대학생의 영어 전공서적을 읽을 때 나타나는 초인지 자각

백지원 ( Jiwon Paek ) 한국중등영어교육학회 2014 중등영어교육 Vol.7 No.2

The purpose of this study is to investigate the strategy uses andmetacognitive awareness of university students. A total of thirtyrdstudents participated in the study, who are mainly the 3 -yearth ndand the 4 -year students including two 2 -year students. Thedata included reading logs and interview transcriptions and wasanalyzed through a data-driven approach. Four themes emerged:reading with different purposes, sensitivity to comprehensionmonitoring, use of primary reading strategies, and lack of strategyevaluation. The differences existed between the students whowere high in language proficiency and academic achievement andthe students who were low in language proficiency and academicachievement. Both of the groups read the course book withdifferent purposes in the first reading and the second reading andwere sensitive to monitoring reading comprehension. However,when they faced lack of comprehension, the low level studentsused primarily language-focused strategies such as translation. Onthe contrary, the higher level students used more content-focusedstrategies such as rereading the relevant parts or referring to therelated materials. However, the findings were inclusive regardingstrategy evaluation, Some educational implications were suggestedbased on the findings.

영어 1교과서와 대학수학능력시험 영어 영역에 나타난 부정사의 분포에 대한 분석

이지현 ( Ji-hyun Lee ),이현우(교신저자) ( Hyun Oo Lee ) 한국중등영어교육학회 2016 중등영어교육 Vol.9 No.2

This paper investigates how infinitive clauses and their uses are distributed among four high school English Ⅰ textbooks and the 2015-2016 College Scholastic Ability Test (CSAT) English reading sections. Five major uses of infinitives are identified: the external argument use, the internal argument one, the adjectival one, the adverbial one, and the idiomatic one. Comparison of the data annotated with these five major uses through a chi-square tests shows that there is a statistically significant difference between these six materials. The internal argument use of infinitives is further classified as the noun complement use, the verb complement one, the adjective complement one, and the preposition complement one. A chi-square test shows that, in relation to the four sub-internal argument uses, there is also a statistically significant difference between the English I textbooks and the CSATs. Although further chi-square tests show no significant distributional difference between the English I textbooks and the CSATs regarding various adverbial uses, they do show that they are significantly different regarding the complement patterns of verbs involving infinitives. The findings obtained here suggest that the presentation of infinitives in the English I textbooks is not enough to teach infinitives through input enhancement together with input flood.

아시아 상황의 영어 공통어 자질 연구: 어휘 문법 오류 수정 전략

이상기 ( Sang-ki Lee ),정현성(교신저자) ( Hyun Song Chung ),김윤규(공동저자) ( Yoon-kyu Kim ) 한국중등영어교육학회 2016 중등영어교육 Vol.9 No.2

English as a lingua franca (ELF) refers to English used as a communication medium by speakers with different first language backgrounds. This study aims to collect spontaneous conversation data from Asian speakers and build a database on ELF in the Asian context. It is commonly known that ELF has its unique phonetic, lexico-grammatical, and pragmatic features, which were viewed as just errors from the traditional second language acquisition viewpoint. Focusing on the lexico-grammatical features of ELF, in particular, this study attempts to uncover what kinds of errors are actually produced by the speakers and in what ways they contribute to communication difficulties, if any. It is also demonstrated that ELF communication is indeed a dynamic process wherein the conversation participants are employing various repair strategies to resolve those errors and achieve successful communication. Implications for English education in Korea are discussed, along with some suggestions for future ELF research.

