패턴 시 쓰기 활동 기반 영미시 교육

김경한(Kyong Hahn Kim) 한국영미문학교육학회 2007 영미문학교육 Vol.11 No.1

  This paper develops a teaching-learning model for English and American poetry, based on pattern poetry writing, that highlights direction for the teaching of English poetry in an EFL environment. The model emphasizes the use of English poetry as a genre instead of learning English poetry canon, and thus targets the improvement of learner English competence rather than literary education.<BR>  Research in this field has mainly focused on construction of a method or a strategy for effective reading and response; however, this paper approaches poetry teaching from practical pattern poetry writing. Though the main activity of this proposed model is poetry writing, it interacts all four skills of English learning, that is, listening (chanting), speaking (pronouncing and discussing), reading (reciting), and writing (writing of poetry). By learning the principles of versification or prosody of English poetry and practicing writing simple pattern poems based on them, learners ascertain rhythmic pattern proper to English poetry and effectual English vocabulary. In addition, learners not only understand and delight in English poetry as a genre, but also acquire basic literary competence. In short, pattern poetry writing makes learners feel closer to English learning.<BR>  If a poem is useful for English learning and suitable to the level of learners, it does not matter whether it is a canon or not. Approaching English poetry in view of English learning relatively frees instructors from the consideration of teaching English poetry canon, and such orientation of English poetry teaching is a natural result from the viewpoint of language learner literature.

중등영어교육의 실태와 효율적인 영어교육 개선방안

金永喆(Young-chul Kim) 한국영어교육연구학회 2006 영어교육연구 Vol.- No.33

The purpose of this study is to overview English teaching activities in order to enhance the communication competence of students with the perspective of an English teacher in secondary school and suggest a few methods to improve our English teaching circumstances by dealing with critical matters to get rid of the barriers related to the educational system in Korea. The argument provided throughout this paper is that as a means of solving these problems with our English language education as well as English education policy, the Ministry of Education and provincial school boards should provide English teachers with intensive teacher training programs tailored to suit the teachers' needs continuously. Some examples would be to allow study abroad courses for teachers improve their communicative competence in English. Another subject that must be addressed is to consider necessities to revise other difficulties of the 7th national curriculum and syllabus in addition to the problems about the contents of textbooks made without thinking over the real school situations and recruit more native speakers to create an atmosphere more conductive to use English. As an English teaching model of secondary school, TETE by Korean teachers in Korean settings will be a very desirable form of the class for teaching English even though there are still major difficulties in TETE in terms of language proficiency and confidence of English teachers. This paper deals with a few suggestions to carry out an effective TETE class,: like making a classroom with the proper class size for the communicative competence, developing useful and helpful teaching materials for class, sharing the more realistic information with reference to teacher's experiences toward the communication and fluency in the pattern of teaching method, and by also introducing English education using CALL connected with an immersion program.

Teaching Business English through Translation

Vanessa Leonardi 세종대학교 언어연구소 2009 Journal of Universal Language Vol.10 No.1

The present paper focuses on the role of translation in Business English teaching from a pedagogical perspective including both translation from L1 into L2 and vice versa. A basic premise of this article is that translation cannot be avoided in language acquisition and it should not be viewed as a negative interference but as a natural and useful tool in language learning. Translation is still regarded as some kind of mechanical linguistic transfer of meaning from one language to another and it is not included in those language skills normally covered by language courses. This paper argues that translation could prove to be a very useful tool to learn grammar, syntax, lexis and culture-related issues in both the source language (SL) and the target language (TL). Teaching a foreign language means teaching how that language is used in a variety of contexts. This is especially true of ESP which should not be thought of as a different kind of language but rather as a different approach to language learning. The present paper aims to provide the ESP teacher with an overview of translation as a perfect tool to teach Business English. Translation is a good pedagogical tool to use in Business English teaching because there are not always exact equivalents between English and other languages. While translating, students are encouraged to notice differences in structures and vocabulary and they have to develop methods and strategies to deal with them. Translation is communication across cultures and as such it plays a significant role in Business environments.

