Pub Date : 2023-02-28DOI: 10.16875/stem.2023.24.1.27
Minyoung Cha
The purpose of this study is to analyze the contents of the documentary, Side by Side: Out of a South Korean Orphanage and into the World (Glenn & Julie, 2018), as a form of media content for global citizenship education, and to examine the validity of its utilization. This documentary proposes an improved awareness of transnational adoption and a new awareness of the issue through creative directing and innovative screening methods. Utilizing media contents such as documentaries, students objectify social issues and materialize the recognition of problems and their solutions independently. This can be used as an effective approach to improve global citizenship in English education targeting the MZ generation who are actively open to media and digital environments. Above all, watching Side by Side: Out of a South Korean Orphanage and into the World and discussing the adoption discourse will be an opportunity for students to develop their multicultural sensitivity and learn the virtues of being human. Furthermore, it will find whether this documentary is appropriate for practicing the core areas of global citizenship and global citizenship education presented by UNESCO (2015) and could be considered a basic study for future English class design and learning outcomes.
{"title":"A Study on Media Content for Global Citizenship in English Education: A Focus on the Documentary Side by Side: Out of a South Korean Orphanage and Into the World","authors":"Minyoung Cha","doi":"10.16875/stem.2023.24.1.27","DOIUrl":"https://doi.org/10.16875/stem.2023.24.1.27","url":null,"abstract":"The purpose of this study is to analyze the contents of the documentary, Side by Side: Out of a South Korean Orphanage and into the World (Glenn & Julie, 2018), as a form of media content for global citizenship education, and to examine the validity of its utilization. This documentary proposes an improved awareness of transnational adoption and a new awareness of the issue through creative directing and innovative screening methods. Utilizing media contents such as documentaries, students objectify social issues and materialize the recognition of problems and their solutions independently. This can be used as an effective approach to improve global citizenship in English education targeting the MZ generation who are actively open to media and digital environments. Above all, watching Side by Side: Out of a South Korean Orphanage and into the World and discussing the adoption discourse will be an opportunity for students to develop their multicultural sensitivity and learn the virtues of being human. Furthermore, it will find whether this documentary is appropriate for practicing the core areas of global citizenship and global citizenship education presented by UNESCO (2015) and could be considered a basic study for future English class design and learning outcomes.","PeriodicalId":38955,"journal":{"name":"Open Stem Cell Journal","volume":"29 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80923312","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 : 2023-02-28DOI: 10.16875/stem.2023.24.1.1
Hyejeong Kim
This study aims to introduce reading strategies in which learners can directly participate and present class activities, using them to consider the activation of reading strategies. In addition, the study analyzes learners’ attitudes and reactions to using specific reading strategies to determine the points to be considered when using these strategies. The Disney animation, Zootopia (Howard & Moore, 2016), was used as a case study, and reading strategies focusing on the topics of prejudice, discrimination, and diversity were used. The research evaluation was based on an openended survey conducted in the last week of class and self-reflection notes drafted at the end of each week’s class. According to the survey, most learners were satisfied with the use of various reading strategies in reading classes using movies (70.3%). This satisfaction was mainly based on opinions that reading strategies helped learners to participate in class activities, understand movie topics, and efficiently focus on classes. Furthermore, it was found that when using movies in English reading classes, reading strategies centered on the movie themes may prove to be a sound approach. Therefore, it is necessary to further activate a theme-tailored reading strategy that uses various films with diverse and interesting themes.
