[논문]해외어학연수의 외국어 정확성 향상에 대한 효과

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doi:10.22678/jic.2020.18.4.093

초록
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본 연구는 해외어학연수의 외국어 정확성 향상에 대한 효과를 조명하기 위해 한 학기 동안 해외대학에서 어학연수를 받은 27명의 한국 대학생들이 한 학기의 시간차를 두고 작성한 두 영작문 간의 차이와 오류들을 조사하고, 그러한 차이가 통계적으로 유의미한지를 검정하여 외국어 정확도 면에서의 변화를 분석하였다. 어학연수 이후에 영작문의 길이와 문장의 길이가 증가하였으나 전체 문장수는 감소하였다. 학생들은 더 많은 수의 단어를 더 복잡한 구조의 문장에서 사용하여 오류의 수도 증가하였다. 이를 볼 때, 어학연수 이후 학생들의 문장 생성능력이 향상되고 복잡한 형태의 문장들을 쓰려고 시도한 것을 알 수 있다. 본 연구의 결과는 한 학기 동안 해외어학연수를 받은 이후 대체로 학생들의 문장생성능력은 다소 증진하였지만, 문법적 요소들을 문장 속에서 정확하게 사용하는 문법적 정확성은 크게 향상하지 않은 것으로 나타났다. 이는 비록 해외 어학연수가 집중적으로 목표언어만 학습하여 언어입력을 확대할 수 있을 뿐만 아니라, 목표언어에 자연스럽게 노출될 수 있는 환경적 이점을 제공하긴 하지만, 한 학기라는 기간 안에 문법적으로 정확한 문장을 생성해내는 문법능력을 향상시키는 데는 크게 효과적이지 않았다는 것을 시사한다.

Abstract ▼ AI-Helper

The Journal of Industrial Management Society in Republic of Korea. In order to explore the effect of overseas language training on the development of foreign language accuracy, this study investigates the errors in English compositions produced by 27 Korean university students who received overseas ...

The Journal of Industrial Management Society in Republic of Korea. In order to explore the effect of overseas language training on the development of foreign language accuracy, this study investigates the errors in English compositions produced by 27 Korean university students who received overseas language training for 15 weeks. For data collection, students were made to take two tests, a pretest and a posttest, a semester apart. The differences in composition elements and errors between the two tests were examined and statistical analyses were performed. Results showed that while the average length of the compositions and sentences increased, the number of sentences decreased in the posttest. Also, more errors were found in the posttest where the students tried to construct more complex sentence structures. The students' ability to generate sentences were found to have improved, while their competence in using grammatical elements accurately within sentences did not see great improvement. This implies that overseas language training was not effective for aiding the development of one's grammatical accuracy of a foreign language over a 15-week period for the students.

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문제 정의

In order to shed light on the effect of overseas language training on developing foreign language accuracy, this study examined the errors in English compositions produced by Korean university students attending a semester-long language training program at a university in the Philippines. Two writing tests were conducted a semester apart, and an analysis of the overall composition elements and errors was performed to discern the differences between the two writing tests.

제안 방법

Following this, the identified errors were further classified into 16 subcategories (8 morphological error types, 5 lexical error types, and 3 syntactic error types). Table 3 presents the types and frequencies of errors observed in the pretest and posttest.
The participants were subject to a pretest and a posttest a semester apart to investigate differences in grammatical accuracy in their English compositions before and after their overseas language training. Writing tests were conducted on the first week and the last week of the language program, respectively, at the partnering university in the Philippines.
The topics of the tests (pretest: Self Introduction, posttest: Vacation Plans) were assigned in consideration of students’ English proficiency levels, as well as the burden a writing test might pose during an overseas language program.
In order to shed light on the effect of overseas language training on developing foreign language accuracy, this study examined the errors in English compositions produced by Korean university students attending a semester-long language training program at a university in the Philippines. Two writing tests were conducted a semester apart, and an analysis of the overall composition elements and errors was performed to discern the differences between the two writing tests.

