• 대한음성학회:학술대회논문집
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• 대한음성학회 2002년도 11월 학술대회지
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• pp.60-63
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• 2002

The purpose of this paper is to establish standard for selecting musical materials for teaching English pronunciation in elementary school. For this purpose, 110 songs of wee sings and the curricula of English and Music of elementary school are analyzed, and the results became the basis of establishing standards. Four standards are established and each standard divided into several steps according to the degree of complexity. And the degree of complexity of two songs are figured out to know the possibility of application.

• 영어어문교육
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• 제4호
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• pp.39-51
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• 1998

This paper aims at implementing a new program designed to improve the level of communicative competence of Korean learners of English. For this purpose, the most important issue to be resolved is defined first. Then, a brief survey of the literature on the nature of communicative competence. Next, methodological considerations are added in because they are thought to be the keys to success. Lastly, the main teaching points are presented to ensure the success. The paper as a whole is a presentation of a new program for a better communicative competence. The new program is nothing other than actual communicative practice which ensures an authentic interaction.

• 디지털콘텐츠학회 논문지
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• 제15권2호
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• pp.173-179
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• 2014

영어 수업에 있어서 멀티미디어 프레젠테이션을 만들어가는 것을 통하여 영어를 배우는 창조적 기술을 시도하는 학습 환경이 매우 중요하다. 영어를 학교 밖에서 사용할 기회가 없는 학생들에게 이러한 방법은 수업의 목표와 적합한 연습을 가능하게 하고 또한 개인의 수준에 맞는 관계를 형성하도록 해준다. 언어는 문장의 구조와 품사, 시제 등을 포함하고 있기 때문에 더욱 외국어 습득에 있어서 문법을 학습하는 것은 매우 중요하다. 이 연구의 목적은 멀티미디어 프레젠테이션이나 파워포인트 프레젠테이션을 이용하여 영어 문법을 학습할 때 제2 외국어로서 영어를 공부하는 학생들을 위하여 효과적인 영어 문법을 가르치기 위하여 멀티미디어 프레젠테이션을 이용한 새로운 영어 교육 방법을 개발하고자 한다.

• 영어어문교육
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• 제17권2호
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• pp.181-197
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• 2011

The purpose of this study is to measure how English immersion classes affect students. This study seeks to answer two questions. First, will the young learners gain an international sense? Second, will the students learn English naturally without having to be sent abroad to an English speaking country? Several kinds of immersion programs have been designed and implemented in Korea. However, many students have felt great stress and mental pressure in the immersion programs. Students find the programs stressful because English must be used at all times. In this paper, two groups of elementary school students are compared: one being the control group and the other being the experimental group, an immersion class. The results show that the mental health problems, sensitivities, and rates of depression in the immersion group are greater than those of the students in the control group. Therefore, the immersion students' overall mental health is substandard. The negative effects of lethargy and depression are made worse when they are placed in English only environments. The results indicate more attention should be focused on respecting and understanding the students' overall mental health when teaching them English.

• 한국영어학회지:영어학
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• 제1권4호
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• pp.587-608
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• 2001

When teaching English in elementary schools was introduced in Korea in 1997, the theoretical basis was the critical period hypothesis (CPH). The object of this study was to test whether the Korean situation satisfies the conditions for the CPH such as the amount of English input and needs. As a test for this, English input and needs were compared in Korea, the U.S.A. and Singapore. The items for English input were on a continuum of primary to secondary sources and the items for English needs were on a continuum of immediate to future needs. The 0-5 scale was used. The result showed that the total means of English input were 4.87, 4.62, and 1.05 for children in the U.S.A., Singapore and Korea respectively. The total means of English needs were 4.32, 3.81, and 1.52 for children in the U.S.A., Singapore and Korea respectively. These figures show that Korean children's levels of both input and needs were from “almost none” to “little,” while those of children in the U.S.A. and Singapore were from “much” to “very much.” This shows that teaching English in Korea presently is far from meeting the conditions that are expected by the CPH. As an alternative to explain what happens cognitively to Korean children, this paper suggests the automatization and proceduralization processes.

• 영어어문교육
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• 제11권3호
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• pp.113-137
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• 2005

The purpose of this research is to introduce a new pedagogy for developing English education in the university. It is based on the favorable results of the application of Network English, which is a method that has been used in three classes at Y University for a period of one semester. Network English is a kind of integrated teaching method of offline and online education, and can be a learner-oriented educational method. The online aspect gives learners easier access to the text, regardless of time and place. And in addition to the characteristic of online itself, the various contents in conformity with the learning ability of learners are provided in the text, in order that the learners can get and maintain a desire for study without losing their interest in English. Although the offline part is not much different from traditional classes, the offline education can complement the deficiency of the online and also offer the learners the opportunity for questions and answers. From the results of application of Network English in three classes, the students were satisfied with the method and have more interest in English, which resulted in better grades.