{"title":"A Study on Reading Strategies for English Reading Class Using Movies: Focusing on the Movie Zootopia","authors":"Hyejeong Kim","doi":"10.16875/stem.2023.24.1.1","DOIUrl":"https://doi.org/10.16875/stem.2023.24.1.1","url":null,"abstract":"This study aims to introduce reading strategies in which learners can directly participate and present class activities, using them to consider the activation of reading strategies. In addition, the study analyzes learners’ attitudes and reactions to using specific reading strategies to determine the points to be considered when using these strategies. The Disney animation, Zootopia (Howard & Moore, 2016), was used as a case study, and reading strategies focusing on the topics of prejudice, discrimination, and diversity were used. The research evaluation was based on an openended survey conducted in the last week of class and self-reflection notes drafted at the end of each week’s class. According to the survey, most learners were satisfied with the use of various reading strategies in reading classes using movies (70.3%). This satisfaction was mainly based on opinions that reading strategies helped learners to participate in class activities, understand movie topics, and efficiently focus on classes. Furthermore, it was found that when using movies in English reading classes, reading strategies centered on the movie themes may prove to be a sound approach. Therefore, it is necessary to further activate a theme-tailored reading strategy that uses various films with diverse and interesting themes.","PeriodicalId":38955,"journal":{"name":"Open Stem Cell Journal","volume":"15 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75500364","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 : 2023-02-28DOI: 10.16875/stem.2023.24.1.55
Kazuhiro Kitaoka
This study measured the effect of using music in the classroom on 42 Japanese EFL students’ motivation, willingness to communicate (WTC), and shyness, and attempted to examine how these three factors are related. The study also looked at ways of creating a more relaxing and enjoyable, as well as a more effective, classroom environment through the use of music in EFL lessons. For these purposes, a mixed-method research was conducted using webbased Google Forms questionnaires on the first and last days of the fall semester in 2018. Quantitative results showed significant effects on WTC and intrinsic motivation, but not on shyness. The content analysis of qualitative data also revealed that while most of the students were motivated by class activities such as pair work, presentations, and music, some students were not able to overcome their shyness. Both analyses indicate that some L2 learners, if not all, still have difficulty in overcoming the shyness that is associated with Japanese traditional culture. The findings of this study suggest that the cultural background of East Asian students needs to be carefully considered in order to further facilitate a classroom environment where Japanese and Korean students can relax and enjoy themselves.
{"title":"An Empirical Study of the Effect of Using Music on EFL Students’ Motivation, Willingness to Communicate, and Shyness","authors":"Kazuhiro Kitaoka","doi":"10.16875/stem.2023.24.1.55","DOIUrl":"https://doi.org/10.16875/stem.2023.24.1.55","url":null,"abstract":"This study measured the effect of using music in the classroom on 42 Japanese EFL students’ motivation, willingness to communicate (WTC), and shyness, and attempted to examine how these three factors are related. The study also looked at ways of creating a more relaxing and enjoyable, as well as a more effective, classroom environment through the use of music in EFL lessons. For these purposes, a mixed-method research was conducted using webbased Google Forms questionnaires on the first and last days of the fall semester in 2018. Quantitative results showed significant effects on WTC and intrinsic motivation, but not on shyness. The content analysis of qualitative data also revealed that while most of the students were motivated by class activities such as pair work, presentations, and music, some students were not able to overcome their shyness. Both analyses indicate that some L2 learners, if not all, still have difficulty in overcoming the shyness that is associated with Japanese traditional culture. The findings of this study suggest that the cultural background of East Asian students needs to be carefully considered in order to further facilitate a classroom environment where Japanese and Korean students can relax and enjoy themselves.","PeriodicalId":38955,"journal":{"name":"Open Stem Cell Journal","volume":"70 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78057994","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 : 2022-11-30DOI: 10.16875/stem.2022.23.4.26
Kyle R. Van Horn
This study aims to mitigate the difficulties (e.g., lack of clarity, confusion, and resistance) of implementing a studentcentered learning course in a traditionally teacher-centered context (Kim, 2015) by adding elements of direct instruction to the student-centered curriculum. In this mixed-method (student and teacher-centered) elective course, thirty Korean intermediate university EFL students from multiple disciplines chose the class materials–the novel Charlie and the Chocolate Factory (Dahl & Schindelman, 1964) and its two film adaptations (Burton, 2005; Stuart, 1971). The participants then designed and implemented project-based activities as well as the means of assessment while the instructor facilitated the activities and delivered lectures and mini lessons based on students’ needs. To analyze student and teacher perceptions of the mixed-method approach as well as students’ description of their selfefficacy, the researcher applied a qualitative analysis of student and teacher journals as well as post-course interviews. The results showed that the mixed-method approach can lead to several benefits including authentic direct instruction and an improved sense of self-efficacy in teachers and students. One unexpected result was student satisfaction with the low-stakes atmosphere created by background music played during group activities. Some limitations such as teacher workload, assessment accuracy, and small sample size are described.
