• 영어어문교육
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• 제8권2호
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• pp.219-243
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• 2003

The purpose of the present study was to develop a new English language model of an integrated syllabus for kindergarteners, in order to teach and learn English. An English syllabus is a tool for realizing the goals of a curriculum, in the planning of language teaching that is primarily concerned with content and method components. Thus appropriate syllabus design can play an important role on the whole effectiveness of early English education, because it presents selection and grading of content and method for English textbooks. The basic principle of the present syllabus is based on the national curriculum of kindergartens. Developing an English syllabus model for kindergarteners could suggest standards and directions for teaching and writing adequate English textbooks for kindergarteners. The syllabus model integrates competence in communication using a proportional approach and focussing on the characteristics of kindergarteners. This study presented an integrated English syllabus for kindergarteners at the ages of five, six, and seven.

• 영어어문교육
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• 제8권1호
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• pp.241-259
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• 2002

The purpose of this paper is to analyze the recent trends of the development of the English textbooks in EFL situation. The 7th National English Curriculum(NEC) in 2001 which emphasized the curriculum-centered school education have had much influence on the traditional textbook-centered school education in Korea. According to the paradigmatic change of school education, the contents of the English textbooks were changed into the new types of students-centered classroom activities. For students' communicative activities, the English textbooks were developed by two types of syllabuses: process-oriented syllabus and product-oriented syllabus. The 7th NEC includes procedural syllabus and task-based syllabus as well as grammatical- structural syllabus and notional-functional syllabus. In short, unlike the English textbooks in former curriculums, learners' classroom activities and tasks have been emphasized in those to foster their communicative competence.

• 영어어문교육
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• 제15권3호
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• pp.105-127
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• 2009

This study investigates effective models of team teaching in Korean middle school classrooms based upon a questionnaire survey and two English listening tests. The data from 349 first year middle school students from 3 different middle schools were collected and compared between team teaching (TT) types in terms of participants' background language learning methods and their opinions about TT. The findings of the present study indicate that students appear to have different opinions about TT according to the TT types. Also the results of the English listening tests between students who took TT and those who didn't take TT show significant differences between TT groups. This study gives both native English teachers (NETs) and Korean English teachers (KETs) the perspectives about effective TT type and the opportunities that both types of teachers could reconsider their TT in order to develop students' English communicative competence more successfully.

• 영어어문교육
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• 제12권1호
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• pp.159-181
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• 2006

The purpose of this paper is to examine the effectiveness of presentation-based instruction and to suggest a model of instruction targeted to the Korean intermediate level students learning English as a foreign language (EFL). To achieve this objective, the author examined how the acquisition of practical English through oral presentation would enhance the students' learning motivation, language abilities, and communicative competence in concrete situations. It was confirmed that the trained leader and systematic teaching and learning are needed to maximize the effects of presentation-based instruction. In doing so, the author compared and analyzed the collected data in order to support the validity of this teaching method. It was further pointed out that the teacher should have a close look at the roles of the presenter and learner in an effort to work out the usefulness of such an instruction model. The method of presentation in classroom settings would be a practical mode to attain the essential purpose of EFL teaching particularly to get over the drawbacks of Korean students' communicative competence. As a result, it would be an effective teaching method to meet the nation's long-standing demands for EFL education.

• 영어어문교육
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• 제12권4호
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• pp.91-115
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• 2006

English immersion has emerged in Korea only recently as an innovative approach to learning and teaching English. Lack of real life experience of using English has been one of the biggest obstacles for Korean learners of English and has resulted in an increasing number of children being sent to English-speaking countries and a huge amount of dollar outflow. This recent innovation is expected to be the magic wand to resolve all these problems. However, setting up an immersion program in a typical EFL context like Korea has brought in another set of issues and challenges. The purpose of this paper is to examine the effects of a short-term immersion English program in Korea and provide some empirical data to develop programs that can better cater to the needs of EFL learners. A two-week English immersion program was developed and implemented with 57 Korean and Japanese students whose grade level ranged from 4 to 12. The study results show that the program was successful in terms of changing the participants' attitude toward learning English, improving their English skills, enhancing intercultural understanding and competence, and motivating them for further studies of English and other foreign languages and cultures.

• International Journal of Advanced Culture Technology
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• 제9권2호
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• pp.56-63
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• 2021

The aim of this study is to understand how English textbooks in Korea and Japan reflect English education policies for improving the English language learners' cultural ability. In order to achieve the purpose of this study, the method of analyzing English textbooks was used because English textbooks are an important tool that most specifically reflects the English policy of a country. This study analyzed a total of six English textbooks, three middle school English textbooks currently used in Korea and three in Japan. We analyzed nouns/pronouns related to culture presented in the reading section included in each unit, and compared cultural diversity and cultural identity included in English textbooks in Korea and Japan. As a result, it was found that both countries experienced cultural diversity through English education and introduced their cultural pride to Western culture to realize the goal of strengthening global capabilities. This textbook analysis results show that English textbooks of Korea and Japan depend on American/British cultures and norms. The cultural contents of English textbooks in Korea and Japan tend to focus on geography, food and drink, festivals and activities, family and education systems, etc. And English textbooks in Korea and Japan include the cultural sections in each lesson, but they don't suggest how to relate these cultural sections into the learners' real experiences. These results can be utilized as the motives from which both countries develop English education policy and textbooks in the future.

