우리나라 유아 영어교육에 대한 사회적 인식 연구: 빅데이터와 사회연결망 분석을 중심으로

강승지 ( Kang Seung-ji ),이연선 ( Lee Youn-sun ) 미래유아교육학회 2018 미래유아교육학회지 Vol.25 No.2

본 연구는 온라인 데이터 수집 사이트 Textom을 활용하여 유아 영어교육과 유아 영어교육의 매체에 대한 사회적 인식을 모색해보는데 목적이 있다. 이를 위해 연구자는 ‘유아+영어’, ‘유아+영어교육’, ‘유아+영어교육+매체’를 검색하여 온라인 데이터를 수집하였다. 수집된 데이터는 정제과정을 거쳐 상위 키워드 50개를 선정하였으며, 사회연결망 분석을 실시하였다. 본 연구의 결과를 살펴보면, 사회적으로 인식하고 있는 ‘유아 영어’와 관련된 키워드는 교육과 관련한 키워드가 많이 나타났으며, 유아 영어의 교육적 담론에 대한 우려의 키워드도 나타났다. ‘유아 영어교육’에서는 시작에 대한 우려의 키워드와 매체와 관련된 키워드가 분석되었으며, 사회연결망 정도에서는 ‘엄마’가 ‘유아 영어교육’의 중심적인 역할임을 볼 수 있었다. 이를 통해 ‘엄마’는 유아 영어교육 담론 목소리의 주인공이자, 자녀의 영어능력을 향상 시킬 교육방법에 대한 정보를 공유하고 제시하며 강하게 목소리를 내는 사람으로 ‘유아 영어교육’을 설명하는데 중요한 키워드로 나타났다. 마지막으로 ‘유아 영어교육 매체’에서는 유아기 자녀를 둔 엄마들은 영어교육에 조바심과 우려를 보이는 엄마와, 영어교육 전문가로서 교육 자료를 제공하는 엄마로 분류할 수 있었다. 종합적으로 우리나라의 유아 영어는 교육의 한 영역으로 고려되고 있었으며 교육과 관련하여 관심이 높은 것을 볼 수 있었다. 유아 영어교육에 대한 키워드를 분석한 결과 유아 영어교육은 모성 이데올로기를 심화시키고 있는 부분으로 살펴볼 수 있었으며, 두려움, 시작시기와 같은 키워드들을 통해 우리나라의 유아영어교육의 한계점으로 바라보는 데 문제가 있었다. 따라서 앞으로는 조기교육과 사교육이라는 논쟁에서 벗어나 정책에서 영어교육과 관련한 깊고 실질적은 연구가 필요함을 시사한다. The purpose of this study was to explore the social perception of the ‘Early-Childhood English Education’ based on Big Data. To do this, researchers collected online text data using ‘children + English’, ‘children + English education’, ‘children + English education + media’. The collected data was subjected to the first and second refinement process and 50 keywords were selected based on the word frequency. The selected keywords were converted into matrix data to conduct social network analysis. The results of this study showed that ‘Early-Childhood English’ was related to education and there were concerns and disputes about educational discourse about Early-Childhood English. In ‘Early-Childhood English Education’, keywords such as home schooling, educational media, and beginning were analyzed. In the social network, ‘mother’ was seen as a central role of ‘Early-Childhood English’. The ‘mother’ keyword meant sharing and presenting information about education methods to improve Early-Childhood English ability and giving a strong voice to them. Finally, in the ‘Early-Childhood English Education Media’, books, programs, visual media, and radio were shown. Comprehensively, it was found that there were constant discussions about public education and private education in Early-Childhood English Education.