Flipped Learning을 통한 영화 활용 영어 수업 모형 개발 방안 연구

이동한 ( Dong Han Lee ) 한국중등영어교육학회 2016 중등영어교육 Vol.9 No.1

A rising teaching and learning method, Flipped Learning, has recently received a lot of attention in the various fields of school classroom environments. The application of Flipped Learning in the classroom has shown to have a positive educational effect on a variety of areas such as academic achievement, attitude, collaborative learning, and self-directed learning. However, a variety of limitations of applying Flipped Learning in school environments, especially in English classroom environments, has also been the topic of much discussion. As a way of resolving the limitations of applying Flipped Learning to English teaching, it is suggested that a combination of Movie and Flipped Learning be introduced into English lessons. The purpose of this study is to develop an English class model that uses movies through Flipped Learning. To do this, English class modules are introduced by blending movie-watching methods and Flipped Learning class procedures. Three steps of English class procedures are provided: the pre class, the in class, and the post class. Moreover, the in class procedure is divided into three stages that include the opening, central, and closing stages. In each stage, the contents of class activities and interactions between teacher-student and student-student are presented as class modules.

교육적 코퍼스 활용에 관한 학습자의 태도 분석: 고등학생을 중심으로

김태국 ( Taeguk Kim ),정채관 ( Chae Kwan Jung ) 한국중등영어교육학회 2016 중등영어교육 Vol.9 No.1

Although public exams and pedagogic corpora have practical values for language teaching and learning, few studies have been made on how to use such exams in the classroom and on how students use the corpora. In addition, in order to develop student-centered corpus tasks, students` attitudes toward pedagogic corpus use need to be investigated further. The purposes of this study were to examine how Korean high school students use Nationwide English Test Corpus (NETC), what is useful and what is problematic with using NETC and a corpus analysis tool, and whether students have positive or negative attitudes toward the corpus use. Before using NETC, 14 voluntary students were trained with genre-specific subcorpora. After the training, the students proofread their essays using NETC. Through a triangulation of the questionnaire survey, semi-structured interview, and observation of the self-editing process, the results revealed that students considered the corpora to be helpful while editing their essays. In addition, the students felt they gained valuable experience through the corpus use. Although there were largely positive attitudes, it appeared to be hard for the students to find synonyms and technical terms from the monolingual NETC. To overcome these limitations and problems, various corpus tasks need to be developed, and alternative versions of pedagogic corpora (perhaps multilingual corpora) need to be compiled.

중학교 멀티미디어 영어 전용교실 강화에 관한 교사 및 학부모 인식 연구

김인석 ( Inseok Kim ),김봉규 ( Bonggyu Kim ) 한국중등영어교육학회 2016 중등영어교육 Vol.9 No.1

This study is a discussion of a project that was conducted to explore the views of both teachers and parents regarding the extension of multimedia language labs in English language education. 8 junior high schools were nominated by Ministry of Education in Korea. In total, 59 teachers and 239 parents took a part in the survey on the variety of issues related to language training facilities. One of the main focuses of the study was on how teachers and parents think about extending multimedia language curriculum in the computer technology based facilities in order to fortify the effectiveness of second language learning. The results of data analysis revealed that participants showed a positive opinions on the extension of multimedia language labs in terms of learners` second language development such as training speaking skill, encouraging learners` involvement, and designing learner centered teaching materials. However, there were also other factors which may hamper the use of multimedia facilities such as lack of language contents, limited time and facilities for teaching in language curriculum, and relatively large numbers of students and so forth. Based on the results of the survey, several pedagogical suggestions on the effective use of language labs in secondary English language education are illustrated.

은유와 환유의 이해가 중등 영어학습에 미치는 효과

박영진 ( Youngjin Park ),이성원 ( Seongwon Lee ) 한국중등영어교육학회 2015 중등영어교육 Vol.8 No.3

The purpose of this study is to investigate the effectiveness of the application of conceptual metaphor/metonymy theory on Korean secondary EFL classes. For this purpose, the researcher introduced the students to the basic concepts of metaphor/metonymy. In this stage, the basic concepts were explained in Korean, that is because they are meant for understanding of metaphor/metonymy, not for the study of English language. The students were motivated by the novel idea of figurative expressions. They had not noticed the use of figurative language in daily expressions before, such as “Spring has come”. The next stage was an experimental study. The students in the experimental group were taught some English expressions by Conceptual Metaphor Theory(CMT). CMT proposed by Lakoff and Johnson(1980) was adopted in this experiment. Source domain, which is simple and concrete, was well suited for understanding and perceiving target domain (abstract and complex). The students in the experimental group showed better results in understanding and retaining the English expressions taught during the study. Based on these findings, this study suggests that introducing the concept of CMT is useful for EFL classes.

