• 아동학회지
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• 제27권3호
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• pp.135-148
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• 2006

The Foreign Language Classroom Anxiety Scale(Horwitz et al., 1986) and the Classroom Environment Scale(Moos & Tricket, 1974) were administered to 434 middle school students in Daegu. Data were analyzed by Cronbach's $\alpha$, t-test, and Pearson's correlation using the SPSS program. Results on anxiety showed no gender differences between male and female students but $9^{th}$ graders reported more anxiety than $7^{th}$ graders. Two of the nine classroom environment subscales showed differences between perceptions of male and female students, and there were significant differences between $7^{th}$ and $9^{th}$ graders. Foreign language anxiety was correlated with perceived classroom environment. This finding suggests the importance of the psychological environment between the English teacher and students for successful language education.

• Educational Technology International
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• 제14권1호
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• pp.109-136
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• 2013

We conducted an empirical study with 8 middle school students in Korea to investigate the usability and usefulness of our self-designed Digital Textbook. The Stimulated Recall (SR) Method using Morae software was utilized to analyze the learners' task behaviors and mental operations while using the Digital Textbook to learn English. Collected qualitative data indicated several problems in terms of the usability and usefulness of the Digital Textbook. The findings are summarized and some implications are discussed for further revision of the Digital Textbook and validation of the SR method as a usability-usefulness test tool.

• Educational Technology International
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• 제8권2호
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• pp.93-112
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• 2007

This case study explored the potential for implementing content-based English as a Foreign Language (EFL) instruction in a Korean middle school facilitated by computer-mediated communication (CMC). The instructor scaffolded the student participant's language learning online, helping her to produce English output on her own. While experimental social studies lessons on the topic of stereotyping were taught, data were collected on the student's online exchanges with her counterpart in Iran about their respective cultures. Findings show that the student from Korea was able to better understand her own culture as a result of the online experience. This interaction and the in-class lessons have demonstrated that content-based EFL instruction is a viable alternative to the school's existing curriculum.

• 한국콘텐츠학회논문지
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• 제20권4호
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• pp.582-590
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• 2020

본 연구는 최근 북한의 신교육강령에 따라서 집필된 영어과 교육과정 중에서 그동안 접하기 어려웠던 소학교 영어과 교육과정의 내용을 분석하여 소개하는데 그 목적이 있다. 연구대상은 북한의 소학교는 5년제이기 때문에 신교육강령에 따른 소학교 교수안 4학년과 5학년, 인민교육에 나온 신교육강령 해설서, 김정일선집 등을 기본적인 자료로 입수 가능한 자료로 하였다. 분석방법은 교육과정의 성격, 목표, 내용, 방법, 평가를 분석대상 자료와 함께 김정일 선집에 나타난 외국어교육에 대한 언급을 중심으로 발췌 또는 취합하여 자료를 있는 그대로 기술하고, 내용을 분석하고, 그 의미를 해석하며, 북한 소학교 분석연구인 본 연구의 매락에서 평가한다. 북한의 교육과정은 우리와 달리 성격, 목표, 내용, 방법, 평가로 구분하여 제시하지는 않고 섞여서 함께 제시되는데 이들 내용을 분류하여 우리한테 익숙한 서구식 교육과정의 범주인 성격, 목표, 내용, 방법, 평가로 구분하여 분석한 내용을 기술한다. 분석결과를 요약하면 신교육강령의 소학교 영어과 목표는 영어에 대한 흥미를 유지하고 영어 자모와 일상생활 소재를 중심으로 한 기초적인 영어를 익혀서 중학교 영어의 기초를 쌓는데 있다. 이에 따라서 4학년 1학기 때는 문자 없이 구어를 익히고 2학기에는 문자를 주로 익히고 5학년에서는 일상생활의 친숙한 주제를 영어로 익힌다. 교수방법은 교실영어를 사용하여 학생들이 영어에 대한 두려움을 없애도록 격려하고 칭찬하면서 동시에 익혀야 될 언어적 요소는 반복 연습을 자주 시킨다. 평가는 과정중심의 평가를 통해서 학생들의 영어 학습 동기를 자극할 수 있도록 한다.

• 영어영문학
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• 제64권2호
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• pp.239-252
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• 2018

Many critics on William Faulkner's As I Lay Dying have read Addie Bundren as the disrupter of patriarchal power. By raising a question about the usefulness of language, which is the symbolic power of patriarchy and having an affair with the preacher Whitfield outside her wedlock, Addie directly challenges patriarchal power. From a quite different vantage point, however, we can read Addie as the faithful protector of the norm of whiteness in the South in light of the social hierarchy. As a former school teacher, Addie is from middle class before her marriage. By her marriage to Anse, who is a lower-class white, Addie has class anxiety that her social status in the stratum of whiteness could be degraded from a middle to a lower-class white, "white trash," which means that she is not white enough to be considered as the normative whiteness. Especially, Addie's anxiety increases due to the fact that her lazy husband is reluctant to work and relies on her neighbors, causing her family to be entrapped at the bottom in the stratum of whiteness. Therefore, she decides to take revenge on her husband after giving birth to her second child Darl by asking Anse to bury her dead body in her familial burial site in Jefferson. By rendering her family to suffer the hardship during her funeral procession, not only does she succeed in taking revenge on Anse on the surface, she regains her social status as a middle-class white by being buried in Jefferson fundamentally.