유아영어교재 평가에 관한 연구

최혜정(Choi Hye Jeong) 학습자중심교과교육학회 2015 학습자중심교과교육연구 Vol.15 No.2

국가적으로 수립된 유아영어교육과정의 부재 속에서 현재 유아교육기관에서 실시 되고 있는 유아영어교육은 거의 외부 출판사가 공급하는 유아영어교재에 의존하고 있다. 이에 유아들에게 적합한 유아영어교재를 올바르게 평가하고 선택하기 위해서, 개발된 유아영어교재 평가척도를 활용하여 교사들의 전공, 경력, 교재종류별에 따른 평가척도의 요인별 차이와 유아교육기관에 적합한 유아영어교재를 알아보았다. 유아 영어교사들의 전공에 따라서는 영어교육계열 전공자들과 영어?유아교육계열 복수 전공자들 모두 목표의 중요성을 인식하고 있었으며, 유아교육관련 전공자들은 삽화 및 디자인의 중요성을 알고 있었다. 이는 전문적인 유아교육을 이수한 유아교육계열 전공자들이 유아들에게 창의적이고 예술적 경험을 유도하는 그림과 삽화의 역할을 보다 잘 인식 있음을 보여준다 하겠다. 경력에 따른 차이도 있었는데 3년 이상 된 교 사들은 목표의 중요성을 인식함으로써 영어교육에 대한 기본적인 지식과 자질이 있 음을 알 수 있었으며 5년 이상 된 교사들은 유아교육관련 전공을 하지 않았어도 유아 교육기관에서의 풍부한 현장 경험을 통하여 유아교육 관련 내용인 삽화 및 디자인에 대한 중요성도 알고 있었다. 유아교육기관에서 가장 선호되는 교재로는 동화책?파 닉스류로 나타났는데 이는 영어동화책은 유아들에게 적합한 그림책으로서의 역할을 할 뿐 아니라 영어교수매체로서도 적합함을 보여주고 있는 것이다. 또한 그림책을 읽 을 수 있도록 도와줄 수 있는 파닉스류도 함께 병행되어야 함을 나타내고 있다. This study was to examine the mean differences about 4 factors according to English teachers for their majors, careers and the sorts of English textbooks. There are four problems for research. 1. Are there any differences in factors of evaluating scale for early childhood English textbooks according to English teacher s majors and careers? 2. Are there any differences in factors of evaluating scale according to the sorts of early childhood English textbooks and in the total scores appraised about early childhood English textbooks. I conducted MANOVA and ANOVA to analyse differences in 4 factors through the SPSS Win 15.0 program. There are some differences each factors. Those who teachers majored in related to English and two with English & Early Childhood Education had high points in 1 factor. Basically this means English teachers who worked in the Early Childhood Institutes like kindergarten and Day Care Center acknowledged the importance of elements of English textbooks to teach kids English. In 2 factor, the groups who majored in Early Childhood Education and majored in joint honours as English and Early Childhood Education recognized the importance for keeping imagination and development of young children using the English textbooks. Also, the English teacher knew the key point of the Materials & Topics to select. According to teacher s careers, the English teachers who worked more than 3 years in teaching English young learners knew that the significance of 1 factor The Contents & Organizations. The teachers who taught the kids English more than five years in the kindergarten or Day Care Center acknowledged needs of 2 factor Illustrations & Designs because they could understand the characteristics of young children due to long empirical experiences. Picturebooks and picturebooks with phonics were judged appropriate English textbook for young learners. They could play a role as picturebook with helping the kids understand the contents and English using the pictures and illustrations as well as English textbooks.

조기영어교육 음성언어 평가준거 개발 연구

강시경 중앙대학교 외국학연구소 2013 외국학연구 Vol.- No.23

The purpose of the present study was to develop assessment criteria for speaking and listening skills. The assessment criteria used were developed by recognizing problems and possible solutions in early childhood English education in Korea and by verifying many opinions from professional groups in the field. This study developed a total of 21 assessment standard items. As for the contents taught at each level. Level 1 examined fluency and basic interactions, such as greetings, and behavior whether or not a child shows interest in a story being told English. Level 2 examined fluency as well as accuracy whether a child can use proper English to express his or her thoughts. Level 3 examined higher-level English fluency. We concluded that the developed oral language assessment criteria for early childhood English education was developed in the absence of purposes and evaluation tools. Also, it is expected that the developed standard will lead the purpose and direction of early childhood English education. This study recommends that follow-up researches on English language education among a wider range of students and evaluator education programs be conducted for the development of an improved and standardized early childhood English education curriculum.

