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言語運用能力(Communicative Competence)

Self-instruction in language learning

Given the documented benefits of participation in communicative interaction (e.g., Gass & varonis, 1994; Mackey, 1999), the present study investigated the effects of interlocutor type on the provision and incorporation of feedback in task–based interaction. The interactions of 48 dyads, evenly divided among adults and children, and native speaker–nonnative speaker and nonnative speaker–native speaker, were analyzed to assess the effect of interlocutor on (1) amount of feedback, (2) opportunities for modified output, and (3) immediate incorporation of feedback. In all dyed types, at least 30% of errors resulted in feedback, much of which led to modified output. Analyses also revealed significant differences for amount, nature, and response to feedback according to dyad type.

Interactional input and the incorporation of feedback: An exploration of NS-NNS and NNS-NNS adult and child dyads

This study examined the effectiveness of self-assessment among 254 young learners of English as a foreign language. This study looked at 6th grade students in South Korea, who were asked to perform self-assessments on a regular basis for a semester during their English classes. The students improved their ability to self-assess their performance over time. A series of quantitative analyses found some positive effects of self-assessment on the students’ English performance as well as their confidence in learning English, though the effect sizes were rather small. The study also found that teachers and students perceived the effectiveness of self-assessment differently depending on their teaching/learning contexts. Individual teachers’ views towards assessment also influenced their perceived effectiveness in implementing the new self-assessment practice. A number of interesting insights were discovered through interviews with teachers regarding how best to implement self-assessment as part of foreign langua...

The effects of self-assessment among young learners of English

The teaching of foreign languages to young learners is growing in popularity around the world. Research in this field, particularly of English as a second/foreign language education in East Asia, is a relatively new area of empirical inquiry, and it has the potential to make significant contributions to child second-language acquisition (Child-SLA) theory building, research methodologies, and policies in East Asia and beyond. This article reviews relevant peer-reviewed literature on English education among young learners in East Asia (China, Japan, South Korea, and Taiwan). I begin by reviewing policy literature to illustrate the social and policy contexts of early English education, identifying major policy-related concerns. Next, I review empirical studies of English learning and teaching, organizing them by their relevance to the previously identified policy concerns. The article concludes with suggestions for future research.

English language education among young learners in East Asia: A review of current research (2004–2014)

ENGLISH is the most commonly used language in the world. As it has become the language that provides access to higher education and job opportunities, and has become almost exclusively the language of diplomatic discussion and business negotiation (cf. English APEC Strategic Plan, 2004), there has been a growing interest in hiring native-speaking English Teachers (NSETs) in Asian countries. The aim of this paper is to report policies and practices that invite NSETs to Asian countries, including China and Hong Kong, Taiwan, Japan, and South Korea, with emphasis on public education sectors. Through surveying both similar policies and the implementation of policies in several Asian countries, we seek to find practical suggestions for hiring NSETs. We survey policy goals, recruitment procedures, and the qualifications of NSETs. The analysis will be based on the premise that ‘language planning cannot be understood without reference to its social contexts’ (Cooper, 1989:3).

https://www.cambridge.org/core/services/aop-cambridge-core/content/view/8F097B0FE647F46E0C45ED375BFB1517/S0266078406004093a.pdf/div-class-title-hiring-native-speaking-english-teachers-in-east-asian-countries-div.pdf

Hiring native-speaking English teachers in East Asian countries

This study examined the validity of Korean students' self-assessments of their oral performance in English in a Foreign Language at the Elementary School (FLES) level. We examined the validity of 2 types of assessments: an off-task self-assessment and an on-task self-assessment. The off-task assessment asked students to evaluate their overall performance in a general and somewhat decontextualized way. The on-task self-assessment asked students to self-evaluate their performance immediately after they completed their English tasks. The results of the 2 types of self-assessments were compared both with the students' general proficiency test scores and with their teachers' assessments based on classroom observation. The results indicate that if self-assessments are administered in an on-task format, students can self-assess their oral performance more accurately than they can in an off-task format. It was also found that the on-task self-assessment was generally less influenced by student attitude/personality factors than was the off-task self-assessment

On-Task versus Off-Task Self-Assessments among Korean Elementary School Students Studying English.

Language assessment literacy (LAL) has recently gained substantial attention among language educators and other stakeholders. However, existing models focus almost exclusively on teachers, test dev...

Young learners’ voices: Towards a learner-centered approach to understanding language assessment literacy:

This article provides a brief description of a change in the 2009 naturalization law of international marriage immigrants in South Korea (hereafter Korea). Compared with the previous naturalization law, which automatically granted citizenship eligibility after 2 years of marriage and residence in Korea, the 2009 amendment requires all international marriage immigrants either to take the naturalization test or to attend up to 650 hours of a society integration education program including both Korean language and culture education. The Ministry of Justice, Republic of Korea (hereafter Ministry of Justice), claimed that the former system failed in its efforts to promote Korean language learning and under standing of Korean culture and society and hopes that the new mandatory system provides an opportunity for marriage immigrants to better adjust to Korean society. However, nongovernmental organizations (NGOs) and marriage immigrant experts argue that the new system will put marriage immigrants in a far more difficult position in their attempts to obtain legal status in Korea by not taking into account the financial and familial situations of marriage immigrants (e.g., Kim, 2009). This article analyzes these arguments with special attention to the rationale of the amendment and to the covert and overt exclusionism in relation to the test. Based on

Jiyoon Lee

Papers

The effects of self-assessment among young learners of English

Hiring native-speaking English teachers in East Asian countries

On-Task versus Off-Task Self-Assessments among Korean Elementary School Students Studying English.

Young learners’ voices: Towards a learner-centered approach to understanding language assessment literacy:

Amendment to the Naturalization Examination and Its Social Impact on International Marriage Immigrants in South Korea