English Teaching(South Korea)最新文献

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The Dynamics of Beginning EFL Teachers’ Teaching Experiences and Their Emotional Labor from an Activity Theory Perspective 从活动理论看初任外语教师的教学体验动态及其情感劳动

Q4 Social Sciences

English Teaching(South Korea)

Pub Date : 2022-06-30 DOI: 10.15858/engtea.77.2.202206.65

Youngmi Kim, Tae-Young Kim

引用次数: 0

Teacher and Student Perceptions of the Criterion-Referenced Assessment of English in CSAT 教师和学生对CSAT英语标准参照评价的看法

Q4 Social Sciences

English Teaching(South Korea)

Pub Date : 2022-06-30 DOI: 10.15858/engtea.77.2.202206.87

Hyun-ju Kim, Jong-Bai Hwang

引用次数: 0

Analysis of Gender Pronoun Errors in Korean Speakers’ English Speech 韩国人英语语音中性别代词错误分析

Q4 Social Sciences

English Teaching(South Korea)

Pub Date : 2022-03-30 DOI: 10.15858/engtea.77.1.202203.21

Sooho Song

引用次数: 0

Precluding and Abandoning Linguistic Repair in Dyadic Online Interactions for L2 Learning 二语学习双元在线互动中的排除和放弃语言修复

Q4 Social Sciences

English Teaching(South Korea)

Pub Date : 2022-03-30 DOI: 10.15858/engtea.77.1.202203.93

William L. Owens

This investigation uses conversation analysis (CA) to document, in very close detail, how participants-in-interaction manage and organize repair practices in moments when linguistic repair becomes conditionally relevant in conversational or ‘chatting’ phases of online dyadic L2-learning interactions between a tutor and tutee Specifically, this study focuses on the phenomena of precluding linguistic repair when it becomes relevant (by making it conditional on quick uptake and completion, and by deploying turn-taking devices to hold the turn when other-correction becomes or seems relevant) and abandoning it when it is in progress. Analysis framed these phenomena not as individual strategies, but as collaborative accomplishments realized through the interactional competence (IC) of the participants, and showed that participants oriented to both pedagogical and social concerns in moments of linguistic repair. Therefore, such moments were key sites for co-construction and configuration of the interactional space as primarily social or pedagogical, or as a complex and conditional interweaving of the two.

本研究使用会话分析（CA）来非常详细地记录互动参与者如何在导师和被导师之间的在线二元二语学习互动的会话或“聊天”阶段，当语言修复变得有条件相关时，管理和组织修复实践，这项研究的重点是当语言修复变得相关时（通过使其以快速理解和完成为条件，以及当其他纠正变得或看起来相关时，通过部署转向装置来保持转向）排除语言修复，并在进行中放弃语言修复的现象。分析认为，这些现象不是个人策略，而是通过参与者的互动能力（IC）实现的合作成就，并表明参与者在语言修复的时刻既关注教学问题，也关注社会问题。因此，这些时刻是共同构建和配置互动空间的关键场所，互动空间主要是社会或教学空间，或者是两者复杂而有条件的交织。

引用次数: 1

Korean and Chinese University EFL Learners’ Perceptions of and Attitudes toward Online and Face-to-Face Lectures During COVID-19 新冠肺炎期间韩国和中国大学英语学习者对在线和面对面授课的认知和态度

Q4 Social Sciences

English Teaching(South Korea)

Pub Date : 2022-03-30 DOI: 10.15858/engtea.77.1.202203.67

Seonmin Huh, X. Shen, Daliang Wang, Kang-young Lee

This study reports Chinese and Korean university EFL students' perceptions of and attitudes toward online and face-to-face English language learning modes during COVID-19. Few previous studies have focused on how students thought of online and face-to-face learning experiences of subjects regarding new concept learning and delivery of new contents. Research gravitating around English courses showed students' mixed perceptions. The survey was conducted for 302 Korean and 337 Chinese university students who took communication-oriented English courses. Descriptive statistics and qualitative data analysis were used for analysis. Results indicated that students preferred face-to-face English learning with some specific indications of achieving a stronger help and quality for communicative competence in language. Online learning also benefited students with a sense of both flexibility and independence. Positive components of face-to-face learning for language education might be considered for online education while incorporation features such as flexibility and independence to enrich language education during COVID-19.

