토론 기반 영어 읽기 및 쓰기 학습 활동이 고등학교 학습자의 창의성, 영어 쓰기 및 창의력 자기평가에 미치는 영향

한종임 한국외국어교육학회 2020 Foreign languages education Vol.27 No.2

In the era of the 4th industrial revolution, creativity plays a pivotal role in the competitiveness of a country. The importance of creativity education therefore cannot be overemphasized. The purpose of this study is to examine the effects of discussion-based English reading and writing activities on Korean high school students' creativity, English writing, and self-assessed creative thinking. The participants were 45 high school students in Seoul, Korea. They were divided into two groups: the discussion-based English reading and writing group (n=24) and the traditional English instruction group (n=21). The experiment was administered during two semesters of the 2017 academic year. The major findings are as follows: First, the experimental group showed significant improvement on the creativity test, especially in the areas of fluency, flexibility, and original thinking. Second, the experimental group outperformed the control group on the writing test. Third, the experimental group showed positive changes in their self-assessed flexible thinking, convergent thinking, and intrinsic motivation. All of these indicate the beneficial effects of the discussion-based English reading and writing activities. Based on the results, some pedagogical suggestions were made for the effective integration of creativity education into the teaching of English as a foreign language.

The Effects of Post-Task CMC Activities and Task Types on Korean EFL Learners’ Oral Performance

한종임,김나영 영상영어교육학회 2016 영상영어교육 (STEM journal) Vol.17 No.2

The present study explored the effects of different post-task CMC activity conditions and task types on the fluency, accuracy, complexity, and lexical diversity of EFL learners’ oral performance. The participants in the study were 39 EFL learners from a university in Incheon, Korea. They were randomly assigned to the three post-task activity groups (voice-chat, text-chat, and control). The experiment was administered during a period of eight weeks and a total of 234 transcribed data were analyzed. The major findings of the study were as follows: Firstly, regarding the post-task CMC activities, the participants who engaged in both the voice-chat and text-chat showed significant improvements in fluency, and the text-chat showed more beneficial effect on fostering the lexical diversity compared to the voice chat. Secondly, as for task types, ‘proposing a solution’ was the most beneficial task for promoting the fluency, accuracy, and lexical diversity, whereas ‘expressing an opinion’ was the most effective task for developing the complexity. Thirdly, concerning the participants’ perceptions of English learning in general, post-task CMC activities, and task types, their attitudes were positively changed overall. Based on these findings, some pedagogical suggestions are made on the effective implementation of post-task CMC activities in EFL contexts.

