• 무역상무연구
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• 제36권
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• pp.173-194
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• 2007

The purpose of this article is primarily to give prominence to the importance of International Business English education. Although English is one of the most crucial parts in international business transaction it has not been treated as one of academical sciences. As English is a main language when the international business transaction is done International Business English should be studied by scholars who majored in international business area. It is true that there has been no study at all regarding International Business English(in this article, it does not mean General International Business English) so far. Anyone who does and learn the international business should have some opportunities to have a contact towards international business correspondence and other documents before they do in reality. However, in Korea, most English education has been focused on general English and English certificate tests at universities. At universities' level, it is certainly a scholars' task to study International Business English education in order to provide decent education to the students. For doing so, this article examine, focusing only on reading part, how International Business English should be taught and especially, how reading skills should be activated and integrated with other language skills. This objective will be fulfilled by asking, what reading means in International Business English, as well as what role reading plays in International Business English education.

• International Journal of Advanced Culture Technology
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• 제9권2호
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• pp.56-63
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• 2021

The aim of this study is to understand how English textbooks in Korea and Japan reflect English education policies for improving the English language learners' cultural ability. In order to achieve the purpose of this study, the method of analyzing English textbooks was used because English textbooks are an important tool that most specifically reflects the English policy of a country. This study analyzed a total of six English textbooks, three middle school English textbooks currently used in Korea and three in Japan. We analyzed nouns/pronouns related to culture presented in the reading section included in each unit, and compared cultural diversity and cultural identity included in English textbooks in Korea and Japan. As a result, it was found that both countries experienced cultural diversity through English education and introduced their cultural pride to Western culture to realize the goal of strengthening global capabilities. This textbook analysis results show that English textbooks of Korea and Japan depend on American/British cultures and norms. The cultural contents of English textbooks in Korea and Japan tend to focus on geography, food and drink, festivals and activities, family and education systems, etc. And English textbooks in Korea and Japan include the cultural sections in each lesson, but they don't suggest how to relate these cultural sections into the learners' real experiences. These results can be utilized as the motives from which both countries develop English education policy and textbooks in the future.

• 한국콘텐츠학회논문지
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• 제9권7호
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• pp.411-418
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• 2009

이 연구의 목적은 영어 독해 전략이 영어 독해에 미치는 영향에 대해서 연구하였다. 이 연구를 위해 다음과 같이 3개의 연구문제를 제시하였다 첫째, 한국대학생이 사용하는 독해 전략을 연구하였고, 둘째, 성별에 따른 영어 독해전략 사용에 대해 연구하였다. 셋째, 영어 숙달도에 따른 영어 독해전략 사용의 차이점을 연구 하였다. 이 연구를 통해 다음과 같은 사실을 발견하였다. 첫째, 한국대학생들은 6가지의 범주중 에서 기억전략을 가장 많이 사용한 반면 초인지전략을 가장 적게 사용하였다. 둘째, 성별에 따라 독해 전략 사용의 차이가 있음을 알 수 있었으며 셋째, 영어 숙달도에 따른 독해 전략 사용의 차이가 있음을 알 수 있었다. 이 연구는 독해전략 사용이 영어 독해 능력을 강화 시킬 수 있음을 보여주고 있으며, 영어 선생님들은 영어 독해 수업시간에 학습자들에게 맞는 적절한 독해 전략 사용을 고려하여 수업을 진행 하여야 할 것이다.

• 영어어문교육
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• 제15권4호
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• pp.199-216
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• 2009

This study investigates how Korean speakers develop their interlanguage of English passive constructions with a reference to the learners' grammar proficiency levels. Sixty two college students of different levels of English participated in this study. They were asked to complete a sentence-completion task. Their production was classified into accurate passives, malformed passives, pseudo-passives, unaccusatives, and actives according to the use of transitive, ergative and unergative verbs. They then were further analyzed depending on the subjects' levels of grammar by three main factors: L1 transfer, the English voice system, and universal cognitive factors. The results showed that the subjects of the lower group produced more pseudo-passives, malformed passives, and overpassivization than those of the higher group, and even subjects of higher group still made passives for ergative verbs. It was also shown that L1 and universal factors had more influence on the lower group than on the higher group. Based on the analyses of the subjects' responses, the development of the English passive system by Korean learners is shown and some implications are suggested for effective teaching of English.

• 말소리와 음성과학
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• 제14권4호
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• pp.19-24
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• 2022

This study examined which acoustic cue(s) that Korean learners of English give weight to in perceiving English lexical stress. We manipulated segmental and suprasegmental cues in 5 steps in the first and second syllables of an English stress minimal pair "object". A total of 27 subjects (14 native speakers of English and 13 Korean L2 learners) participated in the English stress judgment task. The results revealed that native Korean listeners used the F0 and intensity cues in identifying English stress and weighted vowel quality most strongly, as native English listeners did. These results indicate that Korean learners' experience with these cues in L1 prosody can help them attend to these cues in their L2 perception. However, L2 learners' perceptual attention is not entirely predicted by their linguistic experience with specific acoustic cues in their native language.