{"title":"Design for a Literature and Film Course Using a Mixed (Learner and Teacher-Centered) Approach","authors":"Kyle R. Van Horn","doi":"10.16875/stem.2022.23.4.26","DOIUrl":"https://doi.org/10.16875/stem.2022.23.4.26","url":null,"abstract":"This study aims to mitigate the difficulties (e.g., lack of clarity, confusion, and resistance) of implementing a studentcentered learning course in a traditionally teacher-centered context (Kim, 2015) by adding elements of direct instruction to the student-centered curriculum. In this mixed-method (student and teacher-centered) elective course, thirty Korean intermediate university EFL students from multiple disciplines chose the class materials–the novel Charlie and the Chocolate Factory (Dahl & Schindelman, 1964) and its two film adaptations (Burton, 2005; Stuart, 1971). The participants then designed and implemented project-based activities as well as the means of assessment while the instructor facilitated the activities and delivered lectures and mini lessons based on students’ needs. To analyze student and teacher perceptions of the mixed-method approach as well as students’ description of their selfefficacy, the researcher applied a qualitative analysis of student and teacher journals as well as post-course interviews. The results showed that the mixed-method approach can lead to several benefits including authentic direct instruction and an improved sense of self-efficacy in teachers and students. One unexpected result was student satisfaction with the low-stakes atmosphere created by background music played during group activities. Some limitations such as teacher workload, assessment accuracy, and small sample size are described.","PeriodicalId":38955,"journal":{"name":"Open Stem Cell Journal","volume":"5 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80630541","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 : 2022-11-30DOI: 10.16875/stem.2022.23.4.12
Dohyung Ryu
The purpose of this paper is to suggest a working model to use vocabulary lists (VL). When college students’ VLs were analyzed, it was found that they had made their lists simply for memorization. They were then given instruction about the relationship between working memory (WM) and a VL. In particular, the role of WM in language learning was explained, the relationship between WM and long-term memory (LTM) was emphasized and an explanation was given about how a VL can reduce the burden of WM. Nine participants were put into 3 groups (advanced, intermediate, and low-intermediate) with the task to make a VL and hand it in every week. Their VLs were analyzed and evaluated in terms of recall. First, all the groups learned the so called ‘connection’ between WM and LTM. Second, the participants realized that language knowledge or world knowledge could be retrieved from LTM. Third, they realized that non-linguistic or linguistic information is necessary for better memorization and recall. Consequently, their VLs were full of contents-related information, compared with their previous VLs. Even though each group showed different abilities in collecting relevant information, every group changed their approach to making a VL by improving it to support language development.
