• 영어어문교육
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• 제17권4호
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• pp.123-139
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• 2011

The purpose of the current study is to analyze a model of OPIc-based speaking test for Korea English classroom. The research questions were (1). What is the English teachers' opinion on the current speaking teaching and testing? (2). Is the OPIc speaking test appropriate in the Korea English class? and (3). What are the English education students' perceptions of the OPIc-based speaking test for English classes? To answer the first research question, a survey was conducted targeting one hundred and forty-seven teachers. The result of the survey shows that Korea English teachers' great concern on the English teaching and speaking test are "communicative competence," "scoring and criteria," and "condition and need." To answer the second research question, the OPIc speaking test for the class was analyzed and it was found that in terms of the communicative competence," "scoring and criteria," and "condition and need" issues, OPIc based speaking test is appropriate in Korea English class. For the third research question, Q methodology was used targeting English education students and the result shows that most English education students strongly agree to the statements that the OPIc-based speaking test has the advantage to improve communicative competence. This study may provide the information about creating and adopting tests for English classes and relating standardized test and the English classes.

• 영어어문교육
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• 제13권1호
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• pp.87-110
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• 2007

Past studies conducted on the students' verbal participation both in and out of class have explored and identified variables affecting the process of learning to speak English. However, little is known about the causes and effects of these variables. A survey form developed from a previous study was administered to 468 university students taking English conversation classes from native speakers of English. To better understand the causes and effects of speaking barriers, path analysis was administered as the main tool of investigation. The results of the study indicate that familiarities toward NS (Native Speaker) teachers, learner faithfulness, che-myon, NS teachers' classroom management skills, and NS teacher's trustworthiness account for 50.72% of speaking grades. These factors are causally related to learner attitudes. However, with regard to speaking grades, all of the above factors except che-myon are also causally related with each other. Therefore, it was concluded that learner attitudes can be improved by minimizing che-myon, however, che-myon itself cannot be a predictor of speaking grades. To validate the findings of the study, related research work is discussed and implications are provided.

• 영어어문교육
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• 제15권3호
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• pp.129-150
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• 2009

This paper attempts to examine the effect of children's English stories on the development of Korean EFL primary school learners' listening and speaking competences and their motivation to learn English. This paper also discusses factors of English children's stories that make EFL learners' language learning efficient. Participants were 120 primary school students who attend one of the elementary schools in Chungnam province. They were randomly chosen and divided into two groups: experimental and control groups. In order to collect data, students' listening and speaking proficiency pre- and post-tests and the pre- and post-questionnaires regarding the participants' motivation to learn English were administered. The data were analyzed by ANOVA. The results indicate that the application of English children's stories to EFL learning settings can be an efficient way to improve EFL learners' listening and speaking competences and motivation to learn their target language. The findings of this study suggest that English children's stories provide language learners with interest, meaningful and authentic contexts and enjoyment. The pedagogical suggestion and implications are provided for EFL educators and teachers.

• 한국산학기술학회논문지
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• 제16권5호
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• pp.3172-3179
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• 2015

본 연구는 성인 영어 학습자의 말하기 숙련도 향상을 위한 영어교수법을 제안하고 있다. 패턴 위주의 문장암기나 문법 규칙 중심의 대화식 영어회화 교육 방법을 탈피하여 스토리텔링 기법을 적용한 영어 말하기 교수 방법론을 소개하고 있다. 스토리텔링 중심의 영어 말하기 교수법의 이론적 타당도를 세 가지 측면에서 살펴본다. 말하기의 목적 즉, 자신의 생각을 적절히 설득적으로 표현하고 자신의 의견을 나눌 수 있기 위해서는 먼저 풍부한 담화량의 확보가 관건이다. 이를 위하여 이야기 구성요소 중심의 말하기 전략 12가지를 소개하고, 말하기 학습에 적용해 보고 있다. 다음으로, 수사학적 차원에서 설득적인 말하기를 위한 전략을 살펴본다. 아리스토텔레스의 설득적인 말하기를 위한 수사학적 5대 영역을 중심으로 스토리텔링 기법의 말하기와의 관련성을 찾아본다. 끝으로, 교육 현장에서 스토리텔링 중심의 영어 교수법 적용의 가능성을 살펴본다. 외국어 학습자로서의 언어 숙련도가 모국어 수준과 다르다는 이유만으로 위와 같은 스토리텔링 기법의 영어 말하기 교수가 교육 현장에서 실현될 수 있을까에 관한 의문에 학습자 전략 사용 양상을 살펴봄으로써 이에 대한 실현 가능성을 긍정적으로 기대한다.

• 영어어문교육
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• 제15권3호
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• pp.171-198
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• 2009

The current study explored a pedagogical possibility of utilizing magic as a source of communicative tasks for young learners in developing their English speaking proficiency. Fifteen primary school students participated in the study, which consisted of a 17-week period of task-based English instruction and data collection. The participants were instructed to accomplish various types of magic task through collaborative group interaction. The data collected for the study pertained to the students' linguistic outputs, interactions in group and attitudes to English learning. They were analyzed for how magic tasks affect the students' English proficiency developments and group interactions. The study results suggested the significant improvement in the students' English speaking proficiencies. They revealed that magic tasks contributed to a) enhancing the motivation to speak in English, b) stimulating the creative and problem-solving processes, and c) providing the sufficient opportunity to repeat and internalize the target expressions. The study results also indicated that the students' satisfaction with their group members and tasks seemed to have positive influences on their interactions in group and English proficiency development. Further discussion and pedagogical implications are provided as well as the study limitations.

