• 대한음성학회:학술대회논문집
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• 대한음성학회 2000년도 7월 학술대회지
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• pp.88-95
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• 2000

This paper attempts to investigate characteristic features of Japanese EFL learners' English intonation and how their Japanese accents are affecting their English intonation, focusing on a comparison between the accent patterns of Japanese compounds and the stress patterns of English compounds. It is based on research dedicated to helping to improve the teaching and learning of English intonation (prosody) for Japanese EFL learners. It examines the Fundamental Frequency (henceforth Fx) contours of two EFL college students, one specializing in English and the other in Japanese. Both of them may be considered upper intermediate EFL students with their TOEFL (Test of English as a Foreign Language) scores ranging between 500 and 550.

• 한국콘텐츠학회논문지
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• 제20권7호
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• pp.203-211
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• 2020

미국영어와 영국영어의 모음은 몇 개 모음에서 발음 차이를 보여주고 있는데 한국 학생들은 주로 미국영어에 노출되어 왔다. 이에 근거하여 본 연구에서는 미국영어 모음과 영국영어 모음을 한국 학생들이 어떻게 인지하는지 비교하기 위하여 27명의 대학생들을 대상으로 미국영어와 영국영어의 모음 인지 시험을 실시하였다. 인지 시험 결과 미국영어 모음의 전반적인 인지 정확도(64.7%)가 영국영어(54.7%)보다 더 높게 나타나서 한국 학생들이 영국영어보다 미국영어에 더 친숙한 점이 영어 모음 인지에 영향을 준다는 사실을 확인할 수 있었다. 그러나 개별 모음에서는 beat, bat, but, burt, bart, bite 단어들의 모음들에서만 미국영어 인지 정확도가 영국영어보다 높게 나타났다. 미국영어와 영국영어의 차이를 보이는 모음들 중에서는 burt, bart, bat 단어들의 모음에서만 미국영어의 인지 정확도가 영국영어보다 높았으므로 친숙도 뿐만 아니라 개별 모음의 특성도 모음 인지에 영향을 주는 것을 알 수 있었다. 미국영어와 영국영어에서 차이를 보이는 모음들의 오류 패턴을 살펴보면, burt, bart, bat의 오류 패턴이 미국영어와 영국영어에서 다르게 나타났는데, 한국 학생들이 burt, bart에서 영국영어의 종성-r 없는 발음에 어려움을 느끼는 것을 알 수 있었고 bat의 미국영어 발음과 영국영어의 발음의 차이를 잘 알지 못한다는 사실을 알 수 있었다. 그러나 미국영어와 영국영어에서 차이를 보이는 bot과 boat에서는 [ɑ]-[ɔ]-[ʌ] 혼동과 원순 모음끼리의 혼동에 기인한 오류가 미국영어와 영국영어에서 모두 공통적으로 나타났으므로 이러한 혼동이 한국 학생들의 영어 모음 인지를 어렵게 하는 것을 알 수 있었다. 본 연구의 결과를 바탕으로 학교 교실 현장에서 학생들을 대상으로 영어 모음 지도 방안에 대한 교육적인 함축점을 논의하고 있다.

• 영어어문교육
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• 제17권3호
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• pp.57-71
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• 2011

The purpose of this study is to investigate the possibility of the use of reading aloud as a way of teaching English reading in a formal college-level English reading classroom. The study tried to examine the effects of reading aloud on the development of English reading ability in terms of comprehension and speed and the students' perceptions of the use of reading aloud in an English reading classroom. The participants of the study were 36 third year students at a college. The results of the cloze test and reading speed test showed that reading aloud had a positive effect on the improvement of English reading ability. The students received higher scores in the cloze test after the course and read a text faster than before the course. The analysis of the course evaluation questionnaire indicated that the students in the study showed positive attitudes toward the use of reading aloud in an English reading classroom. Most of the students reported that reading aloud was an effective way of improving their English reading comprehension and speed. However, the students were not fully satisfied with the reading materials used in the study. The results of the present study indicated that reading aloud may be incorporated into a formal English reading classroom effectively.

• 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.

• 아동학회지
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• 제22권4호
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• pp.299-313
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• 2001

This study examines the current state of English education in private kindergartens in Korea. Among 1700 kindergarten teachers surveyed for this research, 680 replied that their institutions provided English lessons for children. Analyses of the data collected from these 680 teachers showed : 1) They started to teach English not because of educational considerations but because of pressure from children's parents or kindergarten principals; 2) Most of the English teachers were part-time instructors specially recruited for English lessons. Generally, English lessons were given two or three times a week, with one session lasting for about 20 minutes. A variety of teaching methods and materials were used for the lessons given to children aged three to five. Focus of the lessons was given to listening and speaking words and sentences; 3) Most of the teachers considered the scarcity of qualified English instructors as the most serious problem for providing English education in kindergartens, and they did not want to teach English themselves. They evaluated positively the performance and role of Korean part-time English instructors. The evaluations were generally poor as to native speakers serving as kindergarten English teachers.