BICS와 CALP 모형의 타당도 연구

장재학 ( Jaehak Chang ) 한국중등영어교육학회 2015 중등영어교육 Vol.8 No.2

This study examines the adequacy of Cummins`` model of Basic Interpersonal Communicative Skill (BICS) and Cognitive Academic Language Proficiency(CALP). It was hypothesized that Cummins`` notions of BICS and CALP are very similar to those depicted in two different content domains of the English Curriculum of Korea for the secondary schools, which are called conversational English and academic English. It is important to examine the plausibility of the conceptual distinction of BICS and CALP because high-stake English tests like National English Ability Test, Level-Differentiated College Scholastic Aptitude Test, and Nationwide Listening Comprehension Test have been based on the national curriculum and designed to measure students`` ability to use conversational and academic English. To this aim, data were collected from 205 high school students. After a series of confirmatory factor analyses, the present study found evidence of the construct validity of Cummins`` model of BICS and CALP, or the conceptual distinction of conversational and academic English. Lastly, detailed findings and suggestions for further research will be discussed.

중등 영어 교과서의 쓰기활동 분석: 성취기준, 활동유형 및 장르분석을 중심으로

전도희 ( Dohui Jeon ),김선영 ( Sun Young Kim ) 한국중등영어교육학회 2015 중등영어교육 Vol.8 No.1

Students`` writing development can be best facilitated when writingpractices underlying the learner-centered approach are incorporated intotextbooks. This study considers whether writing activities in thetextbooks for second graders in middle school were consistent with thelearner-centered approach to teaching writing, which is the key constructof the seventh revision of the English education curriculum in Korea. Forthis purpose, the validity of the writing activities contained in fivetextbooks was analyzed in terms of achievement objectives, types ofwriting activities, and writing genres. The results are as follows. First,writing activities in the textbooks were skewed in achieving some specificachievement objectives while satisfying the general achievementobjectives. It may interfere with the balanced development of students``writing abilities. Second, with regard to ``writing types``, most of the writingactivities in the textbooks forced students to be involved in the controlledwriting type, providing fewer opportunities for students to practice both``guided writing`` and ``free writing`` activities. This finding shows thatwriting types in the textbooks need to be restructured in favor of guidedand free types of activities. Third, with regard to genre, most writingactivities in the textbooks were skewed toward ``personal essays``, whichmay hamper the development of abilities for students to experience andwrite a variety of genres. This study argues that writing activities intextbooks should be organized to broaden a perspective on self-directedlearning.

초등예비교사들의 영어 및 영어 지도 능력 자기 평가와 초등영어교육 제고에 대한 인식

김동규 ( Dongkyoo Kim ),이동한 ( Dong Han Lee ) 한국중등영어교육학회 2015 중등영어교육 Vol.8 No.1

This study aims to examine pre-service elementary school teachers``self-evaluation on their English proficiency and teaching skills. It alsoproposes suggestions for better English education in elementary schoolsprovided by pre-service elementary school teachers. A questionnaire wasadministered to 136 pre-service elementary school teachers thatexamined the following five domains; background information, Englishproficiency, English teaching skills, Teaching English throughEnglish(TETE), and suggestions for better English education in elementaryschools. According to the results of the study, the subjects showed thehighest level of self-confidence in reading whereas they reported thelowest level of self-confidence in listening to authentic materials. Pertaining to English teaching skills, the area in which they showed thehighest level of self-confidence was teaching reading, followed by teachinggrammar. Teaching speaking and teaching pronunciation were thevulnerable areas in term of teaching according to their self-evaluation. Next, they had a relatively positive perception of TETE in elementaryschools. Finally, ``teacher factor`` was the most important variable in thedomain of TETE and for better English education in elementary schools. Several implications and applications are discussed based on the findingsof the study.