유아영어교육에 대한 교사 및 학부모의 인식

이연승,이언정 한국교원대학교 유아교육연구소 2018 한국유아교육연구 Vol.20 No.3

본 연구는 유아영어교육에 대한 교사와 학부모의 인식을 조사하여 추후 유아영어교육이 나아갈 방향에 도움이 되는 기초자료로 제공하는데 목적이 있다. 이를 위해 K시에 근무하는 유아교육기관의 교사 250명, 학부모 250명을 대상으로 설문 조사하였으며, 수집된 자료는 SPSS 23.0 프로그램을 사용하였으며, 빈도분석, 기술통계분석, 독립표본 t검증, 카이제곱검증(x2)을 실시하였다. 연구결과, 첫째, 교사와 학부모 모두 유아영어교육이 필요하다고 인식하고 있었고 학부모의 인식이 교사의 인식보다 더욱 높게 나타났다. 둘째, 유아영어교육의 목표로 교사와 학부모 모두 영어에 대한 친밀감 갖기가 가장 높게 나타났다. 셋째, 유아영어교육의 적합한 교육방법으로 교사와 학부모는 만3~5세의 유아들에게 유아교육기관에서 주 2~3회 20분 이내 모든 유아들에게 일시적으로 실시하는 것이 가장 적합하다고 인식하고 있었다. 또한 유아영어교육의 적합한 교수법으로는 데일리루틴 교수법이 가장 높게 나타났다. 넷째, 유아영어교육의 문제점에 대한 인식은 교사와 학부모 유아의 실제 영어 활용기회 부족에 대한 인식이 가장 높았으며, 유아영어교육의 효과에 대해서는 영어에 대한 유아의 흥미와 동기유발이 증진된다는 것에 가장 높게 인식하고 있는 것으로 나타났다. The purpose of this study is to provide information on the necessity, goal, teaching-learning method, problems and effects of early childhood English education by examining the perception of teachers and parents on the early childhood English education to present the direction of Early childhood English education in the future. The subjects of this study were 250 early childhood teachers and 250 parents in K city, Gyeongsangnam-do. Collected materials were analyzed using SPSS 23.0 program. Frequency analysis and t-test were performed and chi-square test(x2). The results of this study are as follows. First, regarding the necessity, both teachers and parents perceived that English education is necessary and parents’ perception was higher than that of teachers. Second, regarding the purpose, the most frequent answer from the two groups was to make children familiar and interested in English. Third, regarding the optimal method, both groups perceived that it would be good to give English education in early childhood educational institutions to children between 3 years old and 5 years old with given term. also Infants were recognized as most suitable to be temporarily performed by all infants within 20 minutes two to three times a week. They answered the most appropriate teaching method would be daily routine teaching method. Fourth, regarding problems of early childhood English education, both groups thought the biggest problem was insufficient utilization opportunity. Regarding effects, they thought it would enhance the children’s interest in English and motivation to learn it.

유아 영어교육에 대한 어머니의 신념이 일반유아교육기관 또는 영어몰입교육기관에 다니는 유아의 영어 학습 태도에 미치는 영향

황근희(Hawng Keun Hee),최나야(Cho Na Ya) 한국유아교육·보육복지학회 2017 유아교육·보육복지연구 Vol.21 No.1

본 연구는 교육기관 유형에 따라 어머니의 유아 영어교육에 대한 신념 및 유아의 영어 학습 태도에 차이가 있는지 비교해 보고, 유아 영어교육에 대한 어머니의 신념이 유아의 영어 학습 태도에 영향을 미치는지 살펴보는 것을 목적으로 하였다. 이를 위해 유치원 및 어린이집 총 12곳의 만 5세 유아와 그 어머니 157쌍, 그리고 영어몰입교육을 받는 만 5세 유아와 그 어머니 143쌍을 대상으로 자료를 수집하였다. 연구결과, 첫째, 영어몰입교육기관의 어머니는 조기영어노출과 영어교수자료 활용을 더 많이 지지하고 영어의 긍정적 영향을 크게 인식하는 반면, 일반유아교육기관의 어머니는 한국어와 영어의 균형 발달, 부모의 직접 지도, 비관습적 지도를 지향하였다. 둘째, 유아의 영어 학습 태도에서는 부모의 격려와 기대 인식 요인에서만 집단 차이가 나타나, 영어몰입교육기관의 유아들이 일반유아교육기관 유아들보다 영어 학습에 대한 부모의 격려와 기대를 더 크게 인식하였다. 셋째, 유아 영어교육에 대한 어머니의 신념은 기관 유형과 상관없이 유아의 영어 활동 선호도에 영향을 미치지 않았다. 넷째, 어머니의 신념은 유아 영어 학습 동기의 하위 요인인 부모의 격려와 기대 인식, 외국에 대한 관심, 불안에 대해 영향을 미쳤다. This study aimed to investigate the effects of mothers’ perceptions about early childhood English education on preschoolers’ attitudes toward learning English. Totally 300 five-year-olds were interviewed, and their mothers participated in the survey. The results of this study are as follows: First, The mothers of the English immersion educational institution supported more ‘early English exposure’ and ‘English teaching materials’ and recognized the positive effect of English. On the other hand, the mothers of general institutions tended to pursue ‘balanced development of Korean and English languages’, ‘parents’ teaching’, and ‘unconventional teaching methods’. Second, there was no difference in children’s attitudes toward learning between two groups. Children of immersion group showed higher level only in the factor of ‘perceptions about care-givers’ encouragement and expectation’. Third, mother’s perceptions about early childhood English education did not affect the children’s preferences of English activities, regardless of groups. Fourth, mother’s perceptions about early childhood English education influenced ‘recognition of parents’ encouragement and expectation’, ‘interests about foreign countries’, and ‘anxiety for learning English’, which were sub-factors of children’s motivation for learning English.

