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Research Issues in English for Specific Purposes
박준언(Jun-Eon Park) 한국외국어교육학회 2003 Foreign languages education Vol.10 No.3
In this paper, I explore issues in English for Specific Purposes with a view to stimulating research interest among Korean applied linguists. Discussions of the ESP issues are centered around ESP needs and genre analysis. First, various approaches to ESP needs analysis are accounted . for, Next, the issue of ESP genres is discussed in detail, such as genre analysis in general, classifications of ESP genres, and current research in three ESP genres, i.e., English for Business Purposes (EBP), English for Academic Purposes (EAP), and English for Legal Purposes (ELP). Finally, the relevance of the corpus linguistics approach to ESP research is pointed out.
경제자유구역 및 제주특별자치도 초등영어몰입교육 도입 연구
박준언(Park Jun-Eon),박선호(Park Seon-Ho) 한국초등영어교육학회 2007 초등영어교육 Vol.13 No.2
Recently, Incheon, Busan, Gwangyang, Jeju Island have been designated as Free Economic Zones or a Special Self-governing Province by the Korean government. English is expected to emerge as a major medium of communication alongside Korean in these regions. This research aims at suggesting a workable model of immersion English education in elementary schools in the regions based on the surveys conducted to groups of people who have a stake in immersion education: elementary school teachers, elementary school students" parents, faculty at the colleges for elementary school teachers, and the students attending the colleges for elementary school teachers. The surveys consisted of six major categories: current elementary English education, language use patterns in those regions, introduction of immersion programs, teachers for immersion education, considerations for immersion education, and feasible model of immersion education. Discussions on each category are done in detail based on the analyses of the questionnaire items. Finally, suggestions for immersion English education in elementary schools in the regions are offered.
영어사용 국가들의 언어정책 고찰: - 영국,호주,남아프리카공화국을 중심으로 -
박준언 ( Park Jun-eon ) 숭실대학교 인문과학연구소 2001 인문학연구 Vol.31 No.-
This paper introduces the language policies of three major English-speaking countries: Britain, Australia, and South Africa. Britain has shown varied attitudes toward the language use of ethnic minorities from the assimilationist viewpoint during the 1960s, to the multicultural one in the 1970s and 1980s, and to the current anti-racist one. The national demand on language policy in Australia was triggered by the rapid influx of non-white immigrants. The direction of her language policy has shifted from the focus on the multiculturalism in the earlier period to the current economically-motivated policy. Unlike the cases of Britain and Australia, the language policy of South Africa is codified in the new constitution. With the collapse of the previous notorious apartheid regime and the construction of new democratic political system, the country's language policy has focused on the balanced development of all major languages that have received the status of official national languages by the constitution.
박준언 ( Park Jun-eon ) 숭실대학교 인문과학연구소 2005 인문학연구 Vol.35 No.-
This paper examined language acquisition and learning in relation to Vygotsky’s socio-historical cognitive development theory. In Vygotsky’s view, language plays a critical role in children’s cognitive development in that it mediates between children's external world and internalization of their experiences. In order to help children to acquire this utmost important means inter- and intra-personal communication in meaningful ways, language experts or teachers need to constantly establish an adequate level of the zone of proximal language development of the learners, in which both the teacher and learners should co-construct language learning processes through mutual understanding and caring. Vygotsky’s emphasis on the importance of social contexts in language learning processes should be actively reflected in foreign language classrooms.
원어민 영어보조교사 선발 및 관리 지원 현황과 개선 방안
박준언(Park, Jun-Eon),최희경(Choi, Heekyong),최춘옥(Choi, Chun Ok),윤유진(Yoon, Eugene) 한국외국어교육학회 2010 Foreign languages education Vol.17 No.2
This study evaluated the current selection and support systems of native English speaker teachers (NEST) and proposed suggestions for the improvement of the systems. Through the analysis of the data collected for this purpose, main systemic problems emerged and were categorized into three parts. First, regarding the selection of NESTs, lack of expertise and difficulty in hiring qualified NESTs were the most serious problems. Second, as for managing and supporting NESTs, the roles were not efficiently divided among central EPIK, metropolitan and provincial offices of education, local offices of education, and schools. Third, the number of hours of training programs for NETSs was not sufficient and the programs needed more hands-on contents. Based on these evaluations, several suggestions for the improvement of the systems were proposed.
박준언(Park Jun-Eon),김익상(Kim Iksang),박선호(Park Seon-Ho) 한국영어교과교육학회 2008 영어교과교육 Vol.7 No.1
In this paper, the authors explain the theoretical underpinnings of immersion foreign language education and propose several instructional models in Korean EFL classroom contexts. We propose five instructional models that can be utilized in schools depending upon the availability of competent teachers, the degree of collaboration between Korean teachers and native-speaker English teachers.
한ㆍ중ㆍ일 3국의 e-learning 조기영어교육 프로그램 비교 분석
조혜진(Cho Hye Jin),박준언(Park Jun Eon) 영상영어교육학회 2005 영상영어교육 (STEM journal) Vol.6 No.2
This research attempted to make suggestions on the better production of online children's English learning programs in Asian countries based on the comparative analysis of representative e-learning programs in Korea, China, and Japan. For this study, an e-learning program evaluation checklist was developed after reviewing the existing domestic and foreign educational e-learning program evaluation checklists. Using this checklist, five representative e-learning programs for children in each country were analyzed. The comparative analysis of the e-learning programs in three countries revealed that Korean e-learning programs surpassed those of China and Japan in overall evaluations. The evaluations of the programs by categories showed distinct characteristics of online English learning programs of each country. On the basis of the analysis, suggestions for better e-learning children's English programs in East Asian countries were proposed.