本研究报告了新冠肺炎期间中韩大学生对在线和面对面英语学习模式的认知和态度。以前很少有研究关注学生如何看待新概念学习和新内容交付方面的在线和面对面学习体验。围绕英语课程的研究表明，学生们的看法参差不齐。这项调查是针对302名韩国和337名中国大学生进行的，他们选修了以沟通为导向的英语课程。采用描述性统计和定性数据分析进行分析。结果表明，学生更喜欢面对面的英语学习，并有一些特定的迹象表明，他们在语言交际能力方面获得了更强的帮助和质量。在线学习也使学生有了灵活性和独立性。在线教育可以考虑面对面学习的积极组成部分，同时融入灵活性和独立性等特征，以丰富新冠肺炎期间的语言教育。

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引用次数: 1

Interplay of a Learner’s Regulatory Focus and Genre on Second Language Writing 学习者对第二语言写作的调节焦点和体裁的相互作用

Q4 Social Sciences

English Teaching(South Korea)

Pub Date : 2022-03-30 DOI: 10.15858/engtea.77.1.202203.41

Mijin Eom, Mostafa Papi

引用次数: 2

Explicit Knowledge of English Grammar and Sentence Writing with Implicit Knowledge by Korean Students 韩国学生英语语法的显性知识与隐性知识造句

Q4 Social Sciences

English Teaching(South Korea)

Pub Date : 2022-03-30 DOI: 10.15858/engtea.77.1.202203.3

H. Ko

The study investigates which grammar features need high priority of pedagogical intervention to develop implicit knowledge, unlike grammatical features in need of explanation of explicit rules. Two types of data were collected from 29 Korean college students: a sentence completion test in English and a meta-linguistic knowledge test (requiring students to both correct the underlined error and explain the grammatical rule) in Korean. Through statistical analyses, including a Wilcoxon signed rank test, this study finds significant differences in test achievements for tense, time prepositions ( for and since ), subjunctive moods, dative alternations, quantitative adjectives ( many and much ), gerunds, and third-person singular - s in the simple present tense. Based on results obtained, this study proposes which specific grammar features need intensive pedagogical intervention for production skills, including sentence writing and speaking. Several practical suggestions are provided for EFL instructors and researchers to make more effective use of speaking and writing activities as well as formative testing.

引用次数: 2

Longitudinal association of cytokine-producing CMV-specific T cells with frailty in HIV-infected and -uninfected men who have sex with men. 在感染艾滋病毒和未感染艾滋病毒的男男性行为者中，产生细胞因子的 CMV 特异性 T 细胞与虚弱的纵向联系。

IF 5.2 Q4 Social Sciences

English Teaching(South Korea)

Pub Date : 2022-03-07 DOI: 10.1186/s12979-022-00270-3

Weiying Zhang, Huifen Li, Jay H Bream, Tricia L Nilles, Sean X Leng, Joseph B Margolick

Background: Chronic cytomegalovirus (CMV) infection has been postulated as a driver of chronic inflammation that has been associated with frailty and other age-related conditions in both HIV-infected (HIV+) and -uninfected (HIV-) people.

Methods: To study the T cell response to CMV as a predictor of onset and maintenance of frailty, baseline CMV-specific T cell responses of 42 men (20 HIV-, 22 HIV+; 21 frail, 21 nonfrail) in the Multicenter AIDS Cohort Study (MACS) were assessed by flow cytometric analysis of cytokine production (IFN-γ, TNF-⍺, and IL-2) in response to overlapping peptide pools spanning 19 CMV open reading frames. The Fried frailty phenotype was assessed at baseline and semiannually thereafter. Times to transition into or out of frailty were compared by tertiles of percentages of cytokine-producing T cells using Kaplan-Meier estimators and the exact log-rank test.

Results: Over a median follow-up of 6.5 (interquartile range: 2) years, faster onset of frailty was significantly predicted by higher (HIV- men) or lower (HIV+ men) percentages of CD4 T cells producing only IFN-γ (IFN-γ-single-producing (SP)), and by lower percentages of IFN-γ-, TNF-⍺-, and IL-2-triple-producing CD8 T cells (HIV- men). Greater maintenance of frailty was significantly predicted by lower percentages of both these T cell subsets in HIV- men, and by lower percentages of IFN-γ-SP CD4 T cells in HIV+ men. The antigenic specificity of IFN-γ-SP CD4 T cells was different between HIV- and HIV+ nonfrail men, as were the correlations between these cells and serum inflammatory markers.

