• 한국콘텐츠학회논문지
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• 제21권4호
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• pp.359-369
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• 2021

본 연구의 목적은 영어과 다문화교육에 대한 예비초등교사들의 인식과 가치관을 파악함으로써 바람직한 다문화 기반 초등영어교육 방안을 살펴보는 것이다. 이를 위하여 국립 C교육대학교에 재학 중인 예비교사 63명이 본 연구에 참여하였으며 온라인 설문지를 통하여 연구 문제에 대해 알아보고자 하였다. 연구 결과를 토대로 예비교사들의 다문화교육 기반 영어교육에 대한 인식과 가치관을 다음과 같이 정리할 수 있었다. 첫째, 예비교사들은 초등학생의 전반적인 이해도가 상당히 높았으며, 초등학습자의 학습양식에 대해 잘 이해하고 있었다. 둘째, 초등 예비교사들의 다문화 기반 영어교육에 대한 인식에 따라 개인적 변인(성별, 학년, 전공)에 따른 차이를 알아본 결과, 학년별로는 유의미한 차이가 드러나지 않았으나 성별에 따른 다문화 교육 기반 영어교육의 인식과 가치관에서 남학생이 여학생에 비해 근소하게나마 높게 나타났다. 전공에 따른 인식도에 있어서는 과학과와 체육과 학생들이 각각 평균값 4.13, 4.49로 영어과 학생들(3.87)에 비하여 다문화교육기반 영어교육의 필요성에 대하여 상대적으로 높게 인식하고 있었다. 셋째, 다문화 교육 유무와 개인별 변인(성별, 학년, 전공)의 차이는 다음과 같이 나타났다. 다문화 교육 유무와 성별에서는 비슷한 수치를 나타냄으로써 두 변수 간의 관계는 없는 것으로 분석되었다. 다문화 교육 유무와 학년에 따른 연관성에서는 유의수준이 p<.05보다 작으므로 유의미한 관계가 있었다. 또한 다문화 교육 유무와 전공별 상관관계에서는 유의확률의 값이 .044로 서로 관계가 있음을 보여주었다.

• 영어어문교육
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• 제15권2호
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• pp.245-259
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• 2009

The purpose of this study was to investigate English teachers' perceptions about doing their own action research to find out the benefits of involvement in action research. I believe that teachers should engage in curriculum research and development because it relates to their own classrooms and because a primary aim for teacher education program is to give teachers ways of exploring their own classrooms. I focused on 17 graduate students who had undertaken action research during the fall semester of 2007 and administered a questionnaire about their perceptions of doing action research. The results revealed that their perceptions of doing action research fell into the following two categories, positive and negative aspects. For positive aspects, they experienced a sense of personal and professional growth and they underwent identity transformation from passive, etic-oriented, and uncritical to active, emic-oriented, and critical teachers. However, many of them expressed that major obstacles to doing action research were time constraints and lack of skills or training in conducting action research. Thus, it is suggested that both pre- and in-service teachers should consider conducting a language teaching diary study, doing collaborative action research, and acquiring all the necessary skills for conducting action research.

• 과학교육연구지
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• 제44권2호
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• pp.259-272
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• 2020

This study aims at investigating the effects of collective promotion on the attainment of literacy, numeracy, and essential life skills by primary school pupils and also to find out if the policy of collective promotion meets its objective of minimization of wastage in basic education. The study used written tests for pupils in the final class (Level II, class 6) to collect data in some selected English-speaking primary schools in Meme Division of Cameroon. Descriptive statistics and a one way ANOVA were used for analyzing data. The results revealed that the policy of collective promotion negatively affects the attainment of literacy, numeracy, and essential life skills of pupils in Kumba, Meme Division. Teachers who assisted in the study through personal communication with the researcher argued that collective promotion in basic education does not achieve its objective of minimizing wastage of educational resources; neither does it positively improve the literacy, numeracy, and essential life skills of pupils. This study recommends that the policy of collective promotion can be revisited and that focus be placed not only on minimizing wastage of resources but also on investing on quality education system so as to equip the would-be leaders of tomorrow with skills, knowledge, and attitudes which will make them functional and responsible citizens in their society.