인터넷을 활용한 학습자주도 및 과제중심의 상호작용적인 영어학습방안 연구

한종임 한국외국어교육학회 2002 Foreign languages education Vol.9 No.3

地方自治團體의 行政에 대한 住民統制制度에 關한 硏究 - 住民鑑査請求制度 活性化 및 市民옴부즈만導入을 中心으로 -

韓宗任 고려대학교 지방자치법학연구회 2000 지방자치법연구 Vol.1 No.-

영어 의사소통능력 수행평가 방안 연구

한종임(韓宗姙),전지현(全芝賢) 성곡언론문화재단 2001 성곡논총 Vol.32 No.3

비디오를 활용한 학습자 및 과제 중심의 학습지도 방안

한종임,차경애 한국영어교육학회 1996 ENGLISH TEACHING(영어교육) Vol.51 No.2

열린교육에 입각한 영어과 동일학급내 수준별 교수·학습 모형 및 자료 개발

한종임,김윤미 이화여자대학교 사범대학 교육과학연구소 1998 교육과학연구 Vol.27 No.-

최근의 세계화·정보화·개방화 시대에 부응하기 위해서는 학습자의 개인차와 개성을 최대한 존중하면서 능력과 수준에 따른 수업을 실시하여 창의성을 개발하는 것이 시급하다. 이에 따라 본 연구는 열린교육에 입각한 영어과 수준별 교수·학습 모형을 개발·제시하여 학교 현장의 영어교사들이 영어 학력차가 큼 학생들로 구성된 다인수 학습 집단에게 영어를 효율적으로 가르칠 수 있는 실질적인 방안을 제시하는 데 목적을 두고 있다. 이를 위한 구체적 방안으로 본 연구에서는 열린교육에 입각하여 학생들의 개인차에 따라 학습내용의 일부를 다르게 하는 동일 학급내의 수준별 소집단 개별교수·학습 모형을 개발하고, 고등학교 영어 교과서의 일부 단원을 선정하여 본 연구에서 제시한 이론적 수업모형을 기초로 하는 학습자·과업·활동 중심의 영어 네 가지 기능이 통합된 수준별 학습자료와 교수안을 제시하고자 한다.

한국 영어학습자들의 영어발음 오류 분석을 통한 발음지도 방안

한종임 이화여자대학교 교과교육연구소 1999 교과교육학연구 Vol.3 No.2

본 논문의 목적은 한국 영어학습자들이 영어를 발음할 때 한국어의 부정 전이 현상으로 인하여 영어발음에 오류가 생기는 원인을 이론적으로 분석하고, 영어학습자들의 영어 발음 오류를 효과적으로 지도할 수 있는 활동 유형을 제시함으로써, 궁극적으로 영어교육현장에서 영어학습자들의 영어발음을 지도하는데 의미있는 정보를 제공하는 데 있다. 이를 위한 구체적인 방안으로, 본 연구는 한국 영어학습자들의 효과적인 발음지도를 위한 이론적 토대로서, 영어와 한국어의 자음 및 모음 체계 차이, 음절 구조 차이, 한국어 음운 규칙의 영향에 의한 발음 오류를 분석하고자 한다. 이러한 음운론적 이론 결과에 근거하여, 본 연구는 우리 나라 영어학습자들의 영어 발음 오류 교정에 도움이 될 수 있는 의사소통 중심, 학습자 중심, 과업 및 활동 중심의 영어발음지도 교수 방법을 제시하고자 한다. The purpose of this paper is to analyze the patterns of Korean EFL leamers’ English pronunciation errors in terms of Korean and English consonant and vowel system, syllable structure, and Korean phonological rules. It also aims to provide a wide range of activities for the effective teaching of English pronunciation in the framework of communicative teaching method. The main results of the study are as follows. First, Korean EFL learners tend to mispronounce the following sounds due to the differences of Korean and English consonant system voiced stop sounds such as [b, d, g], voiced alveolar and palatal fricative sounds such as [z, з, dз], and voiced liquid like [r]. Secondly, they tend to have difficulties both in discriminating and producing the contrasts observed in the tense and lax vowels such as [i] and [ı], and [u] and [<그림그룹> <그림내용 sizex="6" sizey="8" src=".\6-406-9902-02_images\image007.jpg"/> </그림그룹>], due to the absence of the lax vowels in Korean. Thirdly, Korean EFL learners tend to insert the central high vowel [<그림그룹> <그림내용 sizex="5" sizey="11" src=".\6-406-9902-02_images\image008.jpg"/> </그림그룹>] between English consonant clusters, due to the different syllable structure. Fourthly, they also tend to pronounce each syllable at the same length of time, regardless of the number of stressed syllables, which can be attributed to the different rhythm. Finally, the negative transfer of Korean phonological rules, especially nasalization, is responsible for the Koreanized English pronunciation. Based on these results, the study provides a wide range of learner centered, task-based, and meaningful communicative activities for the effective teaching of English pronunciation to Korean EFL learners.

