• 한국융합학회논문지
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• 제10권5호
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• pp.133-140
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• 2019

2015 개정 교육과정의 궁극적인 목표는 창의융합형 인재육성이다. 본 연구에서는 과학 애니메이션을 활용한 영어 융합 수업을 통해 초등학교 6학년 학생들의 영어 듣기와 읽기 능력(이하 영어 능력)이 얼마나 향상되었는지를 검증하고자 하였다. 실험반(27명) 학생들은 영어수업 시작 전 융합수업을 받은 반면 통제반(28명) 학생들은 그 시간에 전 시간에 배운 수업을 복습하였다. 실험 시작 전, 2018년 3월에 C 교육청에서 실시한 초등학교 6학년 진단평가를 통해 동질집단인 것을 확인하였고 10개월의 실험기간 종료 후 2017년 3월 C 교육청에서 실시한 중학교 1학년용 진단평가를 통해 학생들의 영어능력 향상 여부를 알아보았다. 실험 결과, 융합수업을 받은 학생들의 영어 능력이 향상된 것으로 나타났다. 뿐만 아니라 실험 전 후 영어학습에 대한 정의적 태도에 관한 설문조사 결과, 흥미도와 자신감 측면에서 향상이 있었음도 확인할 수 있었다.

• 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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• 제16권3호
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• pp.207-229
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• 2010

The present study has sought to explore the critical issues of English immersion education through the voices of the four elementary teachers who have recently taught at immersion programs under the guidance of Busan Metropolitan City Office of Education. The interview data with three teachers and the teaching journals of one teacher were analyzed and categorized into two emergent themes: (1) current difficulties in the immersion programs and (2) possible problems with the implementations of immersion programs in all public schools. Specifically, the first issue included teachers' inadequate teaching skills for immersion programs, accumulated learning losses, and lack of immersion class hours. The second issue included workload imposed on immersion program teachers, promotion of private education, learning losses of other subjects, and administration for show. Finally, pedagogical implications are suggested.

• 영어어문교육
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• 제15권3호
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• pp.283-300
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• 2009

The purpose of this paper is to suggest a model for an English learning web-site using Korean folktales to stimulate the interest of beginners learning English, (elementary and early middle school ages) and suggest an integrated way of teaching 4 skills. The study first reviews the theoretical and historical backgrounds of storytelling using Korean folk tale, WBI (Web Based Learning), and learner-centered learning. Storytelling using Korean folk tale is an interactive way of teaching English through the use of words and actions from Korean traditional culture. The students can take pride in their own culture while learning a foreign language since they are familiar with the stories and the culture. Nowadays multicultural education is one of the big features of global education. Therefore there are benefits of studying English through Korean folktales. The websites can help students learn English ubiquitously with a learner-centered focus. For the study, we analyzed several digital English storytelling websites. The paper concludes that digital English story books need to improve their interactive ways of teaching for more effective learning. The authors created an integrated English learning website model using Korean folktales for beginners. We hope to introduce this type of learning through the website for higher level students in middle school. Further study should be conducted in order to make the websites more meaningful and useful for Korean students learning English.

• 영어어문교육
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• 제16권4호
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• pp.321-346
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• 2010

This study was performed to develop a task-based English lesson plan. The study reviewed the background theories needed to accomplish the study purpose; types of learning, current trends in English teaching, and the task-based teaching. A frame for the task-based English lesson was developed as the result of this study. An actual task-based lesson plan was made after the frame for the task-based English lesson. The author presented task-based English lesson plans at English education conferences, and applied them to pre-teacher training and in-service trainings for English teachers. It is concluded that the task-based English lesson plan was very effective in enhancing English communicative competence and that the pre-teachers and teachers were satisfied with the lesson plans. It is hoped that more teaching material will be developed based on this task-based English lesson plan.