Conclusions: In this pilot study, percentages of CMV-specific T cells predicted the onset and maintenance of frailty in HIV- and HIV+ men. Predictive responses differed by HIV status, which may relate to differential control of CMV reactivation and inflammation by anti-CMV T cell responses.

背景：慢性巨细胞病毒（CMV）感染被认为是慢性炎症的驱动因素，而慢性炎症与HIV感染者（HIV+）和未感染者（HIV-）的虚弱和其他与年龄相关的疾病有关：为了研究T细胞对CMV的反应，以预测虚弱的发生和维持，我们通过流式细胞分析评估了多中心艾滋病队列研究（MACS）中42名男性（20名HIV-，22名HIV+；21名虚弱者，21名非虚弱者）的基线CMV特异性T细胞对跨越19个CMV开放阅读框的重叠肽池产生的细胞因子（IFN-γ、TNF-⍺和IL-2）的反应。弗里德虚弱表型在基线时进行评估，此后每半年评估一次。使用 Kaplan-Meier 估计器和精确的对数秩检验，通过细胞因子产生 T 细胞百分比的三等分比较了转入或转出虚弱的时间：在中位随访 6.5 年（四分位间距：2 年）期间，仅产生 IFN-γ 的 CD4 T 细胞（IFN-γ-单产生型 (SP)）百分比较高（HIV-男性）或较低（HIV+男性），以及产生 IFN-γ-、TNF-⍺- 和 IL-2 三倍的 CD8 T 细胞（HIV-男性）百分比较低，均可显著预测虚弱的发生速度。在 HIV- 男性中，这两种 T 细胞亚群的百分比较低，而在 HIV+ 男性中，IFN-γ-SP CD4 T 细胞的百分比较低，这两个因素都能显著预测虚弱的维持程度。IFN-γ-SP CD4 T细胞的抗原特异性在HIV-男性和HIV+非体弱男性中有所不同，这些细胞与血清炎症标记物之间的相关性也不同：在这项试验性研究中，CMV 特异性 T 细胞的百分比可预测 HIV 感染者和 HIV 感染者男性体弱的发生和维持。HIV感染状况不同，预测反应也不同，这可能与抗CMV T细胞反应对CMV再激活和炎症的不同控制有关。

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引用次数: 0

EFL College Learners’ Expectation on and Experience in Online English-Medium Instruction 大学英语学习者对网络英语教学的期望与体会

Q4 Social Sciences

English Teaching(South Korea)

Pub Date : 2021-12-31 DOI: 10.15858/engtea.76.4.202112.3

Aejin Kang

引用次数: 0

Middle School English Teachers’ Views on Reflection of Core Competencies and Culture Teaching in Korean Textbooks 中学英语教师对韩国教科书核心能力反映与文化教学的看法

Q4 Social Sciences

English Teaching(South Korea)

Pub Date : 2021-12-31 DOI: 10.15858/engtea.76.1.202112.53

J. Kong, Kiwan Sung

The study investigated ten Korean secondary English teachers’ views on to what extent core competencies were reflected in textbooks using 18 Likert-type statements. This study also examined their views on how well cultural contents and activities met curricular objectives of teaching culture through open-ended questions and interviews. Results showed that the three items on civic competence had lower means except for the one on ethical use of information collected in class. Teachers replied that tasks for each grade were deficient in helping students feel proud of their own culture and developing positive attitudes toward other cultures. They thought that current cultural contents lacked diversity despite positive improvements in including other cultures over the years and possibility of meeting curricular goals. Consequently, they made various efforts to offer appropriate culture teaching using additional materials and/or activities with diverse teaching strategies and techniques. Some implications are drawn from these results for better culture teaching.

本研究使用18个李克特式陈述，调查了10位韩国中学英语教师对教科书中核心能力反映程度的看法。本研究亦透过开放式问题及访谈，检视学生对文化内容及活动是否符合文化教学课程目标的看法。结果表明:公民能力三项除课堂收集信息的道德使用外，其余三项得分均较低。老师们回答说，每个年级的任务在帮助学生为自己的文化感到自豪和培养对其他文化的积极态度方面都存在不足。他们认为，尽管多年来在包容其他文化方面取得了积极进展，而且有可能实现课程目标，但目前的文化内容缺乏多样性。因此，他们作出各种努力，利用额外的材料和/或各种教学策略和技术的活动，提供适当的文化教学。从这些结果中可以得出一些对更好的文化教学的启示。

引用次数: 1

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