• International Journal of Advanced Culture Technology
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• 제10권4호
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• pp.576-582
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• 2022

In this paper, we discuss the relative positioning of Wh-related English prepositions in a Wh-interrogative construction within the Optimality Theory [1-2]. By employing the two key constraints such as ^*Prep-Str and Align which are developed for the positioning of Wh-related prepositions from Romance languages such as French and Italian [3] and for the positioning of Wh-related prepositions from the middle English prose from 1500 to 1900 [4-6], and by slightly modifying the constraint hierarchy of ^*Prep-STR >>Align into ^**PrepSTR <<>>Align, Choi argues that his new theory can properly explain the unique behaviors of English Whrelated prepositions being able to take two 'optional' operations such as pied-piping and stranding to find legitimate landing sites in a Wh-interrogative construction [7]. However, this new analysis again reveals the following critical problems: (1) Unlike the 'light' English Wh-related prepositions which can two optional operations for legitimate landing sites in a Wh-interrogative construction, 'heavy' Wh-related English prepositions are not allowed to have such two options: they take just one option of pied-piping only. Thus, (2) his argumentation based on the existing constraints and the modified constraint hierarchy is neither general enough nor proper to explain the issue of the relative positioning for all English Wh-related preposition cases. To include such exceptional syntactic property of the 'heavy' preposition cases within the Optimality Theory, we suggest a new constraint of ^*HPrep-STR ranked at the highest position of the constraint hierarchy to disallow a 'heavy' or multi-syllabic Wh-related English preposition to stay alone at the end of a sentence. The new final hierarchy of constraints we suggest to explain the exceptional positioning of 'heavy' Wh-related prepositions together with the other 'light' Wh-related prepositions in English Wh-interrogative construction will be as follows: ^*HPrep-STR>>Align<<>>^*Prep-STR.

• 영어어문교육
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• 제11권3호
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• pp.139-164
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• 2005

The purpose of this study is to analyze the writing activity materials presented in the thirteen middle school textbooks and determine if the writing activity materials are appropriate for the goals and contents of the 7th national curriculum. The writing activity materials are analyzed based on three criteria. First, the writing activity materials are analyzed based on Rivers'(1981) five writing guidances, which are specified with detailed writing activity materials. The first criterion was suggested by Young-Ran Lee(2004). Second, the writing activity materials in the textbooks are analyzed according to the criterion prescribed by the 7th national curriculum, which are specified with writing activities presented by Rivers(1981), Raimes(1983), Hedge(1988), and Beverly and Carol(1988). Third, the writing activity materials related to other skills, such as listening, speaking, and reading, in the textbooks are selected and analyzed according to the proportion of the integration of skills. The results are as follows: First, writing activity materials in the textbooks belong to the type of 'reproduction', ie. the second stage of Rivers' writing guidance, 'recombination, which is the third stage of Rivers' writing guidance, and the type of 'guided writing', noted on the fourth stage of the guidance. Second, the writing activity materials satisfy the criterion in the 7th national curriculum, as for the proportions, but they are not balanced. Third, most of the writing activity materials contain writing activities that involve non-writing skills such as listening, speaking and reading, but they are not balanced. Particularly, writing activity materials related to reading activities are common.

• 영어어문교육
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• 제6호
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• pp.199-217
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• 2000

Relative pronoun that is one of the important relative pronouns but we have an impression that its scope of use has been somewhat narrowed. In the light of history of relative pronouns relative pronoun toot has the longest history of all relative pronouns and it was widely used even in Middle English and early Modem English. On The other hand, we can see that the relative use of that has been gradually weakened as the relative pronouns who and which has expanded their scope of use. It is quite natural that the scope of use of toot as a relative pronoun has been narrowed as who is mainly used in referring to person and which is mainly used in referring to things. And we can note that that is used only in restrictive clauses, not in nonrestrictive clauses, for that has a strong characteristics of relative conjunction in comparing with who and which. That as a relative pronoun still has its own weight because it can take an antecedent referring to person and thing. In particular, it is general tendency that who is used more frequently than that in the case of referring that it is not adequate for that to refer to things. In contrast, who has an advantage over that because the former originally refers only to person.

• 영어어문교육
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• 제5호
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• pp.27-48
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• 1999

College students frequently feel their grammar knowledge from primary and middle school is not useful when they are asked to speak in college conversation classes. Because of their frustration at their lack of communicational ability as well as inappropriate teaching methods and class textbooks that have little to do with the student's major course of study, the student often has a low motivation to study. It is not uncommon for students to seek English education outside of their college classrooms by going to language institutes or studying abroad. College teachers need to find a way to use the student's background in grammar from primary and secondary schools. Despite the student's sentiment about his/her grammar education, grammar is an essential key to successful English conversation. Some ways that teachers can close the gap between primary and secondary school grammar education and college conversation classes are: to use a theme-based methodology, cue cards, and modeling. Activities such as Grammar Clinic, Grammar Police, and Show and Tell can be effective ways to bridge this gap. Teachers can use these activities and methods to correct such student errors as: incorrect word order, missing or unnecessary be verbs, confusion between be and do verbs, subject-verb agreement. and incorrect tense.

• 정보처리학회논문지:소프트웨어 및 데이터공학
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• 제3권9호
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• pp.381-388
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• 2014

본 논문에서는 중 고등 수준 단문형 영어 작문시험의 자동채점 시스템을 위한 사전 미등록어 분류기 구현에 대해 다룬다. 영어 자동채점 과정에서 발생하는 사전 미등록어의 유형을 정의하고 각 유형에 대한 검출 방법에 대해 논의하였다. 또한 영작문 답안에서 나타날 수 있는 비속어의 유형을 정의하고 검출 방법에 대해 연구하였다. 영작문 자동평가 시스템의 모듈로서 비속어 검출 기능이 포함된 미등록어 분류기를 구현하였다. 미등록어 분류와 비속어 검출 방법에 대한 성능을 실제 시험 데이터에 적용하여 그 성능을 평가하였다.