• 한국영어학회지:영어학
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• 제3권1호
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• pp.133-155
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• 2003

The purpose of this paper is to survey the definition and scope of English Education as an academic discipline or science, relating to English linguistics, linguistics and applied linguistics. English Education has come to be regarded as fulfilling its true function when it is based on the solid scientific principles and methods of such related sciences as linguistics, English linguistics, psycholinguistics, sociolinguistics, sociology, psychology and pedagogy. English Education is, therefore, an independent and specialized applied science, interrelated with the sciences mentioned above. Thus, English Education is defined as an academic discipline which is concerned with the concrete teaching and learning of English, and which is based on the scientific methods, applications and evaluations of English. As a science, English Education has three elements: content, process and methods. Content, which concerns input, consists of the fundamental interrelated sciences and English language skills. Process refers to research methodology and analysis. Methods are the application of the theories and the processes.

• 한국생활과학회지
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• 제13권4호
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• pp.497-506
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• 2004

This study examines the influence of early English education on children's bilingual language development to see whether the early exposure to English education affects children's competencies of both English and Korean. Based on this purpose, it attempts to examine whether it supports additive or subtractive bilingualism. The competencies of both English and Korean of the children with early English education were, therefore, compared with those of the children without it, and the relation between the two competencies was also studied. For this research, two different groups of children - one with 48 children who attend English kindergarten and the other with 60 children who attend only Korean kindergarten - took PPVT-R in Korean and in English each. The result shows that children with early English education have more English competency than those without it. No significant differences, however, are found in Korean competency between the two groups. The relation between the two competencies proves positive in children with early English education. It can thus be concluded that the effect of early English education is partially positive on children's language development, which may support the additive bilingualism that children's second language can improve without losing their native language competency. In addition, this result will be able to provide for us the direction and the guideline to the policy of foreign language education and early education.

• 한국영어학회지:영어학
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• 제1권1호
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• pp.119-143
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• 2001

The main goal of this paper is to examine the current English education practices in Korea in the broad context of research and academia. Furthermore, it attempts to uncover why English education has not been well established as a field of science in English-related departments and consequently what has been neglected and what issues should be dealt with to increase understanding and to create a more interactive relationship between the university and society. First, the author deals with the influence of ‘folk science’ views in the field of English education by touching on some widely held perceptions and issues. Second, by dealing with the alienation of English education and examining the phenomenon of seeing English education as a secondary field of science in English related departments, an attempt was made to reveal underlying epistemological dualism rooted in Asian cultures. Third, the paper deals with a critical issue related to English education: Exposure and Time. By reviewing and reinterpreting some of basic and fundamental literature with respect to language learning, exposure, and time, the author raises a new issue in English education and proposes new interpretation and an alternative more relativistic viewpoint; he also investigates what should be done to improve English education on the basis of research and science in order to deal with the needs and problems of society.

• 한국지역사회생활과학회지
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• 제20권4호
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• pp.523-537
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• 2009

This research aimed to understand the current status of early childhood education and to develop a future direction of early childhood English education. One group interview and three private interviews were conducted with 10 early education teachers to obtain in-depth understanding of the problems inherent in English education. The findings show that there is an internal conflict in the teachers regarding the value of English education in early childhood. In addition, there are external conflicts with the children the parents, the English teacher, the program director, and the government in English education. It is concluded that the early childhood educators felt an internal conflict regarding the current, inappropriate execution of early English education which is lacking a suitable educational plan including goals and practices. Furthermore, the teacher's preference for English also contributed to the internal conflict regarding the belief in early childhood English education. Secondly, the external conflicts included: English teachers with inadequate understanding of comprehensive early childhood development, parents who show excessive interest in early childhood English education without regard to childhood development, the reality that early childhood English education is mostly influenced by the attitudes of the program director without regard for the conflicts experienced by the early childhood teacher, and the politics of the government continuing to ignore the reality that early childhood English education ontinues in practice without being included in the national curriculum.

