지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
논문 기본 정보
- 자료유형
- 학술저널
- 저자정보
- 발행연도
- 2012.11
- 수록면
- 315 - 343 (29page)
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초록· 키워드
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This study has investigated the college students' English learning methods of three different countries (Korea, Taiwan, and Japan). To do so, this study provided the examples of 19 English learning activities, which are divided into two different reigns (convergent and divergent English learning activities). Then, this research asked students to response what your opinions are by marking one of 5 answers (from strongly agree to strongly disagree). Nine convergent English learning activities (multiple choices, matching items, etc.) are that it leads to a single "best" answer, and thus leaves no room for ambiguity. Answers are either right or wrong. On the other hands, ten divergent activities (compare & contrast, unusual uses, etc.) lead to a variety of answers in situation where more than one answer is acceptable. Approximately 150 college students have participated in this study. The results showed that Korean students strongly prefer divergent English learning activities over convergent activities, and they regard these activities as more effective in facilitating creativity in English classes. Nonetheless, other than brainstorming, which is a divergent activity, Korean students usually use convergent activities (grammar drills, multiple choices, etc) in their English learning. True/false and either/or questions are rarely used by Korean students. On the other hand, Japanese students prefer convergent English learning activities and they never use divergent activities in their learning. In the case of Taiwan students, they acknowledged the effectiveness of divergent English learning activities but they never use them in their learning. Based on the results, this study suggested eight proposals for Korean English education as well as those of the other two countries
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