{"title":"A Study on a Working Model for a Vocabulary List Based on Working Memory: Using Episodes From American TV Series","authors":"Dohyung Ryu","doi":"10.16875/stem.2022.23.4.12","DOIUrl":"https://doi.org/10.16875/stem.2022.23.4.12","url":null,"abstract":"The purpose of this paper is to suggest a working model to use vocabulary lists (VL). When college students’ VLs were analyzed, it was found that they had made their lists simply for memorization. They were then given instruction about the relationship between working memory (WM) and a VL. In particular, the role of WM in language learning was explained, the relationship between WM and long-term memory (LTM) was emphasized and an explanation was given about how a VL can reduce the burden of WM. Nine participants were put into 3 groups (advanced, intermediate, and low-intermediate) with the task to make a VL and hand it in every week. Their VLs were analyzed and evaluated in terms of recall. First, all the groups learned the so called ‘connection’ between WM and LTM. Second, the participants realized that language knowledge or world knowledge could be retrieved from LTM. Third, they realized that non-linguistic or linguistic information is necessary for better memorization and recall. Consequently, their VLs were full of contents-related information, compared with their previous VLs. Even though each group showed different abilities in collecting relevant information, every group changed their approach to making a VL by improving it to support language development.","PeriodicalId":38955,"journal":{"name":"Open Stem Cell Journal","volume":"76 3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77852148","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 : 2022-11-30DOI: 10.16875/stem.2022.23.4.65
Christopher Irvin, S. Park
This study has been conducted to investigate what students thought about their experiences trying to interact more frequently during the fall semester of 2020. It took place in a general English classroom at a private Korean university during the COVID-19 pandemic and aimed to gain insight into students’ perceptions of whether using a learning management system and other Information and Communication Technology tools, taking part in asynchronous discussion board activities, and completing voluntary activities would increase the number of interactions despite taking an emergency online class. A total of 28 first-year students from 6 different sections of a freshmen-level general English course voluntarily participated by filling out a survey at the end of the semester. For data analysis, descriptive statistics were initially analyzed to provide basic numerical data. Then, qualitative analysis was used to find common themes. Finally, student quotes were used to add greater meaning to the findings. The main finding was that the number of interactions between learners and the content, their instructors, and their peers increased due to the use of the learning management system and Information and Communication Technology tools. More detailed findings and implications for future uses are discussed.
{"title":"A Study of Students’ Perceptions Toward the Use of ICT Tools and Collaboration Activities to Increase Interactions During COVID-19","authors":"Christopher Irvin, S. Park","doi":"10.16875/stem.2022.23.4.65","DOIUrl":"https://doi.org/10.16875/stem.2022.23.4.65","url":null,"abstract":"This study has been conducted to investigate what students thought about their experiences trying to interact more frequently during the fall semester of 2020. It took place in a general English classroom at a private Korean university during the COVID-19 pandemic and aimed to gain insight into students’ perceptions of whether using a learning management system and other Information and Communication Technology tools, taking part in asynchronous discussion board activities, and completing voluntary activities would increase the number of interactions despite taking an emergency online class. A total of 28 first-year students from 6 different sections of a freshmen-level general English course voluntarily participated by filling out a survey at the end of the semester. For data analysis, descriptive statistics were initially analyzed to provide basic numerical data. Then, qualitative analysis was used to find common themes. Finally, student quotes were used to add greater meaning to the findings. The main finding was that the number of interactions between learners and the content, their instructors, and their peers increased due to the use of the learning management system and Information and Communication Technology tools. More detailed findings and implications for future uses are discussed.","PeriodicalId":38955,"journal":{"name":"Open Stem Cell Journal","volume":"83 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76068680","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 : 2022-11-30DOI: 10.16875/stem.2022.23.4.1
Y. Lee
This study had two objectives: (1) to observe how the participants used a TV series to learn English and (2) to investigate to what extent they changed the way they used the TV series to learn English based on three activities or guidelines that a teacher gave for better learning. They were, first, that the centrality of the meaning (of the lexicon and of the pattern) is core in using TV series for L2 learning; second, how to learn conventional expressions; and third, that in using a language, language knowledge and world knowledge should be combined. For the analysis, the participants’ reports were used. For the first guideline, it was found that the participants primarily paid attention to understanding the utterances in the script. They performed poorly. In the second activity, the participants performed relatively well. In the third activity, when the participants were assisted, they were able to focus on patterns. After the activities, they realized that they could learn the importance of context and culture as well as conventional expressions. A pedagogical implication of these findings is that although TV series are expected to make learning enjoyable, language matters should take precedence.
