Lee Hee-kyung

This study tries to explicate the general approach taken to list the communicative functions and their exponents in the 2009 Revised National English Curriculum of South Korea. Building on the Natural Order Hypothesis and van Ek and Trim (2001), the approach makes it possible to classify communicative functions and provide their exponents in a more systematic and consistent manner. This involves reclassification of communicative functions listed in the previous national curriculums and addition

The notion of communicative competence has been reinterpreted since its inception and related teaching methodology has been accordingly developed. However, the ways it has been manifested through the language input available in an EFL context has not been thoroughly investigated. In this light, the present study attempts to evaluate the representation of communicatively competent language use, with special reference to sociocultural aspects, in officially sanctioned textbooks for the middle scho

This paper explores EFL university students' awareness of American dialects and world Englishes by utilizing perceptual dialectology. In particular, the study employed hand-drawn maps to determine the mental spatial distribution of English by Korean EFL learners. Learner variables were correlated with the results of hand-drawing map tasks of American English dialects and English varieties across the world. Results reveal that Korean EFL learners seem to have little awareness of American dialects

The present study highlights some important features of the language forms listed in the 2009 Revised National English Curriculum of South Korea. A critical review of the 2007 National English Curriculum shows that the language forms exemplified in that curriculum were not rigorously chosen or sequenced from the viewpoint of grammar selection and gradation. For the 2009 Revised National English Curriculum, language forms were more finely delineated and systematically categorized to fulfill the o

This study investigates Korean EFL learners' intelligibility of English varieties in terms of pronunciation. Previous studies have focused mainly on non-native English speakers' perceptions or attitudes towards varieties of English through vague questionnaires. In this research, however, a listening test is utilized to examine Korean EFL learners' intelligibility of two particular varieties of English accents. The listening test was administered to 294 Korean EFL learners at the university level

Language learning materials reflect instructional methodology of a certain place and time. Learners in an EFL context are relatively highly dependent on materials which attempt to fill the void of the absence of native speaker interaction and insufficient exposure to the target language. In the present study, register−an aspect of communicative competence−is analyzed in Korean and Japanese EFL contexts. Secondary level textbooks are analyzed for register instruction and portrayal by investigatin

This paper reviews ELT materials-related articles published in English Teaching, the journal of the Korea Association of Teachers of English (KATE), from 1965 to 2015. The paper builds on and expands S-H. Lee (2006) which reviewed ELT materials-related articles in English Teaching from 1965 to 2006. A research synthesis on a total of 71 ELT materials-related articles was conducted. The characteristics of the articles and how the Korean educational context affects ELT materials-related research w

With the proliferation of online English classes, L2 willingness to communicate (WTC) and interaction in online settings have recently received attention. Given the distinctive characteristics of online classes, it is imperative to investigate what roles interactional factors play in L2 WTC and interaction. This study explores the relationship between interactional factors (social presence, L2 anxiety, perceived benefits of digital tools) and their predictive roles in L2 WTC and interaction in o

Motivation is a learner construct that is positively correlated with foreign languagelearning (Dornyei, 2009). In this light, the present study investigates the nature ofKorean middle school students’ motivation to learn English by analyzing motivatedbehavior and two L2 motivation measurements (i.e., L2 Motivational Self System(L2MSS) and international posture (IP)) through a comprehensive questionnaire. Inaddition, the effects of gender, school type, and L2 achievement on the L2 motivationconst

This study examined Korean and Japanese English as a Foreign Language (EFL) learners' acquisition and use of contractions across different communication modes. Contractions are considered a salient indicator of stylistic variation which is not readily acquired through formal instruction. In this light, the present study employed quantitative analysis to examine the use and nonuse of contractions in relation to expressing formality and situational appropriateness. Participants were university-lev

This article critically examines the current state of a cross-cultural distance learning program (CCDLP) for English learning in an English as a Foreign Language (EFL) context, which has been running since 1998 among four universities in Korea, Japan, and Taiwan. The initial purpose of the program was to provide a networked English language learning program to overcome the limitations of Asian EFL contexts where authentic interaction in English is minimal and to enhance intercultural competence.

This study focuses on the implications of the acceptability contrast of the locative inversion (LI) and presentational there insertion (PTI) constructions when considering some recent accounts of Extended Projection Principle (EPP) effects (see, among others, Chomsky 1995, 2000, Kim 2002, Lasnik 2001). For this purpose, we use Kim and Lee's (to appear) acceptability judgment test composed of LI and PTI constructions, which was administered to native English speaking subjects. Results show judgme

This study explores EFL high school learners' perceptions towards interaction with peers and their teacher in a collaborative writing activity after receiving differential feedback. Forty-five participants equally divided into three English writing classes were given different types of feedback during a group writing activity: peer feedback, teacher direct feedback, and teacher indirect feedback. A survey which examined the participants' perceptions toward interaction influenced by the particula

Portfolios have been utilized in the teaching and learning of English of speakers of other languages as a tool for process-based writing and as an alternative form of summative assessment. While extensive research has been focused on the implementation of portfolios in English as a foreign language (EFL) writing, there has been limited attention to their use for graduate students in a Korean EFL EMI (English-medium instruction) context. This study aims to address this gap by examining portfolios

This study attempts to connect perceptual parameters of speech use and the syntax of two related constructions. The study focuses on the implications of the acceptability contrast of the locative inversion (LI) and presentational there insertion (PTI) constructions when considering some recent accounts of Extended Projection Principle (EPP) effects. An acceptability judgment test composed of LI and PTI constructions was administered to native English speaking subjects. Acceptability and construc