• 영어어문교육
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• 제5호
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• pp.191-218
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• 1999

The purpose of this study is to investigate the actual conditions of preschool English education, and teachers' and parents' recognition of preschool early English education in Cheonan-city. Recently the importance of English education as an essential means for communication in the whole world is emphasized in our society. That atmosphere makes the elementary schools offer English as a subject in their curriculums, and also many preschool education institutes begin to teach English in their education courses. However before we begin to teach English as a subject in the preschool education, we need to survey the actual conditions of preschools and recognition of teachers and parents. The first part of this study is to survey the theoretical foundations of early English education; 1) the definition of early English education. 2) the situation of early foreign language education in foreign countries. 3) the relationship between the language acquisition and the cognitive development. The second part is to analyze the results of the Questionnaire which was distributed among 86 teachers and 103 parents in Cheonan-city preschools. As a conclusion, some suggestions will be given for the development of early English education in the near future.

• 한국융합학회논문지
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• 제7권6호
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• pp.185-192
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• 2016

본 논문은 영재 영어교육을 담당하는 영어교사들이 갖추어야 할 영어교육과 영재교육의 지식과 그 구체적인 내용을 다루고 있다. 먼저, 지나치게 원어민 중심, 속진 중심 영어전용 교육 중심의 영어교육과 영어교사 교육에 내재된 문제점을 분석하고 그 문제점에 대한 해결책을 모색한다. 다음으로 영재교육이 가지고 있는 문제점을 분석하고 그 문제점에 대한 해결책을 모색한다. 먼저 이 두 분야의 문제점을 바탕으로 영재 영어교육에 대한 방향을 제시하고 그 방향에 따른 영재 영어교사 연수의 방향을 제시한다. 지나치게 영어 하나에 초점을 둔 현재의 영재 영어교육에 대한 비판을 바탕으로 이중언어 중심의 내용중심과 사고력을 배양할 수 있는 융 복합 기반의 표현중심 영재 영어교육을 해야 하고 그에 맞는 영재 영어교사교육을 해야 할 것이다.

• 아동학회지
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• 제28권6호
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• pp.17-36
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• 2007

This study examined educational and career backgrounds of 180 early childhood English teachers and curricula of training courses for early childhood English teachers in continuing education centers across 6 areas in Korea. Data analyses showed that (1) curricula for early childhood English teachers consists of basic practical conversation, English teaching skills, understanding early childhood education and general English knowledge. (2) Most teachers are women between 30 to 40 years of age, university graduates with majors in English literature, English education and/or early childhood education with confidence in speaking in and listening to English. (3) They were satisfied with their retraining courses. (4) English pronunciation skill was not always related to English conversation skill, but clarity of pronunciation influenced teaching confidence.

• 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.

• 한국콘텐츠학회논문지
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• 제13권11호
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• pp.502-509
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• 2013

한국에서 영어교육의 필요성이 나날이 증가함에도 영어교육의 교수방법에 대한 다양한 시각과 정부의 일관성이 결여된 영어교육 정책으로 인해 영어 의사소통 능력의 제고에 어려움을 겪고 있다. 본 연구는 지식정보화사회에 발맞춰 영어교육 방법의 지식지도 구축을 위한 온톨로지 모델링을 연구하여 다양한 영어교육 현장과 국가의 영어교육정책 수립에 기여하고자 한다.

• Human Ecology Research
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• 제58권4호
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• pp.585-599
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• 2020

This study investigated children's interests in learning English, affected by educational activities in and out of institutes, and mothers' perceptions regarding early childhood English education. We recruited, 253 mothers of 3- to 5-year-old children in either general kindergartens or English immersion institutes. They answered questions on socioeconomic status, perceived interest in English by their children, their perceptions regarding early childhood English education, and English education outside institutes. In addition, 42 English teachers provided information within institutes such as class time per week, teacher-pupil rate, and language use policy during class. The collected data were analyzed through SPSS 22 for frequency analysis, descriptive statistics, independent t-test, and hierarchical multiple regression analysis. The major findings are as follows. First, the two groups were in distinct learning environment. Second, mothers' perceptions and outside-institute activities were significantly different between the two groups. Third, the English interests of children at both institutes were influenced by mothers' worries and at-home English interactions. Fourth, education within institutes did not affect both group's English interests. Fifth, private education and socioeconomic status did not affect both group's English interests. Lastly, only the children's interests in English immersion institutes were affected by gender and mother's perceived necessities. Focusing children's interests, this study helps in understanding young children's affective aspects regarding learning English. The findings are expected to be a guideline for each home and institute to increase children's interest in learning English.