부모와 함께하는 유아 영어교육 프로그램 운영효과

송정미 한국교통대학교 2015 한국교통대학교 논문집 Vol.50 No.-

The purpose of this study was to investigate the effects of parents participating in an early childhood English program which was held for 7 months, twice a week, 2 hours per day. We developed two programs; one was English language program focusing on child’s literacy development by means of story books and physical activities, and the other one an art program focusing on English language by means of visual, verbal, tactile, and kinesthetic cues. The data was collected by interviewing parents and children at the beginning and end, parents’learning diaries, reflection papers, and a questionnaire. A total of 15 children and their parents participated, but only 4 children participated in the program from the beginning to the end with their parents, 2 children came without their parents, 2 children with their parents joined in the middle. Thus the data was analyzed by focusing those 8 children, comparing the effects according to situation. The results indicated that 4 children with their parents showed higher positive interest in English language learning than other children, and improved their English language skills much more. It became natural that parents and children read English books, played with English language together, tried to read English language at any time, even outside the classroom. The two children who participated without their parents and two children who joined in the middle also showed high interest in English language learning, but their language improvement and level of interest were not as good as those other 4 children. The research results suggest that it could be very effective if we make early childhood English language programs which parents can participate in without difficulties, such as providing convenient transportation and accommodating class schedules.

미시적 언어 정책 측면에서 본 유아 영어교육에 대한 인식과 방법

신나나(Nana Shin),이문우(Mun Woo Lee) 한국영어학회 2024 영어학 Vol.24 No.-

This study addressed two research questions related to the perceptions and practice of early childhood English education at home among mothers aged 20–35 years who had experienced the 7th curriculum and were raising children younger than six years. A survey of 127 people was conducted, followed by five interviews with four selected participants. The mothers hoped that their infant children would be exposed to English early in life and thus would naturally acquire the language; this hope was related to the mothers’ difficulty in speaking English, despite having received education in English for many years. In terms of practice, 80 of the 127 participants (63%) had provided English education to their children. The mothers had used various types of educational media, including television or radio, textbooks, teaching aids, fairy tales, video media, and workbooks; they had also used song and hand play to expose their children to English in a way that accounted for children’s short attention spans. However, due to a lack of confidence in their English skills, the mothers also appeared to rely on early childhood educational institutions or private education. This study emphasizes the role of macro language policy and planning in line with micro language policy and planning for English education in early childhood.

유아영어교육에 대한 부모들의 인식에 관한 연구

이석금(Seog geum Lee),이진희(Jin Hee Lee) 현대문법학회 2015 현대문법연구 Vol.84 No.-

This study explores views of mothers whose child attends a private kindergarten regarding the way their children learn English in kindergarten. We recruited eight participants in City A. We collected data through semi-structured interviews, and suggestions based on our findings are as follows. First, the level of difficulty for the English education programs in normal kindergartens are based on the parents needs rather than the practical level for the children of early childhood. Also the English classes in Kindergartens that are allegedly specialized with English Education focus on memorizing more than the child can bear, which is not appropriate for the development of children in their early childhood. Second, without a proper goal in English education, a manual for appropriate English education for early childhood was in need. Third, while in a dilemmatic situation in choosing a proper early childhood education establishment, mothers’ would choose a normal kindergarten, focusing on whole-rounded education, and Kindergartens that are allegedly specialized with English Education for the English education. And for further level of education, they preferred the Natural approach and Phonics approach, which were appropriate for their level of difficulty. This research implies that dialogues among stakeholders and studies on teaching strategies relevant for young children should take place for more meaningful and appropriate English education in early childhood programs.