영어로 진행하는 영어수업(Teaching English in English)의 실제: 현직 및 예비초등교사의 영어교수 불안감에 대한 인식 비교를 중심으로

이승복,윤택남,최종갑 한국중앙영어영문학회 2022 영어영문학연구 Vol.64 No.4

This study aims investigate the degree of foreign language teaching anxiety between in-service and pre-service primary English teachers and to provide pedagogical suggestions for lowing such anxiety. In order to answer these questions, 32 in-service primary English teachers in Gangwon province and 34 pre-service student-teachers at C national university of education participated in this study and an online survey questionnaire was distributed for data analysis. The results are revealed as follows. First, the survey illustrated that the pre-service English teachers’ degree of foreign language teaching anxiety was higher than its counterpart. Second, both in-service primary English teachers and pre-service teachers showed a higher anxiety degree when teaching productive skills rather than receptive ones. Third, both groups expressed that a sense of anxiety tends to arise due to the gaze of their learners, parents, colleagues, and co-native English teachers. Fourth, deficient pronunciation and intonation, along with improper grammar and difficulty in communicating with native English teachers were described as one of the causes of anxiety. Fifth, the in-service group had a concern about their current English proficiency in teaching English which would lead in turn a sense of confidence decline.

English as a World Language Is Cultural Baggage: Confessions of Four Korean EFL Teachers

최호성 한국응용언어학회 2009 응용 언어학 Vol.25 No.1

This paper explores four Korean EFL teachers' perceptions of English as a world language. It also investigates how their perceptions of English as a world language affect their teaching the target culture. Four teachers in a university language program participated in this study. Data were collected through interviews, personal conversations, and classroom observations. The participants viewed a world language as a tool that serves for international communication, and hence English as a world language should be the language that transcends nations, cultures, and regions. However, they recognized that the power of English was so gigantic that it would be destructive to Korean culture; they believed that Korean culture should be protected from American culture imposed through English Language Teaching (ELT). Each participant showed a different idea about teaching the target culture: Dongsu wanted to act as ‘a filter’ for the target culture. Bora described herself as ‘a critical transmitter.’ Haewon focused more on local culture and less on the target culture. Sujin considered herself to be ‘a conveyer’ of the target culture. The ideal of English as an international language (EIL) was suggested as one way to protect local culture.

Addressing the Issue of Teaching English as an Intercultural Language: Eight Teaching Guidelines

( Kang-young Lee ) 한국ESP학회 2019 ESP REVIEW Vol.1 No.1

This paper aims to address the issue related to a model of English gravitating around English as an intercultural language (EIcL) (K.-Y. Lee, 2012, 2013; Sifakis, 2004, 2007; Sifakis & Sougari, 2003, 2007), so EIcL needs to be viewed as a contemporary workable one among many other different models of English in the study of English language teaching (ELT). This is mainly because (1) EIcL views the English language as a language of heterogeneous norms and grammars bound predominantly for communication, comprehensibility, and culture and (2) EIcL not only promotes interculturally multidialectical English speakers/listeners among world Englishes by promoting linguistic and cultural diversity with cultural tolerance, but minimizes the so-called inner circle speakers’ linguistic and cultural dominances. For this, this paper suggests eight EIcL guidelines which could empower ELT teachers’ intercultural English language competency. For this, this paper first addresses why EIcL among the variety of models of English needs to be dealt in the contemporary ELT arena. Secondly, it suggests the eight workable EIcL teaching guidelines.

An Application of Critical English Language Teaching in a College English Classroom