• 영어어문교육
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• 제16권1호
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• pp.61-80
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• 2009

This study investigates the effects of different types of genre and tasks on college students' English listening comprehension. 104 college students were assigned to Argumentative (AG), Causal and Evaluation (CE), and Narrative (NA) group. They report their listening comprehension through gap-filling (GF), summary (ST), and multiple-choice comprehension task (MC). Results showed that different genre groups were significantly different on overall tasks. Moreover, results from each group also presented that different mean scores on each task indicated a statistical significance. Proficiency levels, higher and lower level group, showed a significant effect for the task on listening comprehension. The results of the statistical analysis, using One-way ANOVA indicated that genre significantly affects Korean college students' listening comprehension, and implied that listening comprehension sores for each genre were also substantially different. Different genre groups resented significant different in overall listening comprehension tasks.

• 대한간호학회지
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• 제45권6호
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• pp.939-948
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• 2015

Purpose: An emerging trend in Asian higher education is English-medium instruction (EMI), which uses English as the primary instructional language. EMI prepares domestic students for international leadership; however, students report difficulty in learning, and educators have raised questions concerning the effectiveness of EMI. The flipped learning model (FLM), in which lecture and homework activities for a course are reversed, was applied to an English-medium course offered by a college of nursing in Korea. The aims of this study were to: 1) revise an existing English-medium nursing course using the FLM; 2) explore students' learning experiences and their acceptance of the FLM; and 3) identify key factors in the success of FLM. Methods: We used a descriptive, cross-sectional, mixed-methods design and the participants were students at one nursing school in Korea. A series of course development meetings with faculties from the nursing school and the center for teaching and learning were used to develop the course format and content. We conducted course evaluations using the Flipped Course Evaluation Questionnaire with open-ended questions and focus group interviews. Results: Students (N=75) in a 15-week nursing course responded to a survey after completing the course. Among them, seven students participated in one of two focus groups. Overall, students accepted and favored the flipped learning strategy, and indicated that the method enhanced lecture content and their understanding of it. Factors associated with effective instruction included structured monitoring systems and motivational environments. Conclusion: The FLM requires sufficient preparation to facilitate student motivation and maximize learning outcomes.

• 한국치위생학회지
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• 제14권5호
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• pp.641-648
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• 2014

Objectives : The purpose of this study is to investigate the attitude toward English learning in the dental hygiene students. Methods : A self-reported questionnaire was filled out by the 498 dental hygiene students in Seoul, Gyeonggi, Gangwon and Chungcheong Province. The questionnaire consisted of motive of English learning, confidence and interest. Data were analyzed by SPSS 19.0 program. Results : Approximately 85 percent of the students had strong motivation for English learning. Test-based English learning generally discouraged the students(61.8%). The students found that listening and speaking was the best way of learning English(44.6%). Most of the students were very interested in English but the cramming method of learning made them tired(p<0.05). Conclusions : Self-directed learning is the best way of learning English to the students. The curriculum should consist of actual listening and speaking practices instead of test-based study.

• 공학교육연구
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• 제14권2호
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• pp.51-59
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• 2011

동일한 대학에 진학한 학생들임에도 불구하고, 학생들에 대한 진단평가의 성적이 매우 넓게 분포되어 있으며, 이는 영어수준별 수업이 필요할 수 있음을 의미한다. 하지만, 치밀한 행정적 준비 없이 영어수준별 수업을 시작하는 것은 많은 시행착오를 낳을 수 있다. 본 논문에서는 지방에 소재하는 이공계 대학의 신입생 대상 영어 수준별 수업 시행의 사례를 통하여, 수준별 수업의 운영전반에 대하여 살펴본다. 특히, 진단평가 계획부터 실행 및 분반, 공동기말고사, 성적산출 방법에 이르기까지의 과정을 차례로 짚어본다. 또한 각 단계별로 요점과 함께 문제점, 개선사항을 알아보며, 궁극적으로 교양 영어교육의 질을 향상시킬 수 있는 방향을 살펴본다.

• 말소리와 음성과학
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• 제3권3호
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• pp.63-68
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• 2011

This study investigates how Korean students employ acoustic-phonetic cues in perceiving word boundaries of near-homophonous English phrases. For this study, 60 Korean college students participated in the experiment of discriminating word boundaries for 42 pairs of stimuli comprising the allophonic cues of aspiration and glottal stop. Results were analysed in terms of the correctness of responses and the correlation between correctness and confidence. Results showed that stimuli pairs of the glottal stop cue give a higher correctness but those of aspiration a relatively lower correctness. Comparison of the results of this study with those of the previous studies of English and Japanese speakers showed that Korean and Japanese speakers of English give a substantially lower correctness than native speakers of English, while Korean learners of English as a foreign language provide a lower correctness than Japanese speakers of English as a second language.