• International Journal of Advanced Culture Technology
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• 제10권4호
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• pp.561-568
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• 2022

This study investigated how pre-service English teachers perceive the effects of machine teaching on their English writing competence. 35 Korean students who are majoring in English education participated in this study. The participants used machine translators for one of the required courses related to English composition. A survey and focus group interview were conducted at the end of the course. They were asked to answer to what degree they perceive the effects of machine translators on their writing in terms of lexical, sentential, and discourse levels. Furthermore, their perspectives on the effects of machine translation on English teaching including limitations of machine translators, were interviewed in more detail. The results show that the participants perceive machine translators quite positively in terms of improving their writing competence, but they also point out some critical limitations of machine translators. These findings have some pedagogical implications for English writing course instructors, English teacher educators, and program developers.

• 한국생활과학회지
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• 제16권4호
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• pp.699-710
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• 2007

The study purposes to explore the effects of individual characteristics and home environments of children on their bilingual language aquisition, that is, to examine whether their English language competency is different from their Korean language competency depending on those variables. Thus English or Korean language competency of children who had had early exposure in English learning were studied in terms of child's individual characteristics such as age, gender, exposure period to English, intelligence, and experiences of visiting English-speaking countries, and home environments such as parental age, educational level, income level, their perceived English competency, their perceived significance of English and Korean language, and the frequency of using English at home. 72 children who went to English kindergarten were tested with Peabody Pictures Vocabulary Test-Revised (PPVT-R) in Korean version and in English version respectively. The results show that child's intelligence and experiences of visiting English-speaking countries influence their Korean language competency. Also child's age, exposure period to English and experiences of visiting English-speaking countries influence their English language competency. Moreover their mother's educational background, father's English fluency, mothers' English fluency, and the frequency of using English at home influence child's English language competency, whereas any variables did not influence child's Korean language competency. Accordingly, child's English and Korean language competencies are related to each other.

• 정보교육학회논문지
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• 제20권4호
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• pp.367-374
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• 2016

본 연구는 초등학생의 영어 말하기 능력 신장을 위한 스마트 앱의 개발을 목적으로 한다. 영어 학습 앱을 개발하기 위해 말하기 듣기의 기초가 되는 반복말하기와 자신의 소리를 녹음하여 듣는 TTS기능을 적용하였다. 개발된 앱의 효과성을 분석하기 위하여 4개월간 수업에 적용하고 말하기 능력 검사와 정의적 영역을 검사를 하였다. 검사결과, 말하기 능력에 있어 4-6학년 초등학생 모두 능력이 신장된 것을 볼 수 있었다. 정의적 영역에서도 대부분의 학생들이 긍정적인 반응을 보였다.

• 대한음성학회지:말소리
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• 제41호
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• pp.1-18
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• 2001

The purpose of this paper is to slove problems with English pronunciation education and to correct the misbelief that misbelief that English pronunciation can be thught effectiverly by native speakers or good speakers. Best sellers have many mistakes even in the description of sounds and most English education departments in national universities teach English phonetics theoretically only for 1 semester, More than 10 years' investigation into native speakers' and good speakers' teaching methods in various ways confirmed that they couldn't know English phonetics teachers should have a theoretical and practical knowledge of phonetics of English and students' dialects and the abilities to find the same or similar English sounds their students can make in normal or abnormal situations, to make both correct sounds and incorrect ones their students can make and to make them perceive the differences by using various ways.

• 한국콘텐츠학회논문지
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• 제13권10호
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• pp.615-623
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• 2013

세계화의 변화에 유연하게 대처하기 위한 교육적 노력의 일환으로 공교육에서의 원어민 교사 수업의 활용이 높아지고 있다. 질 높은 의사소통 능력의 향상이 원어민 수업으로 가능한지 알아보고자 이 논문에서는 영어교육에서의 원어민영어교사 활용 종합 실태 분석을 실시하였다. 이 논문의 분석 연구에서 한국인 협력교사들의 원어민 교사에 대한 인식은 영어 원어민 교사의 투입이 반드시 필요한 것인지에 대한 인식을 알아보고자 한다.