Sung, Kiwan 우송대학교 2004 우송대학교 논문집 Vol.9 No.-

이 연구는 의사소통능력을 향상을 위해 교수자와 학습자들이 제한된 언어지식과 기능에만 중점을 두는 현재의 영어교육방법의 효용성의 한계에 대해 조사했다. 실제로 현재의 영어교육은 토익이나 토플과 같은 표준화시험 점수의 향상을 통한 취업을 목표로 하는 담론이 지배하고 있다. 하지만, 영어를 취업을 위한 단순한 도구로 여기는 현상은 1980년대 후반부터 일어난 지구화 및 시장이론에 근거해 만들어진 것이며, 현재의 영어교육에 만연한 과학주의, 학습자의 능력의 단순 표준화를 통한 평가, 그리고 시험점수에 의존한 학습자의 능력 차별화와 같은 제한적 관행에서 벗어나기 위해서 영어교수학습방법의 형성에 관한 역사 및 본질에 대한 더 많은 연구가 필요하다. 따라서 이 연구는 현재 우리나라의 영어교수 및 학습의 범위와 수준을 향상시키기 위해 탐구방법을 바탕으로 한 교수법과 함께 비판적 영어교육(critical English language teaching: CELT)에 대해 논의하였다. 또한, 22명의 학생들과 한 대학 영어수업에서 수행한 연구를 바탕으로 탐구학습과 비판적 영어교육을 활용하는데 나타나는 특징들과 실제성을 제시했다. 결론적으로, 탐구학습과 비판적 영어교육의 궁극적 목적은 학생들에게 영어를 기초적인 의사소통 기술뿐만 아니라, 자신들의 삶에서 일어나는 중요한 사회문화적, 교육적 현상들에 대해 비판적인 사고를 통해 심도있게 문제제기를 할 수 있도록 "힘 실어주기 모형"의 교수법임을 강조하였다. This study questions the viability of current English education in which both teachers and students are forced to learn limited sets of linguistic knowledge and functions to improve their communicative competence. In fact, the field of English education is inundated with the dominant discourses revolving around English as a must for job preparation by scoring high in standardized tests such as TOEIC, TOEFL. However, given that the ideology of English as a mere tool for job has been constructed by globalism and market theory since the late 1980s, more research is needed to investigate the history and nature of pedagogical formations in English teaching and learning in order to overcome discursive practices of positivism, psychometric standardization of students' ability, and, more seriously, discrimination of students using English test scores. Accordingly, this paper, first, examines historical, sociocultural, political, and economical factors that contribute the formation of current English education. Second, this paper proposes critical English language teaching (CELT), along with an inquiry-based teaching as a way to expand the scope and depth of English teaching and learning in Korea. In doing so, a university-level English class in which the researcher worked with 22 students is exemplified to highlight the characteristics and practicality of utilizing CELT and inquiry. The ultimate goal of the inquiry-based CELT class is to promote "an empowerment pedagogical model" in which English is taught not only for basic communication skills but also for critical thinking with which students can engage in in-depth problematizing of important sociocultural and pedagogical issues around themselves.

For English Not as an International But as an Intercultural Language among Students in Distribution Science Business English Programs

Kang-Young Lee 한국유통과학회 2018 유통과학연구 Vol.16 No.11

Purpose – The recent establishment of many varieties of English language in the globe has created many models of English such as world Englishes (WEs), English as a Lingua Franca (ELF), English as a family of languages, and English as an Intercultural Language (EIcL). Among the models, the present study highlights ‘English as an intercultural language (EIcL)’ in relation to distribution science business English teaching to elucidate what EIcL is and why it is critical and how it can be realized in the business English classrooms. Research design, data, and methodology – This study look into the EIcL paradigm that empowers all active users to view English as universal and at the same time enables them to develop critical skills to bridge intercultural gaps or to cross borders. Results – Rather than just focusing on an acquisition of standardized English(es), EIcL serves as a major contextual factor facilitating success in getting competence among the different English languages. Conclusions - EIcL is a promising and ultimately rewarding approach to the contemporary business English teaching arena. EIcL should be achieved through policies, textbooks or living abroad, and, above all, learners/teachers’ active awareness and understanding’ of the EIcL mainstreams.