• 영어어문교육
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• 제9권1호
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• pp.83-129
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• 2003

This study explains a cooperative project between Kangwon National University (KNU) and Waseda University(WU), so called CCDLP (Cross-Cultural Distance Learning Project). The purpose of this project is to enhance the English proficiency of students at both universities by making their learning environments enjoyable and fruitful. The purpose of this paper is to emphasize the role of CCDL in the EFL classroom by discussing (1) how to create the situations where students at both universities get to know and understand each other through modern technologies, (2) how to encourage the students to work closely together VC (Video Conferencing), TeleMeet, chat systems, and e-mail, and (3) how to provide a new style of learning and teaching L2. The results from a questionnaire and a grammaticality judgment test show that students have a sense of satisfaction and achievement in the English proficiency at the end of the project. The result of this project will be of great importance for future works in the use of communication systems in L2 learning and teaching.

• 영어어문교육
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• 제7권1호
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• pp.35-48
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• 2001

One of the areas of second language acquisition that enjoyed popularity in recent years is interlanguage pragmatics. The main reason for this popularity lies in the critical role of pragmatic competence in appropriate use of a target language. The aim of this paper was to examine L2 learners' pragmatic behavior in their speech act performance and determine main sources causing pragmatic difficulty. Four major sources of pragmatic errors were identified: linguistic proficiency, L1 transfer, waffling and teaching activities. Each source was discussed with empirical evidence in some detail, and teaching suggestions were provided for developing learners' pragmatic competence in EFL classrooms.

• 영어어문교육
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• 제1호
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• pp.109-127
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• 1995

Due to frequent international exchanges, there has been much emphasis on communication proficiency in foreign language education. However, when we look back upon teaching English in Korea over past years, we find that English teaching has been dominated mainly by Grammar-Translation Method, which makes teachers and students pay little attention to listening skill that is regarded as the basis of communication proficiency. Recently many English teachers have shown their interest in listening skill, so they come to use the textbook record tapes to improve listening skill. But listening training by textbook record tapes seems to make students feel bored. So the purpose of this study is to suggest an effective way of improving listening skill by means of Pop Songs that the students are indulged in. The processes of this study consist of three stages : 1) listening to songs, 2) explanation about structures and vocabularies in songs, 3) filling in blanks while listening. The subjects in this study are freshmen 88 students in girls' High School They are grouped into two : one is experimental group and the other control group. Among the subjects, the former have been taught by the lesson plan using pop songs, while the latter by the lesson plan using textbook record tapes. The experiment lasts about 9 months (from March to November, l994) The data for analyzing the study results have been collected from two kinds of tests : one is listening test and the other comprehensive test. The hypothesises of this study areas follows : 1) Depending on hearing materials (experimental material vs traditional material), there will be a difference in scores of listening skills between EG (experimental group) and CG (control group), 2) Depending on the interest on pop songs, there will be a difference in scores of hearing skills in CG, 3) Depending on hearing material. there will be a difference in scores of overall English skills between EG and CG, 4) Improvement in listening skill will give influence on the overall English scores. The findings of this study indicate that pop songs are effective to improve students' listening skill, that students' interest in the hearing material is important, and that listening skill is closely related to other skills, especially reading skill. It can be concluded that English teachers should make efforts to find the suitable listening materials which will help students to improve their listening proficiency effectively.

• 한국항해항만학회지
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• 제40권5호
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• pp.299-304
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• 2016

The importance of clear and effective communication at sea has been greatly emphasized due to the increase in multiculturalism on board both ocean-going and coastal vessels, and the necessity of systematic English training based on 'Knowledge, Understanding, and Proficiency' specified in STCW has also been recognized. With these growing needs in mind, the International Maritime Organization (IMO) updated the Maritime English (ME) Model Course 3.17 in 2015 by providing guidelines on language education within two separate categories, General Maritime English (GME) and Specialized Maritime English (SME). The IMO is now attempting to create a new, global framework of ME education and training, and this this new course model must first be thoroughly understood in order to explore the ways to apply the modified version into the context of current ME education in Korea and to design an updated language curriculum. Therefore, the general structural features of the new model course will be explained in this paper, and the course focus set by IMO and to be considered and/or adopted by the Republic of Korea will be closely examined. Finally, suggestions will be made on how to implement this revised model course in practice with the following focus: the development of localized curriculum for GME and SME; the provision of practical teaching guidance through relevant online and offline materials for class and self-study; and the establishment of qualification guidelines and a teaching support system for language teachers in maritime and language education.