{"title":"Using Films in Second-Language Learning: Perspectives Through the Lens of Transmedia and Cultural Learning","authors":"Y. Lee","doi":"10.16875/stem.2022.23.4.1","DOIUrl":"https://doi.org/10.16875/stem.2022.23.4.1","url":null,"abstract":"This study had two objectives: (1) to observe how the participants used a TV series to learn English and (2) to investigate to what extent they changed the way they used the TV series to learn English based on three activities or guidelines that a teacher gave for better learning. They were, first, that the centrality of the meaning (of the lexicon and of the pattern) is core in using TV series for L2 learning; second, how to learn conventional expressions; and third, that in using a language, language knowledge and world knowledge should be combined. For the analysis, the participants’ reports were used. For the first guideline, it was found that the participants primarily paid attention to understanding the utterances in the script. They performed poorly. In the second activity, the participants performed relatively well. In the third activity, when the participants were assisted, they were able to focus on patterns. After the activities, they realized that they could learn the importance of context and culture as well as conventional expressions. A pedagogical implication of these findings is that although TV series are expected to make learning enjoyable, language matters should take precedence.","PeriodicalId":38955,"journal":{"name":"Open Stem Cell Journal","volume":"73 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86097190","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 : 2022-11-30DOI: 10.16875/stem.2022.23.4.47
Cinthia M. Chong
This study attempts to develop an EFL learning output activity by integrating reading aloud, writing, and assessment through voice recording. 62 college students participated in the activities for 15 weeks. Surveys, self-evaluations, and teacher evaluations were conducted and analyzed using the SPSS t-test to examine the students’ reactions to the activities. The survey results for the psychological questionnaires on confidence, anxiety, and attitude toward English were not statistically significant except with regard to willingness to practice English. The students became familiar with the activities and this might have led them to feel that they could improve their English skills through this repetitive integrated activity. Additionally, while students’ self-evaluation results in the competence for listening, reading, speaking, grammar, and vocabulary were statistically significant (p < .05), the competences for writing and pronunciation were not. Writing fatigue and pronunciation mistakes encountered during the activities might have contributed to students’ negative reactions in the confidence, anxiety, and attitude questionnaires. Nevertheless, it can be surmised that the integrated activities could help activate the English knowledge possessed by students. The methodology can also be recommended for use in EFL classes to make students become active participants and be aware of their English competence.
{"title":"Integrating Reading Aloud, Writing, and Assessment Through Voice Recording With EFL Learning","authors":"Cinthia M. Chong","doi":"10.16875/stem.2022.23.4.47","DOIUrl":"https://doi.org/10.16875/stem.2022.23.4.47","url":null,"abstract":"This study attempts to develop an EFL learning output activity by integrating reading aloud, writing, and assessment through voice recording. 62 college students participated in the activities for 15 weeks. Surveys, self-evaluations, and teacher evaluations were conducted and analyzed using the SPSS t-test to examine the students’ reactions to the activities. The survey results for the psychological questionnaires on confidence, anxiety, and attitude toward English were not statistically significant except with regard to willingness to practice English. The students became familiar with the activities and this might have led them to feel that they could improve their English skills through this repetitive integrated activity. Additionally, while students’ self-evaluation results in the competence for listening, reading, speaking, grammar, and vocabulary were statistically significant (p < .05), the competences for writing and pronunciation were not. Writing fatigue and pronunciation mistakes encountered during the activities might have contributed to students’ negative reactions in the confidence, anxiety, and attitude questionnaires. Nevertheless, it can be surmised that the integrated activities could help activate the English knowledge possessed by students. The methodology can also be recommended for use in EFL classes to make students become active participants and be aware of their English competence.","PeriodicalId":38955,"journal":{"name":"Open Stem Cell Journal","volume":"65 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80095307","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 : 2022-08-31DOI: 10.16875/stem.2022.23.3.16
Mijin Im
The purpose of this study is twofold: firstly, to investigate whether memorization is improved if the L1 mental lexicon (in this case, Korean) is dependent on the L2 mental lexicon (English), or vice versa; secondly, to observe whether L1 and L2 lexicons stay in the same state or whether they remain in different modular conditions. To do this, a case study was undertaken with four college students. Two participants (A and B) had a beginner level of English and two (C and D) had an intermediate level of English. Two movies were used for this study. A similar procedure was performed on both levels. Recall tests of 50 items were administered to both levels. The results showed that participants A, B, and C were successful in memorization and recall, but participant D was unsuccessful. The suggested reason is that A, B, and C depended on the L1 lexicon whereas D depended on the L2 lexicon. It turns out that the primary use of L1 lexicon was effective for memorization. For the second question, it is proposed that less proficient students have a close integration of L1 and L2 lexicons, and that more proficient students have more separation of L1 and L2 lexicons.