• 영어어문교육
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• 제15권2호
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• pp.225-243
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• 2009

This study investigates the use of different speech act of apology strategies between male and female EFL college students by comparing the components of intensity, stylistic competence, and semantic formulas. The data was collected from 37 participants who were studying freshmen English reading course at the Department of English Education of C University in Seoul. Most students were English majors taking pre-teacher course of teaching English for secondary school students. The participants were divided into two gender groups of male and female. The discourse completion test (DCT) which was revised from the speech act of apology by Olshtain and Cohen (1990) was provided with the participants after the researcher explained the speech act of apology in ten situations. The speech act of apology depends on situation variables: social solidarity, severity of offense, and social status. The results show that in the preference of intensity, male and female have almost the similar ratio in high (female: 24.7%, male 24%) and low intensity (female: 75.3%, male: 76%). In the use of stylistic competence, male group (21%) expresses more diversely formal features than female group (12%), while female (87%) use more informal features than male (66%). Most of participants show a limitation in the use of speaking four types of semantic formulas: expression of apology (APOL), acknowledgment of responsibility (RESP), offer of repair (REPR), and promise of forbearance (FORB). As nonnative speakers, the participants cannot conduct the semantic formula in some situations regardless of the tasks provided. The results suggest that English teachers should recognize pragmatic variations in which students feel difficulty in appropriate speaking strategies on apology. This study also contributes to teaching learners the strategies and speaking patterns in the course of various apology situations.

• 영어어문교육
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• 제17권2호
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• pp.161-180
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• 2011

This study aims to illustrate the value of teaching English drama in the course of teaching primary English and suggests a model for primary English drama in an English camp for Children. Drama is the world of assumption where language is used just like in real life. It has a positive effect on foreign language learning by encouraging the operation of certain psychological factors which facilitate oral communication. Dramatic techniques such as storytelling, role play, chant, song and games can be used in the EFL classroom to help bring about such results. Meanwhile, making a primary English drama in an English camp for Children would be practical mode to attain the essential purpose of EFL teaching particularly to get over the drawbacks of Korean students' communicative competence under the school's inflexible EFL education curriculum. In this paper, I will present the effectiveness of English drama and the skills for using it with ESL students and suggest some notes that can be used to reinforce the goals set out from the position of the teacher, student and teaching material. It is confirmed that the trained leader, students' affirmative attitude and systematic teaching materials are needed to maximize the effects of drama activities. In addition to that, there will be showed a model of instruction targeted to the primary students learning English in an English camp for Children.

• 유통과학연구
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• 제16권11호
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• pp.5-10
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• 2018

Purpose - The recent establishment of many varieties of English language in the globe has created many models of English such as world Englishes (WEs), English as a Lingua Franca (ELF), English as a family of languages, and English as an Intercultural Language (EIcL). Among the models, the present study highlights 'English as an intercultural language (EIcL)' in relation to distribution science business English teaching to elucidate what EIcL is and why it is critical and how it can be realized in the business English classrooms. Research design, data, and methodology - This study look into the EIcL paradigm that empowers all active users to view English as universal and at the same time enables them to develop critical skills to bridge intercultural gaps or to cross borders. Results - Rather than just focusing on an acquisition of standardized English(es), EIcL serves as a major contextual factor facilitating success in getting competence among the different English languages. Conclusions - EIcL is a promising and ultimately rewarding approach to the contemporary business English teaching arena. EIcL should be achieved through policies, textbooks or living abroad, and, above all, learners/teachers' active awareness and understanding' of the EIcL mainstreams.

• 영어어문교육
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• 제11권3호
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• pp.57-69
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• 2005

There have been changes throughout the past 100 years of English education in Korea. The Ministry of Education revised the English curriculum numerous times. From the 6th national curriculum, communicative competence became an essential objective in English learning. The study is to see if E University students' TOEIC results show any significant difference between the two groups under the 5th and 6th national curriculum. Another objective of this research is to see if recruiting medical students with high scores of the standardized English tests is suitable to select the best candidates who can fulfill medical studies. For these two purposes, sophomore students' TOEIC results in 2000 & 2004 and non-resident-status students' cumulative GPA were analyzed. The study shows that there is no significant difference in the two groups. Moreover, the current recruiting policy to select the best fit medical candidates based on their high TOEIC or TOEFL scores does not seem to be an appropriate measure since such students' GPA reveals poor academic performance amid their high scores in English.