예비영어교사의 교육봉사활동 효과

한종임 한국외국어교육학회 2010 Foreign languages education Vol.17 No.3

This study aims to investigate Korean middle school students’ and prospective English teachers’ evaluations of the after-school English program assisted by college students and to find out the educational effects of the college students’ service activity. The participants of the study are 524 middle school students and 127 college students who participated in the program in the years of 2007 and 2009. The study conducted a survey questionnaire with the 6-point Likert scale and major findings are as follows: First, the overall evaluations of the after-school English program made by the middle school students were positive. The program proved to motivate the students’ interest in English and give positive effects on improving their attitudes toward English. Second, the effectiveness and success of the after-school English program were greatly affected by administrative factors and different implementation methods. Third, the educational service experience of the prospective English teachers proved to be helpful and useful for them to better understand middle school students with poor academic performance and to have a sense of achievement as a prospective teacher and a firm belief in the teaching profession. Based on these findings, the study makes some pedagogical suggestions which can contribute to the successful implementation of college students’ educational service activities in Korean educational settings.

중학교 영어학습자의 듣기능력 신장 방안 연구 : 받아쓰기 훈련을 중심으로

한종임,최세라 이화여자대학교 교과교육연구소 1998 교과교육학연구 Vol.2 No.1

본 연구의 목적은 우리 나라 중학생들의 영어 듣기 능력을 향상시킬 수 있는 교수·학습 방법의 일환으로 듣기 지도를 위한 받아쓰기 활용 방안을 모색하는 데 있다. 받아쓰기가 영어 듣기 능력 신장에 미치는 학습 효과를 실증적으로 검증한 결과, 첫째, 받아쓰기 연습은 듣기 능력을 향상시킬 수 있으며, 둘째, 듣기 능력이 떨어지는 하위집단 학습자에게는 부분 받아쓰기가 더 효과적이고 듣기 능력이 비교적 좋은 상위집단 학습자들에게는 문장 전체의 이해를 요구하는 전체 받아쓰기가 더 효과적이라는 것이 입증되었다. 이리한 연구 결과가 영어교육 현장에 주는 시사점은 다음과 같다. 첫째, 영어교사들은 받아쓰기를 주로 평가로만 활용해 오던 종래의 방식에서 탈피하여 영어학습 초기 단계부터 듣기능력을 향상시킬 수 있는 방법으로 활용할 수 있으며, 둘째, 듣기와 연계된 받아쓰기의 효과를 극대화하기 위해서는 영어 학습초기 단계에서는 부분 받아쓰기의 비율을 전체 받아쓰기보다 더 많게 하고, 학생들의 듣기능력이 높아짐에 따라 점차 전체 받아쓰기에 역점을 두는 것이 바람직할 것으로 사료된다. The goal of Korean English education lies in the development of Korean EFL learners' communicative competence. Listening has been regarded as the most important and essential component in developing communicative competence since listening comprehension was proved to be an active skill. However, most English teachers do not know how to teach listening effectively in their class and students say that listening is the most difficult part among the four language skills. Therefore, research on improving listening ability is most needed in order to develop Korean EFL learners'communicative competence. The purpose of this study is to investigate the effect of dictation on the development of Korean middle school students' listening comprehension. The subjects of this study were first-year middle school sdents and they were divided into two groups: two experimental groups and a control group. The experimental groups were further divided into two groups: a spot dictation group and a full dictation group. The two experimental groups were given a dictation task in the consolidation stage of every En81ish class, while the control group was given the traditional consolidation stage without any dictation task. The main results of the study are as follows. First, the experimental groups showed significant improvement in listening comprehension, but the control group did not. Second, there was no significant difference between the spot dictation group and the full dictation group with respect to the improvement of listening comprehension. This indicates that the type of dictation is not a significant factor in improving listening skill. Third, the full dictation was proved to more effective to the high listening proficiency level learners, whereas the spot dictation was more effecsve to the low listening proficiency level learners. These results suggest that dictation can be used as one of the effective methods for improving Korean EFL learners' listening comprehension ability and the types of dictation should be determined according to learners' listening proficiency levels: the spot dictation is recomuended for the low level learners and the full dictation is recommended for the high level learners.