• 한국콘텐츠학회논문지
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• 제17권11호
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• pp.242-251
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• 2017

본 연구는 북한의 수재양성 기관인 제1중학교의 영어교과서를 코퍼스로 구축한 후, 이를 분석하여 언어적 특징을 파악한 연구이다. 그동안 북한의 일반중학교의 영어교과서의 특징들을 파악한 연구는 많았지만, 북한의 수재교육기관인 제1중학교 영어교과서에 대한 연구는 부족했다. 이를 위하여 북한자료센터에서 입수한 제1중학교 1학년, 2학년, 4학년, 6학년 영어 교과서 구성 체계를 살펴보고, 코퍼스를 구축한 후, 워드스미스 툴스 7.0을 활용하여 제1중학교 영어 교과서의 언어적인 특징과 고빈도 내용어를 분석하였다. 기본적인 통계 정보를 살펴본 결과, 학년의 위계에 따라 어휘 수가 증가하지는 않았으나 어휘다양성은 고학년으로 갈수록 순차적으로 높아지는 경향성이 발견되었다. 한편 학년별 고빈도 내용어의 분포를 살펴본 결과, 각 학년별 교과서에 수록된 지문의 주제에 따라 학년별로 큰 차이를 보였다.

• 영어어문교육
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• 제17권4호
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• pp.273-291
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• 2011

This study investigates factors that influence ESL learners' use/avoidance of English phrasal verbs. It especially focuses on two factors, topic difference and group membership. For the purpose, 60 ESL students who took the University English Proficiency Test (UEPT) were selected, and the 60 essays they wrote for the UEPT were analyzed. All the students were with non-Germanic first language backgrounds. Among the 60 essays, 30 essays were selected from the essays written for the International Students UEPT (IS UEPT), which was required of all new international students. Another 30 essays were selected from the essays written for the Regents' UEPT, which was required of all non-native English speaking undergraduate students as a graduation requirement. Results indicate that the length of residency in the U.S. and/or academic status and semantic complexities of English phrasal verbs but not topic difference nor English proficiency affected the use of English phrasal verbs. The study ends with a discussion of pedagogical implications of the findings.

• 영어어문교육
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• 제11권4호
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• pp.287-304
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• 2005

Since Air and Correspondence High School (ACHS) in Korea was established in 1974, it has been serving many people who couldn't take the opportunities for learning in the regular high school due to several reasons. Regardless of the rapid change in technologies and educational needs during the past 31 years, however, ACHS hasn't changed much. Concerns have been recently made about the validity of the unchanged school system and many issues have been discussed relating to the innovation of the school system. Focusing on the teaching and learning contents, one of the important issues with respect to the school system, this paper examines the 7th English Curriculum for ACHS. The paper also investigates the textbooks used in ACHS to see how closely they align with the students' English proficiency and ACHS' instructional method by employing McDonough and Shaw's(1993) framework for textbook analysis. The results revealed that the current curriculum does not sufficiently reflect ACHS's characteristics, which leads to the adoption and development of inappropriate textbooks in terms of overall coherence, proficiency level, etc. The results suggest that the development of the curriculum and textbooks for ACHS should be based upon the students' needs and their level of proficiency rather than depending on the national curriculum and government-authorized textbooks intended for the relatively homogeneous school-age learners.

• 영어어문교육
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• 제16권4호
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• pp.267-290
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• 2010

The purpose of this study is to analyze the writing tasks included in the newly developed high school English textbooks in the aspects of genre, rhetorical structure, task type, and authenticity in order to find out whether these tasks could contribute to improving Korean EFL students' writing skills. A total of nine textbooks were selected for the study and every writing task in each textbook was analyzed. The results show that various types of genres were incorporated in the tasks, but very few opportunities were provided for students to acquire characteristics of specific genres. In terms of rhetorical structure of text, narration, illustration, and transaction were required most, whereas not a single writing task asked students to use classification or cause and effect. Many of the writing tasks analyzed offered linguistic and/or content support through the use of models, which displays traces of the product-based approach to teaching writing. Lastly, most of the tasks lacked authenticity represented by explicit discussion of purpose and audience. Implications for L2 writing task development and writing instruction in the Korean EFL context are discussed.

• 영어어문교육
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• 제17권2호
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• pp.199-218
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• 2011

This study is to explore one of efficient procedures in producing English textbooks for secondary school students. According to a series of changes in the National Curriculum, new textbooks have been selected and used in English classes. Textbooks are one of the fundamental factors in teaching and learning languages together with learners and teachers. So this study emphasizes the significance of textbooks and presents the practical model of producing English textbooks including activity books, from major aspects such as planning, writing, editing, selecting, etc. The current government has made continuing efforts to improve English education development by administrating innovative policies [strategies]. However, there still remain lots of difficulties in this gigantic task, which is not an exception in the matter of textbooks. Therefore, to provide students with better textbooks, the government should not only invest great funds but also renovate the present polluted system of selecting textbooks.

