A Study on the Formal and Functional/Communicative Competence in English of Korean High School Students
- Issued Date
- 2006
- Abstract
- This study investigates the implications of communicative language teaching in English as a Foreign Language (EFL) as laid out in the Korean national curriculum for high schools. Communicative Language Teaching (CLT) is widely accepted as an effective teaching method in English as a second or foreign language ESL/EFL contexts. As in many other Asian countries, English is spoken as a foreign language in Korea. The Korean Ministry of Education has realized the importance of CLT in the curriculum and it was first adopted in the 6th National Curriculum (1992-1997) to develop students' communicative competence (Richards & Rogers, 1986) with native English speaking instructors being assigned to educational environments in 1995 (Ministry of Education, 2005).The current 7th National Curriculum which was designed in 1997 and implemented in 2001 emphasized on the development of the students' spoken English. The content of the curriculum is carefully designed to focus on all types of language functions and cover most of the areas of communication.
As it is a primary research ((James1988), the subjects are the Korean high school students (the first, second and third grade students were mixed).Being based on the new high school curriculum, the prescribed language structures and functions are focused on to get the written responses. The same set of test items was supplied to the subjects for oral pair work where appropriate situations were provided to elicit spoken responses and the responses were recorded with a help of a micro tape recorder. Errors were calculated and classified to show how many and what types of errors were being made by the participants.
From the study, it is found that the students are more competent in the written responses than the spoken one and in both of the written and spoken responses; they are seemed to be weak in the use of grammatical categories into their sentences accurately.Also, because of the mother-tongue interference, the students are facing the problems for the correct pronunciation, for example: it is found that sometimes they couldn't distinguish the sound /l/ and /r/while speaking. Although the sample in the study was small but the results obtained could serve as some general principles for the concerned parties: to the classroom teachers as well as to administrators and national curriculum designers.
- Alternative Title
- 한국 고등학생들이 습득한 영어의 형식적, 기능적 / 의사소통 능력 관한 연구
- Alternative Author(s)
- Malika Prasai
- Affiliation
- 조선대학교 대학원
- Department
- 일반대학원 영어영문학과
- Advisor
- David Shaffer
- Awarded Date
- 2007-02
- Table Of Contents
- List of table = iv
List of figures = v
Abbreviation = vi
Abstract = vii
Chapter 1: Introduction = 1
Chapter 2: Review of literature = 8
2.1 Linguistic competence = 8
2.2 Communicative competence = 9
2.3 Error analysis (EA) = 10
2.3.1 Historical perspective = 10
2.3.2 Error analysis and correction = 12
2.3.3 Methods of error correction = 13
2.3.4 Error analysis and its significance = 17
2.4 The language forms and functions = 18
2.4.1 The relationship of curriculum, syllabus and methodology = 22
2.4.2 Notional-functional syllabus = 23
2.4.3 Communicative syllabus = 25
2.4.4 Korean national curricula in English = 27
2.5 Morden approaches in language teaching = 32
2.5.1 Communivative approach = 34
2.5.2 CLT situation in Korea = 37
2.6 Early methods in language teaching = 40
2.6.1 The grammar translation method (GTM) = 41
2.6.2 The audio-lingual method = 42
2.6.3 Further developments = 42
Chapter 3 Research Design = 44
3.1 The participants of the study = 44
3.2 Sources of data = 44
3.3 Tools for data collection = 45
3.3.1 Test items for finding out formal competence = 45
3.3.2 Test items of functional/communicative competence = 45
3.4 Tabulation of the data = 46
Chapter 4: Analysis and interpretation = 47
4.1 Analysis of the errors in written form = 47
4.1.1 Errors in structure = 49
4.1.1.1 Errors in subject-verb agreement = 49
4.1.1.2 Errors in tenses = 51
4.1.1.3 Errors in word order = 51
4.1.1.4 Errors in direct questions = 51
4.1.1.5 Errors in gerund/to-infinitives = 52
4.1.2 Errors in punctuation = 52
4.1.3 Errors in the use of grammatical items = 53
4.1.3.1 Errors in conjuctions = 53
4.1.3.2 Errors in using the articles = 53
4.1.3.3 Errors in prepositions = 55
4.1.3.4 Errors in pronouns = 55
4.1.4 Errors in lexical items = 55
4.1.5 Errors in spelling = 56
4.2 Analysis of errors in spoken form = 57
4.2.1 Errors in pronounciation = 57
4.2.2 Errors in fluency = 59
4.2.3 Unclear utterances = 59
4.2.4 Repetition of words = 59
4.2.5 Errors in lexical items = 60
4.2.6 Errors in comprehension = 60
4.2.7 Errors in context/situation = 60
4.3 Comparision of the errors in written responses = 61
4.4 Comparision of the errors in spoken responses = 66
4.5 Analysis of the functional competence = 71
Chapter 5: Discussion = 75
5.1 Written and spoken responses = 75
5.2 Functional responses = 77
5.3 Limitations of the study = 82
Chapter 6: Conclusions = 83
References = 93
Appendix I = 97
Appendix II = 98
Appendix III = 106
- Degree
- Doctor
- Publisher
- 조선대학교 대학원
- Citation
- Malika Prasai. (2006). A Study on the Formal and Functional/Communicative Competence in English of Korean High School Students.
- Type
- Dissertation
- URI
- https://oak.chosun.ac.kr/handle/2020.oak/6461
http://chosun.dcollection.net/common/orgView/200000233833
- Appears in Collections:
- General Graduate School > 4. Theses(Ph.D)
- Files in This Item:
-
-
Download
Communicative Competence in English of Korean High School Students.pdf
기타 데이터 / 5.82 MB / Adobe PDF
-
Items in Repository are protected by copyright, with all rights reserved, unless otherwise indicated.