{"title":"A Study on the Role of Mental Lexicon in Teaching Movie English","authors":"Mijin Im","doi":"10.16875/stem.2022.23.3.16","DOIUrl":"https://doi.org/10.16875/stem.2022.23.3.16","url":null,"abstract":"The purpose of this study is twofold: firstly, to investigate whether memorization is improved if the L1 mental lexicon (in this case, Korean) is dependent on the L2 mental lexicon (English), or vice versa; secondly, to observe whether L1 and L2 lexicons stay in the same state or whether they remain in different modular conditions. To do this, a case study was undertaken with four college students. Two participants (A and B) had a beginner level of English and two (C and D) had an intermediate level of English. Two movies were used for this study. A similar procedure was performed on both levels. Recall tests of 50 items were administered to both levels. The results showed that participants A, B, and C were successful in memorization and recall, but participant D was unsuccessful. The suggested reason is that A, B, and C depended on the L1 lexicon whereas D depended on the L2 lexicon. It turns out that the primary use of L1 lexicon was effective for memorization. For the second question, it is proposed that less proficient students have a close integration of L1 and L2 lexicons, and that more proficient students have more separation of L1 and L2 lexicons.","PeriodicalId":38955,"journal":{"name":"Open Stem Cell Journal","volume":"7 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78889040","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 : 2022-08-31DOI: 10.16875/stem.2022.23.3.64
I. Jang
With the growing interest in linguistic landscape in sociolinguistic studies, many language educators and researchers have begun to consider how the sociolinguistic concept and analytic methods can be mobilized for language learning and teaching. To explore the pedagogical potential of linguistic landscape, this study examines how pre-service teachers understand the concept and implications of linguistic landscape for English education. For this purpose, 35 South Korean pre-service elementary school teachers taking a multimedia English course attended a session about linguistic landscape and engaged in two activities using multimedia resources and online platforms: a virtual linguistic landscape task and a linguistic landscape fieldwork project. The analysis of the learning outcomes of these two activities revealed that linguistic landscapes helped pre-service teachers increase their language awareness of public language use. However, their engagement with language awareness was affected by the spaces they chose to collect public signs. In their reflections on the activities, the pre-service teachers indicated that linguistic landscapes could be valuable resources for authentic English and cultural learning. They also stated that the levels of linguistic difficulty and cultural contents of public signage should be controlled. This article concludes by discussing how linguistic landscape can contribute to improving English teachers’ critical language awareness.
{"title":"Pedagogical Potential of Linguistic Landscape for English Teaching and Learning: An Analysis of Pre-Service Elementary School Teachers’ Activities in a Multimedia English Course","authors":"I. Jang","doi":"10.16875/stem.2022.23.3.64","DOIUrl":"https://doi.org/10.16875/stem.2022.23.3.64","url":null,"abstract":"With the growing interest in linguistic landscape in sociolinguistic studies, many language educators and researchers have begun to consider how the sociolinguistic concept and analytic methods can be mobilized for language learning and teaching. To explore the pedagogical potential of linguistic landscape, this study examines how pre-service teachers understand the concept and implications of linguistic landscape for English education. For this purpose, 35 South Korean pre-service elementary school teachers taking a multimedia English course attended a session about linguistic landscape and engaged in two activities using multimedia resources and online platforms: a virtual linguistic landscape task and a linguistic landscape fieldwork project. The analysis of the learning outcomes of these two activities revealed that linguistic landscapes helped pre-service teachers increase their language awareness of public language use. However, their engagement with language awareness was affected by the spaces they chose to collect public signs. In their reflections on the activities, the pre-service teachers indicated that linguistic landscapes could be valuable resources for authentic English and cultural learning. They also stated that the levels of linguistic difficulty and cultural contents of public signage should be controlled. This article concludes by discussing how linguistic landscape can contribute to improving English teachers’ critical language awareness.","PeriodicalId":38955,"journal":{"name":"Open Stem Cell Journal","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91278030","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}
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