• 영어어문교육
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• 제12권4호
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• pp.139-157
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• 2006

As the Communicative Approach has become the norm in foreign language teaching, the objectives of teaching English in school have changed radically in Korea. The focus in high school English textbooks has shifted from mere mastery of structures to communicative proficiency. This paper will study five polysemous words which appear in twelve high school English textbooks used in Korea. The twelve text books are incorporated into a single corpus and analyzed to classify the usage of the selected words. Then the usage of each word was compared with that of three other corpora based sources: the BNC(British National Corpus) Sampler, ICE Singapore(International Corpus of English for Singapore) and Collins COBUILD learner's dictionary which is based on the corpus, "The Bank of English". The comparisons carried out as part of this study will demonstrate that Korean text books do not always supply the full range of meanings of polysemous words.

• 음성과학
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• 제8권4호
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• pp.243-257
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• 2001

In English textbooks, there are three kinds of English intonation representations: Trager & Smith's, Weak-strong, Audio-lingual way. Each representation has its merits and demerits. Therefore, just one of them is insufficient to represent English intonation properly. Trager & Smith's representation is relevant to show holistic intonation itself. In contrast to this merit, it is not appropriate to represent downstep, declination, etc. With Weak-strong, it is good to show weak and strong point in the sentence. It is not, however, consistent with intonation. Instead of these representations, some textbooks accept Audio-lingual method. Audio-lingual method gives students more chances to hear native speakers' intonations. But it doesn't give ways to understand English intonation itself. In English textbooks, they don't have any hierarchies dependent upon students' proficiency. In spite of various intonations, they just accept a few limited intonation models. Thus, it is necessary to review all kinds of intonation representations and to develop more advanced and relevant English intonation representation.

• 말소리와 음성과학
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• 제6권1호
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• pp.39-45
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• 2014

This study investigates twenty four Korean females' production of English front vowels focusing on the distinction in /i/ vs /ɪ/ and /ɛ/ vs /${\ae}$/ and formant values of stressed and unstressed vowels compared with those of native English speakers. The Korean learners were asked to read a textbook passage which includes ten sentences including target vowels. The major results indicate that: (1) Korean learners have trouble producing a distinct version (tense and lax) of front vowels in the paragraph reading; (2) The vowel space of the stressed vowels in a paragraph is smaller than that of embedded sentences; and (3) The vowel quality of the unstressed vowels produced by the Korean learners is similar to that of the native English speakers. The findings from this study can be applied to the pronunciation teaching for the Korean learners of English vowels and realization of English stress.

• 한국멀티미디어학회논문지
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• 제21권10호
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• pp.1221-1235
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• 2018

This study aims to analyze the multicultural content of the Korean Elementary School Textbook revised in 2015. This study abstracted the framework of multicultural factors for analysis of multicultural contents from the research on "Revision Guidelines by Analysis of Multicultural Factors in Secondary Curriculum and Textbook". The analyzed textbook is the integrated winter textbooks for both the first and second grades revised curriculum in 2015. Several findings were represented as follows: first, the frequency of multicultural content displayed five times in first grade and nineteen times in second grade respectively. Second, the analyzed textbooks did not include contents directly associated with multiculturalism. Activities and experience is important in the acceptance of unfamiliar cultures Thus, multicultural contents' frequency of within textbooks is very crucial. Finally, the revised curriculum focused on activities and experiences about the theme and content in the textbook and was developed around block chassis. For teaching the textbook content, teachers must perfectly understand textbooks through teacher training. The textbooks of reflecting right values on multiculturalismIn. this respect, elementary school curriculum and textbook content should be improved by supplementary revision fitting for the growth of humanity in the multicultural era.

• 한국콘텐츠학회논문지
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• 제17권4호
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• pp.331-341
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• 2017

본 연구는 북한의 영어 교과서에 나타난 어휘의 시대적인 변화를 파악하기 위해 통시적인 관점에서 코퍼스 기반 어휘 분석을 실시하였다. 이를 위해 통일부의 북한자료센터에 소장되어 있는 북한의 중등학교 영어 교과서 중 1996년 교육과정이 적용된 시기를 기준으로 김정일 시대 이전과 이후의 교과서를 구분지어 코퍼스를 구축한 후, 워드스미스 툴스 7.0을 통해 해당 코퍼스를 분석하여 각 교과서들의 어휘 변화 양상을 살펴보았다. 연구 결과 해당 교과서들의 어휘 규모는 개편 후의 교과서가 개편 전에 비해 증가했지만, 어휘 유형과 어휘 다양성은 감소하였다. 교육과정 개편 이전에 비해 개편 이후의 교과서에서 더 자주 등장하는 핵심어(keyword)를 분석한 결과 김정일 체제를 확고히 하기 위한 관련 이념 어휘와 북한의 경제 및 생활상을 반영하는 어휘들이 나타남을 확인할 수 있었다. 또한 다빈도 어휘 100개 목록과 핵심어를 비교한 결과 북한의 영어 교과서의 어휘가 문법과 문어체 위주의 텍스트에서 조금씩 실질적인 의사소통과 관련된 구어체 내용이 증가하고 있었다.