2009, Vol.10, No.1

Modern English Education 2023 KCI Impact Factor : 1.55

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

The current study explores the conditions under which textual enhancement is effective for second language learners to better notice and learn particular grammatical features. The study employs the grammatical judgment test for collecting data rather than using production data, which has been commonly used in SLA research on interlanguage development of English articles. This is because learners in low levels of proficiency are found to frequently omit articles in production data while they have to actively choose one in multiple-choice cloze tests. The findings suggest that textual enhancement is useful for more advanced learners of English articles. Also, it is shown that, contrary to previous studies, the deletion of articles is more prevalent among more advanced students. In the grammatical judgment test, zero articles should not be considered the result of negligence, so it can also appear rather frequently in the performance of advanced learners of English. Based on this finding, more deletions and less overuse of a(n) can possibly be the indicator of acquisition. As a pedagogical implication, textual enhancement should be employed in a foreign language classroom, according to students' current proficiency in target features.

This study intended to explore issues related to Non-Native English Speaking Teacher (NNEST)s' identity. Although NNESTs have come to take a great responsibility in English Language Teaching (ELT), most NNESTs still struggle for equal treatment with Native English Speaking Teacher (NEST)s in ELT. Establishing a solid identity as a teaching professional and being aware of critical issues they might face would help NNESTs to establish the basis of understanding their possibilities of self-development in ELT. For this, this study first briefly reviewed the relevant studies for identity formation, especially focusing on the importance of identity construction and examined the relevant NNESTs' identity studies. Then some critical issues that need further investigations were highlighted with related literature in order to contribute to the development of NNESTs' equal and secure status in ELT as well as to empower teacher education programs in ELT. Three issues for future empirical research were proposed.

The purpose of this study was to examine the role of the assessment of grammatical competence in an oral proficiency test. Three raters assessed the oral proficiency of 59 recorded narratives based on a set of assessment criteria among which grammar competence and overall comprehensibility were analysed. Subjects were divided into beginner group and advanced group. Findings show that the raters' assessment of grammatical competence, the actual grammatical errors and raters' assessment of overall comprehensibility were all highly correlated for both groups. However, rater reliability for the beginner group turned out to be lower than that of the advanced group. In light of the strong relationship between grammatical competence and overall comprehensibility, it is strongly recommended that spoken grammar be developed and included in the curriculum for speaking lessons in order for learners to achieve a higher level of oral proficiency.