 플라톤의 파레시아를 온전히 이해하기 어려움을 밝힌다. 플라톤은 무분별하게 ‘무엇이든 모두 말할 자유’를 경계하며, 그의 파레시아는 언제나 진실 탐구라는 목적과 관련하여 작동하기 때문이다. 파레시아는 단순히 솔직하게 말하기가 아닌 진실을 구하기 위해서라면 무엇이든 말하는 행위이며, 여기에는 ‘말하지 않음’의 발화 행위와 아이러니의 사용 등도 포함된다. 둘째, 플라톤에 따르면 진실은 논박당하지 않는 것으로, 그 내용은 나라와 시민들에게 ‘좋은’ 것이어야만 한다는 점을 밝힌다. 그러한 진실을 말하기 위해서 필요한 덕목은 절제(sōphrosynē)이며, 이는 발화자