• International Journal of Contents
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• 제17권4호
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• pp.62-78
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• 2021

This ethnographic multiple case study, based on Zappa-Hollman and Duff's construct of individual networks of practice (INoPs), explored English as a second language (L2) competence development and socialization process of a group of English-major undergraduates through their social connections and interactions at a public university located in an underdeveloped city in Northwest China. The study lasted for one academic semester and three students were selected as primary participants. Semi-structured interviews, student observations in English-related micro-settings, and associated texts were used to collect data. These data were coded to identify the thematic categories, and then data triangulation and member checking were conducted to select the most representative evidence to provide an in-depth description of students' perspective about mediating their English L2 socialization by their INoPs. Findings showed that factors in the formation of students' INoPs, including intensity, density, and nature, played significant roles in their academic or affective returns from their English learning, both of which had a substantial influence on the students' English L2 socialization. Considering that the macro-setting was a non-English, underdeveloped monolingual society, both educational institutions and individual students need to seek and create more English-mediated interactional opportunities to develop their English proficiency and adapt to local English learning communities.

• International Journal of Contents
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• 제6권2호
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• pp.33-40
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• 2010

This study aims at investigating the linguistic and educational factors affecting TOEFL scores, focusing on three OECD countries, Korea, Japan, and Finland. The data comprise document analysis on curriculums, websites, and literature. The findings reveal that the number of Korean test-takers and their TOEFL scores gradually increased year by year. Finnish test-takers consistently gained greatly high scores, and Japanese examinees showed the lowest scores. The languages Korean, Japanese, and Finnish are all far distant from English and receive little support on historical grounds from the Indo-European family tree. In Finland, however, Swedish which belongs to Indo-European languages is still used as an official language with Finnish. Korea and Finland adopt English education from Year 3 in primary school, whereas English is not an official subject in primary school at present in Japan. Finnish students are taught a foreign language in addition to English from primary school. These seem to support the result of the high TOEFL scores of Finnish test-takers. This study concludes that social context which includes linguistic and educational environments are the main factors which affect TOEFL scores.

• 한국영어학회지:영어학
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• 제3권3호
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• pp.453-497
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• 2003

The purpose of this study is to investigate social aspects of young EFL learners' interaction at the computer. Data were taken from the interactions of three pairs of fourth-grade primary school children who worked together on English learning software. Their interactions at the computer were videotaped and then all the talk produced by the students and the utterances emitted from the computer were transcribed. As for the analytical tools, the notion of ‘contextualization cues’ (Gumperz, 1982) and the concept of ‘positioning’ (Davies & Harre,1990) were employed. The analysis reveals that the roles of the students were not tied to a certain position, but rather dynamically changed during the course of interactive work according to the situation at hand. The dynamic changes in their positions were realized through various means; their capability in solving problems, their taking responsibility or assigning it to each other, or cooperation. There were also instances of peer teaching and motivated learning. In addition, the students showed autonomy in their learning activity. These findings suggest that both students in a dyad had their own place in performing task activities, contributing to solving problems and getting benefits from peer interaction. Furthermore, students' working together on English learning software may provide an environment which can promote cooperative attitude and responsibility for learning and enhance motivation and autonomy in their learning process.

• 영어어문교육
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• 제13권3호
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• pp.41-56
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• 2007

This paper, drawing on various secondary sources related to bilingualism and bilingual education, proposes a semi-CLIL (Content and Language Integrated Learning) model as an initial option for Korea's ELT instruction at a primary level, with a subsequent application to a secondary level in mind. It is reported that the current pedagogy focused on early English education and communicative language teaching does not meet the needs of students' EFL proficiency. The main reasons for this are considered to lie in the social and educational environment which impedes EFL students' meaningful and authentic communication in target language. Thus, by exploring a conceptual approach to such a problem, this paper suggests a paradigm of integrating content and language for a reasonable solution.

