2007, Vol.8, No.1

Modern English Education 2023 KCI Impact Factor : 1.55

pISSN : 1598-0782 / eISSN : 2586-6141
https://journal.kci.go.kr/meeso

This study explores a new class model for Cross-Cultural Distance Learning (CCDL). Namseoul University (NSU) has participated in a CCDL project since the second semester of 2005, and has observed some very successful results. However, it was found from the results that the traditional CCDL method has some problems, so it was proposed that we attempt to solve these. Therefore, NSU and Waseda University (WU) adopted a new class model for CCDL from the second semester of 2006. In this context, the research explained in this paper had three purposes: i) to explain the class contents and procedure of the new CCDL model; ii) to prove the good points of new model through examining student response; and iii) to suggest ways of improving the new CCDL model, in addition to offering advice on how to use it. As the results of the student responses show, this new CCDL model is very effective in helping students enhance their confidence in using English. It also helps them to understand Japanese culture and people, and to improve their general English abilities. In conclusion, this new class model is suggested as a good model for developing Cross-Cultural Distance Learning.

This paper explores the interaction between segmental and suprasegmental features by examining how intonation is realized in the Korean language. This article examines the relative effects of the variables to determine the effects on the F0 rise in the first two syllables in an accentual phrase. The independent variables are onset consonant type, the number of syllables in an accentual phrase, the presence of a coda in the first syllable, and the length of the first vowel. The results in this article show that the laryngeal effect is very strong in Korean. Tokens with heavy syllable structures, either from a long vowel or a coda in the first vowel, have a similar pattern in the effects on F0 rise between the first and second vowels in an accentual phrase, with their presence incurring the smaller F0 rise.

This paper presents a study on the use of the virtual SchMOOze University, to enhance the learning of intermediate or advanced students of English at university level. After using the SchMOOze website, a questionnaire on student attitudes about language learning in relation to SchMOOze was administered at the end of each semester. The questionnaire contained 11 statements about which students were asked to indicate their opinions using a five-point Likert scale. There were also two open-ended questions. The positive results of the survey indicate that incorporating the virtual SchMOOze University in their English classrooms is well worth the effort for English language teachers.