English Teaching

English Teaching is an open access journal published by the Korea Association of Teachers of English (KATE). All articles published by KATE are licensed ... EnglishTeaching,KATEJournal,Englisheducation,Englishlearning,journal Volume76Number3Autumn2021 Volume76Number3Autumn2021 ISSN1017-7108(Print)/ISSN2671-9312(Online) EnglishTeachingisanopenaccessjournalpublishedbytheKoreaAssociationofTeachersofEnglish(KATE).AllarticlespublishedbyKATEarelicensedundertheCreativeCommonsAttribution4.0InternationalLicense(http://creativecommons.org/licenses/by/4.0/).Thispermitsanyonetocopy,redistribute,remix,transmitandadaptthework,providedtheoriginalworkandsourceisappropriatelycited. TableofContents TestinginSocial,Cultural,andPoliticalContexts[Full-TextAvailable] Gwan-HyeokIm* (YonseiUniversity)/*correspondingauthor,email:[email protected] EnglishTeaching,Vol.76,Number3,Autumn2021,pp.3-33 DOI:10.15858/engtea.76.3.202109.3 ©2021TheKoreaAssociationofTeachersofEnglish(KATE)/OpenAccess [ABSTRACT]DespitethepopularityoftheTOEICintheKoreansocietyforover30years,fewstudieshaveinvestigatedtheunderstandingandusageofTOEICscoresintheKoreancontext.ThisresearchgapneedstobefilledtoprovidetestuserswithusefulinformationintheKoreancontext.Usinganargument-basedapproachtovalidation,thisstudyinvestigatesthemeaningsandusesoftheTOEICscoresintheKoreancontext,basedonanalysesofrecordspubliclyavailableattheYBMwebsite(i.e.,TOEICadministratorinKorea).Onehundredninety-fourdocumentspublishedbetween2012and2017werecollectedfromthewebsiteandthedatawereanalyzedbycombiningthecontentandthecontextanalyses.FindingsrevealthatcontextualfactorsaffecttheunderstandingandusageofscoresbydifferentTOEICstakeholders.Thedocumentdatarevealunintendedmeaningsandusesofthescores. [KEYWORDS]YBM,TOEIC,anargument-basedapproach,documentanalysis,testvalidityandvalidation EffectsofE-BooksandPrintedBooksonEFLLearners’ReadingComprehensionandGrammaticalKnowledge[Full-TextAvailable] JihyeonPark(GyeongsangNationalUniversity)/ JuheeLee*(GyeongsangNationalUniversity)/ *correspondingauthor,email:[email protected] EnglishTeaching,Vol.76,Number3,Autumn2021,pp.35-61 DOI:10.15858/engtea.76.3.202109.35 ©2021TheKoreaAssociationofTeachersofEnglish(KATE)/OpenAccess [ABSTRACT]Intoday’sdigitalera,tabletsaregainingpopularityasreadingdevices.However,fewstudieshavecomparedreadinge-booksontabletswithreadingprintedbooksandregularclassroominstructionforlanguagelearning.Toevaluatetheroleoftabletsinreadingandanalyzethepossibilities,thecurrentstudyexamined97elementaryschoolstudentslearningEnglishasaforeignlanguageinSouthKorea.ThesestudentsweretaughtEnglishonceortwiceaweekfor11weeksbasedonextensivereadingusingtablets(n=42),printedbooks(n=32),orregulartextbook-basedinstructionascontrol(n=23).Theresultsindicatethatliterallevelreadingcomprehensionwasimprovedthelargestinthetabletgroupcomparedwiththeothergroups.Bycontrast,improvementsininferentialreadingcomprehensionandgrammaticalknowledgeweregreaterinthosereadingprintedbooksthaninthetabletgroup.Thefindingssuggestthattheprintmediumwassuperiorfordeepreadinganddigitaltextswerebetterforquickandshallowlearning. [KEYWORDS]extensivereading,tablets,e-books,printedbooks,literalreadingcomprehension,inferentialreadingcomprehension,grammaticalknowledge ClaimsofEntitlementsinElementaryEFLCo-teaching[Full-TextAvailable] JosephineMijinLee* (EwhaWomansUniversity)/ *correspondingauthor,email:[email protected] EnglishTeaching,Vol.76,Number3,Autumn2021,pp.63-84 DOI:10.15858/engtea.76.3.202109.63 ©2021TheKoreaAssociationofTeachersofEnglish(KATE)/OpenAccess [ABSTRACT]Thisstudyexaminedteachers’claimsofentitlementincollaborativeteachingsequenceswherethenon-leadingteacherentersintothedomainofanotherteacher’songoinginstructionalbusiness.Thedatainvolvesvideorecordingsofsecond-gradeelementaryKoreanandAmericanteachersco-teachingmathandsciencelessons.Theanalysisrevealsthatdirectiveswereprevalentinteacher-teachercommunication,andunilaterallyinvolvedtheKoreanteachermakingcorrectiveremarksofAmericanteacher’sinstructionsorenteringtotakecontrolofclassroommanagement.Thedirectiveswerealsoformulatedasdeclarativeinterrogatives,proposals,andimperatives,whichimpliedtheKoreanteacher’shighentitlement.AlsowhentheKoreanteacher’sdirectivewasnotmetwithimmediatecompliance,itescalatedintoamoredemandingimperative.Thesefindingsrevealthedifferentialinstitutionalstatusandpowerbalancebetweenthetwoteachersanddemonstratetheanalyticalgainsofapplyingconversationanalysistoco-teachinginteractionaldata.Potentialimplicationsforteachertrainingarediscussedinlightofcollegialityandcomplementarycollaborativeteaching. [KEYWORDS]entitlements,co-teaching,asymmetry,elementary,classroominteraction AGyopoEnglishTeacher’sProfessionalIdentityinanEFLContext[Full-TextAvailable] JungWonLee(SookmyungWomen’sUniversity)/MyongheeKim*(SookmyungWomen’sUniversity)/ *correspondingauthor,email: [email protected] EnglishTeaching,Vol.76,Number3,Autumn2021,pp.85-113 DOI:10.15858/engtea.76.3.202109.85 ©2021TheKoreaAssociationofTeachersofEnglish(KATE)/OpenAccess [ABSTRACT] Thereisagrowingresearchinterestinlanguageteachers’professionalidentity.Nevertheless,unlikestudiesinvolvingtheidentityofnativeandnon-nativeEnglish-speakingteachers,fewstudiesanalyzedGyopoEnglishteachers’identitydespiteasizeablebodyofGyopoteachersintheKoreaneducationalcontext.Usingpost-structuralperspectivesofidentity,thiscasestudyanalyzedtheidentitiesofaGyopoinstructorasanEnglishteacherandhowsuchidentitieswerereflectedinclassroompractice.Datawerecollectedthroughinterviews,classroomobservations,andself-reflectivereportswrittenbytheparticipant.Findingsrevealthattheparticipantconstructedmultipleprofessionalidentitiesasateacherwithpreviouslanguagelearningexperiences,abridge-builder,amultitasker,andateacherwhoisnotanativeEnglishspeakerbutanAmerican,andareplaceableperson.Whileexperiencingidentityconflicts,sheconstantlynegotiatedandrenegotiatedhermultiple,contradictoryidentitiestopositionherselfmorefavorably.Basedonthesefindings,thepresentstudyofferspedagogicalsuggestions. [KEYWORDS]Gyopoteacher,languageteacheridentity,teacherprofessionalidentity ‘ButterBallaHere!’:TheFunctionsofHumorinPrimaryEnglishClassroomsinKorea[Full-TextAvailable] SolKim* (HyohaengElementarySchool)/ *correspondingauthor,email:[email protected] EnglishTeaching,Vol.76,Number3,Autumn2021,pp.115-137 DOI:10.15858/engtea.76.3.202109.115 ©2021TheKoreaAssociationofTeachersofEnglish(KATE)/OpenAccess [ABSTRACT] Theuseofhumorhasbeenacontroversialresearchtopicinlanguageclassrooms.Humorispervasive;however,thefunctionsofhumorinprimaryEnglish-as-a-foreign-language(EFL)classroomsisunder-investigated.Toanalyzethedistinctfeaturesofhumor,thisstudyexploresthespecificfunctionsofhumorinprimaryEnglishteachingclassroomsinSouthKorea.Thedatasetincludedthirty40-minuteEnglishlessonsvideotapedin2019andsemi-structuredinterviewswiththreeteachers.Datawereanalyzedbyidentifyinghumorsequences,transcribingtheseclassroomsessionsandinterviews,codingrecurrentthemes,andsortingrepresentativeexcerpts.Asaresult,psychological,social,andbehavioralfunctionsofhumorwereconceptualized.Thefindingsshowedthathumor(i)mitigatedlearners’anxietyandarousedinterestinlanguagelearning,(ii)reinforcedconstructiveteacher-learnerrelationshipsandenabledcamaraderiebetweenlearners,and(iii)regulatedstudentbehaviororrationalizedlearners’listeningincomprehension.Pedagogicalimplicationsarealsodiscussedregardingwaystouseandrespondtohumorinlanguageclassrooms. [KEYWORDS]humor,relievingstress,establishingrelationships,exertinginfluencewithoutlosingface,function,classroomdiscourse,EFL