Pub Date : 2019-09-30DOI: 10.35828/etak.2019.25.3.81
B. Lee
on Competency-based curriculum has been a world trend in educational reform, and 2015 national curriculum employed the competences in general guidelines and subject-specific areas. In line with the competency-based national curriculum, various research has been conducted on the alignment of the competences in general guidelines with those in subject curriculum, interconnectedness of competences among the components in the national curriculum, appropriateness of the unified content matrix format in each subject in terms of applicability of the competences, and degree of specified description of the competences. In fact, some aspects of the 2015 national curriculum has been criticized regarding the lack of respecting for the characteristics of individual subject. The purpose of this study is to draw implications for raising applicability of national curriculum into local schools through analyzing general guidelines and English curriculum in two countries, Finland and Singapore, both of which employed competency-based national curriculum. The results of this study draw three main implications based on the analysis of the curricular; classification and specification of competences, emphasis on how to teach with what to teach, and respect for subject-specific characteristics. Further research is provided for raising applicability of the curriculum to schools through more in-depth international curriculum analysis.
{"title":"Comparative Study on Competency-Based English Curriculum","authors":"B. Lee","doi":"10.35828/etak.2019.25.3.81","DOIUrl":"https://doi.org/10.35828/etak.2019.25.3.81","url":null,"abstract":"on Competency-based curriculum has been a world trend in educational reform, and 2015 national curriculum employed the competences in general guidelines and subject-specific areas. In line with the competency-based national curriculum, various research has been conducted on the alignment of the competences in general guidelines with those in subject curriculum, interconnectedness of competences among the components in the national curriculum, appropriateness of the unified content matrix format in each subject in terms of applicability of the competences, and degree of specified description of the competences. In fact, some aspects of the 2015 national curriculum has been criticized regarding the lack of respecting for the characteristics of individual subject. The purpose of this study is to draw implications for raising applicability of national curriculum into local schools through analyzing general guidelines and English curriculum in two countries, Finland and Singapore, both of which employed competency-based national curriculum. The results of this study draw three main implications based on the analysis of the curricular; classification and specification of competences, emphasis on how to teach with what to teach, and respect for subject-specific characteristics. Further research is provided for raising applicability of the curriculum to schools through more in-depth international curriculum analysis.","PeriodicalId":160519,"journal":{"name":"The English Teachers Association in Korea","volume":"76 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121964784","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-09-30DOI: 10.35828/etak.2019.25.3.105
Punahm Park
{"title":"The Effects of a Project-Based Digital Storytelling Program Using a Video-Editing Platform","authors":"Punahm Park","doi":"10.35828/etak.2019.25.3.105","DOIUrl":"https://doi.org/10.35828/etak.2019.25.3.105","url":null,"abstract":"","PeriodicalId":160519,"journal":{"name":"The English Teachers Association in Korea","volume":"79 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123569040","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-09-30DOI: 10.35828/etak.2019.25.3.21
S. Hwang
{"title":"Peer Feedback in Business Email Writing Classes for EFL College Students","authors":"S. Hwang","doi":"10.35828/etak.2019.25.3.21","DOIUrl":"https://doi.org/10.35828/etak.2019.25.3.21","url":null,"abstract":"","PeriodicalId":160519,"journal":{"name":"The English Teachers Association in Korea","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134390942","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-09-30DOI: 10.35828/etak.2019.25.3.65
Hyun-jin Kim
This study examines patterns of narrative discourse by intermediateand advanced-level learners of English, focusing on their use of progressive. The study observes various examples of progressive occurrences to address how learners encode the background information by relating it to the functions of progressive. Analysis of L2 English narrative data by Korean ESL/EFL learners revealed that these learners use progressive to indicate various discourse functions, including scene-setting, description of an element, temporal framing, simultaneous action, and intensification. The more advanced group displayed a greater diversity in the use of progressive than the less advanced group, suggesting that the transition to advanced level of proficiency involves an increase in the range of functions of progressive use as well as an increase in the amount of progressive use. Following detailed analysis of the functions of the progressive, pedagogical implications are offered. The study argues that L2 curricular should incorporate activities that promote L2 narrative skill development, particularly how to use progressive for description in narration, which are critical for assessment purposes and for interaction with target language speakers.
{"title":"Description in L2 Narration: The Use of Progressive and Narrative Competence","authors":"Hyun-jin Kim","doi":"10.35828/etak.2019.25.3.65","DOIUrl":"https://doi.org/10.35828/etak.2019.25.3.65","url":null,"abstract":"This study examines patterns of narrative discourse by intermediateand advanced-level learners of English, focusing on their use of progressive. The study observes various examples of progressive occurrences to address how learners encode the background information by relating it to the functions of progressive. Analysis of L2 English narrative data by Korean ESL/EFL learners revealed that these learners use progressive to indicate various discourse functions, including scene-setting, description of an element, temporal framing, simultaneous action, and intensification. The more advanced group displayed a greater diversity in the use of progressive than the less advanced group, suggesting that the transition to advanced level of proficiency involves an increase in the range of functions of progressive use as well as an increase in the amount of progressive use. Following detailed analysis of the functions of the progressive, pedagogical implications are offered. The study argues that L2 curricular should incorporate activities that promote L2 narrative skill development, particularly how to use progressive for description in narration, which are critical for assessment purposes and for interaction with target language speakers.","PeriodicalId":160519,"journal":{"name":"The English Teachers Association in Korea","volume":"434 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116009647","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-09-30DOI: 10.35828/etak.2019.25.3.41
Seunghee Jin
Responding to the need of empirical research on the use of mobile phone applications (apps) for language learning in the current literature, the...
针对目前文献中对手机应用程序(app)在语言学习中的使用进行实证研究的需要，本研究…
{"title":"Mobile Flashcard Application for Vocabulary Learning: Effects on Development of Vocabulary Knowledge","authors":"Seunghee Jin","doi":"10.35828/etak.2019.25.3.41","DOIUrl":"https://doi.org/10.35828/etak.2019.25.3.41","url":null,"abstract":"Responding to the need of empirical research on the use of mobile phone applications (apps) for language learning in the current literature, the...","PeriodicalId":160519,"journal":{"name":"The English Teachers Association in Korea","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122221350","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-09-30DOI: 10.35828/etak.2019.25.3.1
S. Choi
{"title":"Developing Preservice EFL Teachers’ Pedagogical Competence through Lesson Planning","authors":"S. Choi","doi":"10.35828/etak.2019.25.3.1","DOIUrl":"https://doi.org/10.35828/etak.2019.25.3.1","url":null,"abstract":"","PeriodicalId":160519,"journal":{"name":"The English Teachers Association in Korea","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128321071","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：