기관 내외 교육과 어머니의 영어교육 신념이 유아의 영어 흥미에 미치는 영향: 일반유치원과 영어학원 유치부의 비교

최나야 ( Naya Choi ),박유미 ( You-me Park ),최지수 ( Jisu Choi ) 대한가정학회 2020 Human Ecology Research(HER) Vol.58 No.4

This study investigated children’s interests in learning English, affected by educational activities in and out of institutes, and mothers’ perceptions regarding early childhood English education. We recruited, 253 mothers of 3- to 5-year-old children in either general kindergartens or English immersion institutes. They answered questions on socioeconomic status, perceived interest in English by their children, their perceptions regarding early childhood English education, and English education outside institutes. In addition, 42 English teachers provided information within institutes such as class time per week, teacher-pupil rate, and language use policy during class. The collected data were analyzed through SPSS 22 for frequency analysis, descriptive statistics, independent t-test, and hierarchical multiple regression analysis. The major findings are as follows. First, the two groups were in distinct learning environment. Second, mothers’ perceptions and outside-institute activities were significantly different between the two groups. Third, the English interests of children at both institutes were influenced by mothers’ worries and at-home English interactions. Fourth, education within institutes did not affect both group’s English interests. Fifth, private education and socioeconomic status did not affect both group’s English interests. Lastly, only the children’s interests in English immersion institutes were affected by gender and mother’s perceived necessities. Focusing children’s interests, this study helps in understanding young children’s affective aspects regarding learning English. The findings are expected to be a guideline for each home and institute to increase children’s interest in learning English.

조기영어교육과 초등영어교육의 연구동향

김태영(Tae-Young Kim),이희진(Hee-Jin Lee) 중앙대학교 한국교육문제연구소 2015 한국교육문제연구 Vol.33 No.3

본 연구는 2000년부터 2015년 상반기까지 16년간 발행된 648편의 조기 및 초등영어교육에 관한 논문을 분석하여 이 분야의 연구 경향성을 파악하는 종합연구이다. 2000년부터 2015년 6월까지 한국연구재단 등재 및 등재 후보 학술지 9종을 선정하였고, 유아 및 초등영어교육, 조기영어교육을 주제어로 검색한 논문을 수집하여 1차적으로 분류를 한 뒤, 연도별, 대상별, 저자별, 연구 방법별, 연구 주제별로 나누었다. 연구 주제는 다음과 같다: 1) 조기영어교육 및 초등영어교육 연구의 지난 16년간의 종단적 경향 변화는 어떠한가? 2) 아동부터 초등학생을 대상으로 한 연구의 연구방법 및 세부 연구 주제의 시기별 변화 과정은 어떠한가? 주요 연구 결과로 첫째, 논문의 발행 연도에 따른 논문편수를 보았을 때 16년간 조기 및 초등 영어교육에 관한 논문은 점진적으로 증가하는 추세를 나타냈다. 둘째, 연구 논문의 대부분의 논문 대상은 초등학생이었고 두 번째는 교사를 대상으로 연구한 논문이 주를 이루었다. 셋째, 논문의 저자를 기준으로 분류한 결과 1편의 논문을 게재한 연구자는 272명으로 73%를 차지하였다. 넷째, 연구 방법에 따라 논문을 분류하였을 때, 주로 양적 연구가 사용되었으나, 최근에는 혼합 연구법이 증가하는 추세를 보였다. 마지막으로 주제별 분석의 경우 교수학습법을 다룬 논문이 가장 많았고 교사 연구 역시 다수 발견되었다. The purpose of this paper is to understand the research trends in early childhood English education and primary school English education. We analyzed 648 academic journal articles published in Korea from 2000 to June 2015. We classified them based upon five criteria: annual trend, research target, number of authors, research method, and specific research topic. The research questions were: 1) What kind of longitudinal trends are identified in early childhood and primary school English education over the past 16 years? and 2) Which research methods and specific research topics are found over the past 16 years? The results suggest that there exists a steady growth in the number of articles on early childhood and primary school English education over the past 16 years. As for the research target, the most studied participants were elementary school students followed by English teachers. A total of 272 authors (73%) published only one article. The majority of researchers employed quantitative research methods, while the use of mixed methods is increasing recently. In terms of specific research topics, English-learning and teaching methods were the most frequent topics followed by EFL teacher research.