대상 데이터

27 Korean university students, consisting of 16 male and 11 female students across various majors and years, participated in this study. They were between 20 to 26 years of age and had studied English for roughly 7 to 12 years before participating in the language training program.
Funding for this paper was provided by Namseoul University year 2019.
They were between 20 to 26 years of age and had studied English for roughly 7 to 12 years before participating in the language training program. The participants attended a 15-week language training program at a university in the Philippines where they took 30 hours of English classes a week. Of the 30, 4 were writing classes.

성능/효과

An analysis of the errors showed that morphological errors (pretest: 55.2%, posttest: 58.3%) were the most frequently occurring errors, followed by lexical errors (pretest: 44.1%, posttest: 39.1%), and syntactic errors (pretest: 0.7%, posttest: 2.6%).This pattern of occurrence in errors in the three linguistic categories was identical in both tests.
In addition, while morphological errors and syntactic errors saw an increase (55.2%→58.3% and 0.7%→2.6% respectively) in the posttest, lexical errors actually saw a decrease (44.1%→39.1%).

참고문헌 (12)

L. Bachman. (1990). Fundamental considerations in language testing. Oxford: Oxford University Press.
J. W. Hahn. (2008). An effective way of teaching English grammar to improve communicative competence in an EFL environment. (Master's thesis, Korea Maritame University).
H. Marriott. (1995). Acquisition of politeness patterns by exchange students in Japan. In B. Freed (Ed.), Second language acquisition in a study abroad context (pp. 197-224). Amsterdam: Benzamins.
B. Freed. (1995). Second language acquisition in a study abroad context. Amsterdam: Benzamins.
B. Lafford. (2004). The effect of the context of learning on the use of communication strategies by learners of Spanish as a second language. Studies in Second Language Acquisition, 26(2), 201-225.

상세보기
V. Pellegrino. (1998). Student perspectives on language learning in a study abroad context. Frontiers, 4, 91-120.
Dewey, D. (2002). The effects of study context and environment on the acquisition of reading by students of Japanese as a second language during study-abroad and intensive domestic immersion. (Doctoral dissertation, Carnegie Mellon University).
D. Larsen-Freeman. (2001). Teaching grammar. In M. Celce-Murcia (Ed.), Teaching English as a second of foreign language (pp. 251-265). Boston: Heinle & Heinle.
M. J. Kim. (2006). Grammar Instruction for Improving English Communicative Competence. (Master's dissertation, Kangwon University).
H. Brown. (1994). Teaching by principles: An interactive approach to language pedagogy. New York: Addison Wesley Longman.
I. Abushihab. (2014). An analysis of grammatical errors in writing made by Turkish learners of English as a foreign language. International Journal of Linguistics, 6(4), 213-223.
M. Rogers. (1984). On major types of written error in advanced students of German. IRAL, 22(1), 1-39.

상세보기

내보내기 구분	파일저장 인쇄 메일전송
구성항목	기본정보 상세정보 관리번호, 논문명, 저널/프로시딩명, 저자 , 발행년, 권, 호, 시작페이지, 끝페이지, 발행기관 관리번호, 논문명, 대등논문명, 저자 , 저널/프로시딩명, 발행기관, 발행년, 발행언어, 권, 호, 시작페이지, 끝페이지, ISBN, ISSN, 주제분야, 키워드, 초록(한글), 초록(영문), 저자(소속기관)
저장형식	Text(ASCII format) Excel format RefWorks Direct Export RIS format (for Reference Manager, ProCite, EndNote), Scholar's Aids, Mendeley
메일정보	받는사람 (필수) @ 보내는사람 (선택) @ 제목 내용 KISTI 검색결과 이메일 서비스
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연합인증

해외어학연수의 외국어 정확성 향상에 대한 효과
The Effect of Overseas Language Training on the Development of Foreign Language Accuracy 원문보기

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해외어학연수의 외국어 정확성 향상에 대한 효과 The Effect of Overseas Language Training on the Development of Foreign Language Accuracy 원문보기

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해외어학연수의 외국어 정확성 향상에 대한 효과
The Effect of Overseas Language Training on the Development of Foreign Language Accuracy 원문보기

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