• 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.

• 디지털콘텐츠학회 논문지
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• 제16권3호
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• pp.407-415
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• 2015

오프라인 English Zone이란 교실 내에서 학습자가 영어로 말하고 듣고, 알고 싶은 단어나 내용을 스스로 찾고 연습하고 그 결과를 확인할 수 있도록 만든 물리적 환경을 말한다. 그러나 제한적이고 인위적 환경에 의존할 수밖에 없는 오프라인의 English Zone은 쇼핑 존, 레스토랑 존, 병원 존 등의 소규모 영어 마을처럼 인위적인 공간을 설정하여 학생들이 자발적으로 Role Play를 체험할 수 있는 환경을 제공해야 하는 극히 제한적인 운영이 될 수밖에 없다. 본 연구의 목적은 이러한 오프라인에서의 English Zone 프로그램을 활용한 학습방법이 가지고 있는 환경적인 제한성의 문제점을 분석하고 유비쿼터스 개념에 기초하여 멀티미디어 도구 활용, 무선 인터넷 활용과 SNS를 활용한 온라인 English Zone 프로그램의 활용 방안을 제시하고자 한다.

• 음성과학
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• 제8권4호
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• pp.171-184
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• 2001

American English vowels and Korean vowels were compared by the plotformant method. For American English vowels, six General American English speakers pronounced English words in the b_t environment. For Korean vowels eight Kyongsang dialect speakers and eight Seoul dialect speakers pronounced Korean words in the environments of k_t, p_t and t_t. The formant plots were obtained by plotting F1/F2 tokens of 13 American English vowels on the F1xF2 plane. In spite of personal variations the 13 vowel spaces of all six American English speakers maintained their relative positions with some overlaps. Clear distinctions were made between i-I, e-$\varepsilon$, u-$\sigma$, and o-c. The domain of c and $\alpha$ overlapped for three American English speakers, but it did not for three other speakers. The 8 Korean vowel spaces of Kyongsang dialect speakers and Seoul dialect speakers were very similar and maintained their relative positions. No distinction was made between e and $\varepsilon$. In contrast with American English e which is a neutral vowel, Korean e was a back vowel. The comparison of 13 American English vowel positions and 8 Korean Vowel positions is expected to shed some light on the errors of English vowel pronunciation of Korean learners.

• 음성과학
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• 제10권4호
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• pp.73-79
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• 2003

There are more than five systems for transcribing English vowels. Because of this diversity, teachers of English and students are confronted with not a little problems with the English vowel symbols used in the English-Korean dictionaries, English text books, books for Phonetics and Phonology. This study was designed to suggest criterions for the phonemic transcription of English vowels on the basis of phonetic properties of the vowels and a system of English vowel transcription based on the criterions in order to minimize the problems with inter-system differences. A speaker (phonetician) of RP English uttered a series of isolated minimal pairs containing the vowels in question. The suggested vowel symbols are as follows: (1) Simple vowels: /i:/ in beat, /I/ bit, /$\varepsilon$/ bet, /${\ae}$ bat, /a:/ father, /Dlla/ bod, /c:/ bawd, /$\upsilon$ put, /u:/ boot /$\Lambda$/ but, and /e/ about /$\varepsilon:ll3:r$/ bird. (2) Diphthongs: /aI/ in bite, /a$\upsilon$/ bout, /cI/ boy, /3$\upsilon$llo$\upsilon$/ boat, /eI/ bait, /eelleer/ air, /uelluer/ poor, /iellier/ beer. Where two symbols are shown corresponding to the vowel in a single word, the first is appropriate for most speakers of British English and the second for most speakers of American English.

• 한국영어학회지:영어학
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• 제4권2호
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• pp.229-252
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• 2004

The TOEIC has widely used to evaluate business English proficiency in Korea, but those who achieved high scores still often face difficulties in performing their duties in English at work. This implies that the test may not evaluate business English proficiency effectively enough. With an ultimate goal of proposing an effective way of assessing business English proficiency, therefore, his study analyzed the predictive validity of the TOEIC. A correlation analysis was conducted between TOEIC scores of 64 office workers of multinational companies and their working skills in English evaluated by themselves, and their colleagues and seniors. Its results illustrated a significant correlation between their listening and reading scores and their working skills measured by all the groups, but not between their scores and their working skills in speaking and writing. In addition, the study did a delphi study to identify working skills in English to be assessed in business English tests and a contents analysis of the TOEIC. The results suggest business English tests should be able to assess working skills by work types and more direct testing of working skills in speaking and writing is needed.