• 영어어문교육
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• 제17권3호
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• pp.237-254
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• 2011

This study investigated Korean university students' perceptions of NESTs (Native English Speaking Teachers) and NNESTs (Non-native English Speaking Teachers) in TEE (Teaching English through English) courses to examine strengths and weaknesses of NESTs and NNESTs. 100 university students who had an experience in taking TEE courses with both NESTs and NNESTs answered the questionnaire in which they were asked to answer questions of general area, language skills, affective areas, and teaching behaviors. 20 students out of them were also interviewed to consolidate the data. The results revealed that except for speaking ability, students did not express a strong preference for NESTs and they did have a preference in learning some specific skills. In terms of affective areas, students had a preference for NNESTs. In addition, there were differences in teaching behaviors of NESTs and NNESTs. These findings have valuable implications for NNESTs to improve their speaking proficiency: analyzing and participating in discourses, and monitoring teaching practice through videotaping.

• 말소리와 음성과학
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• 제9권2호
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• pp.1-7
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• 2017

The purpose of this study is to investigate the relations between phonetic differences among Korean learners' production of English front vowels, pronunciation intelligibility and speaking proficiency test score. To do so, thirty Korean university students were asked (1) to read English text book paragraphs and (2) describe a picture. Two English native raters and one Korean rater evaluated Korean subjects' English pronunciation intelligibility and speaking. In addition, subjects' English vowel productions were acoustically analyzed(F0, F1, F2, vowel duration, intensity). The results of the study show that the vowel quality and pitch of the unstressed vowels and lax vowel are related to the pronunciation intelligibility. In addition, the scores of pronunciation intelligibility and speaking are highly related.

• 영어어문교육
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• 제9권2호
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• pp.263-291
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• 2003

This paper is to help the students in elementary schools develop and improve their English listening and speaking skills by presenting effective teaching and learning techniques using puppetry. It is absolutely obvious that listening and speaking are very important skills for most EFL students. Using puppets in the classroom is a creative English teaching technique which can involve authentic, communicative language situations. Moreover, puppets appeal to children and can aid in lowering affective filters thereby creating a more comfortable learning environment. The study clearly showed that using puppets is feasible and enjoyable in elementary English classes. However, caution must be exercised in drawing and generalizing conclusions from this experience. The results of the experiment are as follows: First, using puppetry in the English class was found to have positive influence on students' affective domains (interst, attitude). Second, using puppets in the English classes was found to be efficient for improving students' English listening and speaking skills. Third, appropriate materials should be selected and well thought-out plans should be made to be successful English class using puppetry. Perhaps the most interesting line of future research is to use qualitative research to examine the effect of this technique on the teacher variable. Further research is recommended, especially on using puppetry for speaking proficiency and creating affectively comfortable learning atmospheres.

• 한국인터넷방송통신학회논문지
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• 제16권5호
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• pp.13-20
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• 2016

본 연구는 국내 영어 학습자들의 말하기 출력 활동을 활성화시킬 방안으로서 스마트폰과 음성합성(Text-to-Speech)이 지닌 장점을 활용하여 모바일 영어 학습의 한 형태인 영어 말하기 영상 과제 학습 모델을 개발, 적용한 후, 이 모델이 학습자들에게 미친 효과를 탐구하였다. 설문 조사 결과 모바일 기기를 활용한 영어 말하기 영상 과제는 학습자들의 전반적인 영어실력 뿐 아니라 발음, 말하기, 듣기, 쓰기 영역에서 자신감과 실력 향상에 긍정적인 영향을 미친 것으로 나타났다. 이런 결과를 기반으로 외국어로서 영어를 학습해야 하는 상황적 한계로 인해 충분한 영어 입력에 노출되지 못하고 말하기 출력활동이 부족한 국내 영어 학습자들의 영어 말하기 능력을 향상시킬 한 가지 방안으로써 말하기 영상 과제의 가능성과 한계를 논의한다.

• 영어어문교육
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• 제11권4호
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• pp.305-333
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• 2005

The purpose of this study is to investigate the effects of teaching English through the techniques of storytelling with dramatization upon children's competence of English speaking and listening. These techniques are considered to enable children to have ample opportunity of use in and exposure to English, as well as interest. This study is sequenced as selecting stories by way of consulting literatures, developing a teaching model for practising classes through storytelling with dramatization, and analyzing the data resulting from the pre- and post-listening/speaking tests using the SPSS program. The results of this study can be summarized as follows: the experimental group shows better significance than the control one in the listening and speaking post-test. Therefore, literary units also need to be incorporated into English textbooks in order to improve children's aural-oral competence through the storytelling with dramatization.