TheRoleofAchievementStandardsin2022NationalEnglishCurriculum[Full-TextAvailable] Byeong-CheonLee* (KoreaInstituteforCurriculumandEvaluation)/ *correspondingauthor,email:[email protected] EnglishTeaching,Vol.76,Number3,Autumn2021,pp.139-158 DOI:10.15858/engtea.76.3.202109.139 ©2021TheKoreaAssociationofTeachersofEnglish(KATE)/OpenAccess [ABSTRACT] ThisstudyinvestigatessomeoftheimplicationsfordevelopingAchievementStandards(ASs)in2022nationalEnglishcurriculumbyanalyzingtheperceptionofelementaryandmiddleschoolteachersontheroleofASsinthe2015nationalEnglishcurriculum.Themajorresearchareaswerecategorizedintoclarity,practicalusability,andASlevelandamountinthenationalEnglishcurriculum.Basedonasurveyofbothdescriptiveandinferentialstatistics,theresultsofthecurrentstudydemonstratedgroupdifferencesinspecificsubtopicquestions.Teachersdidnothavepositiveperceptionsregardingpracticalapplicationandclarity,whiletheyexhibitedpositiveperceptionsregardingthelevelandtheamountofASs.ThesurveyalsosuggestedalternativewaystoimproveclarityandpracticalapplicationofASsbystrengtheningthelinkagebetweenelementsinthecurriculumsuchasassessmentmethodsandinstructionsandsupplementarycommentsofAssbeyondclearpresentationoftheASs. [KEYWORDS] applicabilityofachievementstandard,usability,clarity,levelandamountofachievementstandard,2015nationalcurriculum,Englishcurriculum DevelopingL2IdentityThroughthePerezhivanieofLearning:ACaseStudyofTwoStudentsinJejuIsland[Full-TextAvailable] Myung-HyeHuh* (KoreaUniversity)/Mi-SunKim(ChejuHallaUniversity)/ *correspondingauthor,email:[email protected] EnglishTeaching,Vol.76,Number3,Autumn2021,pp.159-180 DOI:10.15858/engtea.76.3.202109.159 ©2021TheKoreaAssociationofTeachersofEnglish(KATE)/OpenAccess [ABSTRACT] Inthisstudy,usingtheconceptofperezhivanieasananalyticaltool,weweretryingoutnewwaystoinvestigateL2identitytakingtheperipheraleducationalcontextintoaccount.Weexaminedhowtwograduatesfromnon-academichighschoolsperceivedtheirperipheralschoolsituationthroughtheirperezhivanie,anddescribedhowthissituationaffectedtheindividualtrajectoriesofL2identitydevelopmentaswell.Whentwostudentsimmersedthemselvesinmarginalizedclassroomcontexts,theyhaveexperiencedacademicstigmainthecontextofclassroomcommunity.Moreover,theyallexperiencedemotionalconflictsrelatedtoEnglishlearning.Besides,theystruggledoverdeficitremedialL2identity,entailingidentitytensions.Astheyattemptedtoreconcilethecontradictionsbetweenthemselvesandtheircircumstances,theirperezhivaniemadetheirsocialsituationofdevelopmentdifferently.Dependingonhowthecontradictionwasbeingemotionallyexperiencedthroughtheprismofeachstudent’sperezhivanie,thesamecontradictionhaddifferentmeanings,ledtodifferentreactions,andhaddifferingimpactsontheirL2identity. [KEYWORDS] Vygotsky,perezhivanie,cognitive–emotionaldialectic,L2identity, marginalization,Jeju Postedin 2020-2029,Archive | CommentsOffonVolume76Number3Autumn2021 YoucanfollowanyresponsestothisentrythroughtheRSS2.0feed. Bothcommentsandpingsarecurrentlyclosed. recentarticles Volume76Number3Autumn2021 Volume76Supplement1Autumn2021 Volume76Number2Summer2021 Volume76Number1Spring2021 Volume75Number4Winter2020 ©2021EnglishTeaching. Allrightsreserved