Teachers’ Beliefs on English Team Teaching in Korean Elementary Schools

조지영,우상도 公州敎育大學 敎育硏究所 2010 公州敎大論叢 Vol.47 No.2

본 연구는 현재 초등학교에서 이루어지고 있는 영어 협동 수업에 관하여 한국인 교사와 원어민 교사의 의견을 알아보는데 목적이 있다. 교사들은 영어 협동 수업이 학생들과 한국인 교사의 영어 능력 향상에 도움이 된다고 생각하며 대부분의 교사들이 협동 수업에 전반적으로 적극적으로 참여하고 있다는 결과를 설문지를 통하여 발견하였다. 그러나 효율적인 협동 수업을 위한 각각 교사의 역할에 대한 폭 넓은 의사소통의 필요성을 나타내고 있다. 교사들은 협동 수업이 학생들에게 다양한 문화를 경험할 수 있는 좋은 기회라고 여기나 교사들 사이에서는 문화적 차이가 문제가 되기도 한다고 밝혔다. 또한 협동수업의 장점으로는 1) 원어민 교사의 영어 제공, 2) 교수학습 기술 향상, 3) 두 언어의 교수학습, 4) 외국인에 대한 두려움 해소라고 생각하며 어려운 점으로는 1) 교사 사이의 명확한 의사소통, 2) 적절한 협동 수업에 대한 지식이나 연수 없이 현장에서의 협동 수업 실시, 3) 동료와의 문제 등을 언급하였다. 협동 수업에서 가장 중요한 점은 1) 명확한 의사소통 2) 상대 동료에 대한 배려와 상호 이해 3) 수업에서의 각 교사의 역할 분담 4) 한국인 교사의 적극적인 태도라고 생각하였다. This study sought to investigate teachers’ beliefs regarding the team teaching through a questionnaire with Korean English Teachers (KETs) and English Language Instructors (ELIs) who are working in the team teaching program at public elementary schools in Korea. The KETs and ELIs believe that team teaching helps students and KETs’ English proficiency especially with speaking, listening and pronunciation. The result showed that the KETs and ELIs are generally involved in managing team teaching. They, however, need to discuss and communicate exclusively to identify each other’s role for effective team teaching. They believe that team teaching helps students experience the diversity of culture. But, cultural differences, between the KETs and ELIs, might be more problematic for the KETs. The KETs and ELIs cited the four positive aspects of team teaching: providing authentic language input for English proficiency, improving the quality of teaching, instruction in two languages, and a non-threatening environment for students to speak with native speakers of English. Clear communication with a partner, undergoing team-teaching without any training and dealing with personal conflicts were the most difficult aspects of team teaching. They commented that the four most important aspects of team teaching: clear communication with a partner, mutual understanding and open-minded attitude for each partner, defining each other’s role in the class, and the KETs’ confidence and willingness. Throughout this study, two important key elements appear to be necessary for a successful team teaching program: (1) ongoing communication including the identification of individual roles and planning classes with mutual understanding to lessen personal conflicts (2) development of ‘teachers training program’ for team teaching to foster compatible team members.

Classroom Practices Under the Teaching English in English (TEE) Policy

Kathy Lee(이캐시) 학습자중심교과교육학회 2018 학습자중심교과교육연구 Vol.18 No.13

In 2001, the South Korean Ministry of Education enacted the Teaching English in English (TEE) policy, which as its name suggests requires English teachers to carry out English classes through the medium of English. This policy marked a radical shift in how teachers should be teaching English. In this paper, I present an ethnographic account from the first semester of 2011 of how three elementary school English teachers interpreted and implemented the Teaching English in English (TEE) policy in the classroom over the course of one semester. I describe and analyze what the classroom practices of the students and teachers looked like based on participant observations and complement these interpretations with interview data and fieldnotes from a larger qualitative study. The findings indicate the wide variation in how the three teachers carried out the policy according to their own as well as their students’ English proficiency, their teaching philosophies, and the contextual factors of their classroom. 2001년 한국 교육부는 영어로 영어 수업을 진행하는 일명 TEE (Teaching English in English) 정책을 발의했다. 이 정책의 이름이 시사하는 것처럼 영어 선생님들은 영어라는 언어적 매개를 통해 영어를 가르쳐야만 하게 되었다. TEE 정책은 한국의 영어 선생님들이 어떻게 영어 수업을 해야만 하는가에 있어서 큰 변화를 가져오게 되었다. 이 논문에서 저자는 세 명의 초등학교 선생님들이 어떻게 TEE 정책을 해석하고 교실에서의 실제 수업으로 연결시키는지를 문화기술지를 통해 제시하고자 한다. 저자는 한 학기에 걸친 참여 관찰을 통해 학생들과 선생님들이 어떻게 영어 수업을 이행해 가는지 기술하고 분석한다. 저자 는 이 같은 수업 참여관찰의 분석을 인터뷰 자료와 질적방법론에 기반한 보다 큰 규모의 현장연구를 통해 보완한다. 이 연구는 세 명의 영어 선생님들의 사례를 통해 어떠한 방식으로 TEE 정책을 수업에 접목하는지는 학생들은 물론 선생님들 자신의 영어 실력, 선생님 들의 교육 철학, 교실 내의 동학을 바탕으로 큰 차이를 보인다는 점을 밝히고자 한다.