• 한국콘텐츠학회논문지
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• 제19권2호
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• pp.11-21
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• 2019

우리나라의 공립 초등학교의 정규교육과정에서 '영어' 과목을 가르치기 시작한 것은 1997년으로 이제 20년 정도의 시간이 지났다. 본 연구는 과거 20년 동안에 초등 영어 관련 연구들을 되짚어봄으로써, 향후 초등영어 교육이 나아갈 방향을 탐색하려 한다. 이를 위하여, 국내에 발표된 석 박사 학위논문과 학술지게재 논문을 검색하여(총 6,467편), 이들 연구의 '제목'을 코퍼스 분석 프로그램인 Utagger와 WordSmith Tools를 통해 빈도 분석하였다. 분석 결과, 지난 20년 동안 '초등 영어' 논문편수는 꾸준히 성장하는 추세를 보였지만, 최근에는 다소 침체된 것으로 보인다. 연구 주제로는 교수 학습 관련 영역을 포함하여 교육과정, 평가, 의사소통 기능 등과 같이 20년간 꾸준히 수행된 분야가 있는가 하면, 당시 교육정책의 기조에 따라 몰입, 원어민 등과 같이 특정 기간에 집중적으로 연구된 분야도 있었다. 최근에는 정보통신기술의 발달에 따라 스마트 교육, ICT 관련 연구가 많이 진행되는 것으로 보인다. 결론적으로, 지난 20년 동안 초등 영어 교육 분야는 양적 측면에서 괄목할 만한 성장을 했고 연구의 스펙트럼도 다양해졌다는 성과를 보였다. 본 연구의 결과가 향후 초등 영어 교육의 방향을 설정하는데 도움이 되길 기대한다.

• 영어어문교육
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• 제17권3호
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• pp.291-307
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• 2011

The primary purpose of this study was to report overall findings of academic English proficiency of university ESL students in an ESL program from 2003 to 2008 at a university in the U.S. Furthermore, this study proposes to explore the effectiveness of the ESL program on developing the ESL learners' academic English proficiency. In order to achieve these purposes, this study applied a quantitative research methodology which analyzed data (more than 3,000 samples) collected by the university ESL program. The data included the ESL learners' English proficiency test scores. The results indicated that the effectiveness of the ESL program was significant in improving the ESL learners' cognitive/academic language proficiency across all three groups: ESL-only, ESL + Under, and ESL + Grad. That is, after either a complete ESL program intervention only or both a partial ESL program intervention and taking academic courses, the three groups' academic English proficiency was increased to almost same degree The findings are discussed and implications for pedagogy are suggested.

• International Journal of Contents
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• 제13권4호
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• pp.63-69
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• 2017

The objective of this study was to investigate factors that could bring about successful implementation of extensive reading using online/offline blended English library system called 'Reading Gate' in primary and secondary schools. Although there are a great number of studies on effects of various extensive reading on linguistic, cognitive, and affective development, few studies have investigated how extensive reading programs can be implemented at large scale, e.g., whole school level. After analyzing students' reading levels in 200 schools using the same online extensive reading program called Reading Gate, results showed that while some schools were successful, others were not. Five primary and 13 middle schools were selected as successful schools. Data on implementation of the program of schools was gathered. Eighteen teachers and seven headteachers took part in the interview. After analyzing these data on the implementation of the extensive reading program, results revealed that the following five factors for successful implementation of blended extensive reading programs: online level-up system, teacher intervention, integration with the curriculum, school-level support, and parents' awareness of literacy. This suggests that each factor might have contributed to the successful implementation of the extensive reading program at large scale. Implications and applications of this finding are discussed in this study.