Teaching Critical Thinking in Korean Middle and High School English as a Foreign Language Classes

Barbara Murphy 영상영어교육학회 2000 영상영어교육 (STEM journal) Vol.1 No.-

Critical Thinking (CT) has received much attention in several Western democratic countries during the last decade primarily because it has come to be viewed as necessary to the education of citizens faced with resolving todays technological, economic, social and moral problems. Using the definition(s) of CT proposed by the national commissions on CT in both the U.S. and Britain, this study proposes that CT be incorporated in the English as a Foreign Language (EFL) curriculum beginning in middle school and continuing through high school because 1) students are cognitively ready to engage in CT by middle school, 2) students have reached a stage in language learning in which fluency practice (as opposed to direct learning of language structures) is essential and 3) CT offers insights into Western analytical thinking patterns. A CT lesson used with fifth graders is analyzed and teacher training resources and materials are cited.

A rationale for use of comparative cultures Studies and intercultural communication strategies in the English as a foreign language classrooms

( Barbara Murphy ) 덕성여자대학교 인문과학연구소 1995 인문과학연구 Vol.1 No.2

This article argues that EFL classes should be approached through comparative culture studies and intercultural communication strategies. Language is best learned through use and content and such studies provide both. They moreover provide students with access to the contexts and particular discourse methods they will need to communicate with English in an international setting. The article defines comparative cultures studies and gives examples of its content. Intercultural communication strategies are reviewed and analyzed according to current research. The article also touches on the critical matter of teacher training and how and When to use the approaches discussed.

CHONG AND THE ART OF CHOOSING TO USE ENGLISH OR KOREAN WRITTEN DISCOURSE STYLES

( Barbara Murphy ) 덕성여자대학교 인문과학연구소 1996 인문과학연구 Vol.3 No.-

The study presented here assesses the efficacy of a Writing Workshop format in teaching specific English writing discourse skills, and in assisting Korean students in distinguishing Korean written discourse features from English ones. The goal of the study: to enable students to write in Korean written discourse modes in English or Korean and in English written discourse modes in Korean or English at will. The subjects in the study were Duksung Women's University students enrolled in an advanced English as a Foreign Language (EFL) composition class. At the end of one semester, the students had demonstrated that they were capable of learning and using specific English written discourse skills and that the Writing Workshop format was beneficial to such tasks. However distinguishing Korean written discourse features from English ones in their own or in others' writings was more difficult than learning individual English written rhetorical skills. Most of the students did not display Korean written discourse features in their English writing in a way that preempted the English written discourse skills but when such did occur, it was not recognized either by the writer or by her peers. Recognizing when and how our very thinking patterns are influenced by our culture is a difficult process. Since the literature on contrastive written discourse styles suggests that the organizational patterns of thought used in the written discourse patterns of any group are tied to culture, the implication to be drawn from the students' difficulty in distinguishing written discourse patterns is that it takes time and experience in analyzing the cultural patterns of one's own culture and that an awareness of the features to be analyzed is the first step. It is noted here that these students did take that step.

A rationale for use of comparative cultures studies and intercultural communication strategies in the English as a foreign language classrooms

Barbara Murphy 덕성여자대학교 인문과학연구소 1995 인문과학연구 Vol.2 No.-

This article argues that EFL classes should be approached through comparative culture studies and intercultural communication strategies. Language is best learned through use and content and such studies provide both. They moreover provide students with access to the contexts and particular discourse methods they will need to communicate with English in an international setting. The article defines comparative cultures studies and gives examples of its content. Intercultural communication strategies are reviewed and analyzed according to current research. The article also touches on the critical mater of teacher training and how and when to use the approaches discussed.

CHONG AND THE ART OF CHOOSING TO USE ENGLISH OR KOREAN WRITTEN DISCOURSE STYLES

Murphy, Barbara 덕성여자대학교 인문과학연구소 1996 인문과학연구 Vol.3 No.-

The study presented here assesses the efficacy of a Writing Workshop format in teaching specific English writing discourse sknls and in assisting Korean students in distinguishing Korean written discourse features from English ones The goal of the study to enable students to write in Korean written discourse modes in English or Korean and in English written discourse modes in Korean or English at will. The subjecs in the study were Duksung Women's University students enrolled in an advanced English as a Foreign Language (EFL) composition class. At the end of one semester, the students had demonstated that they were capable of learning and using specific English written discourse skills and that the Writing Workshop format was beneficial to such tasks. However distinguishing Korean written discourse features from English ones in their own or in oihes' writings was inore difficult than learning individual English written rhetorical skills. Most of the students did not display Korean written discourse features in their English writing in a way that preempted the English written discourse skills but when such did occur, it was not recognized either by the wiiler or by her peers. Recognizing when and how our very thinking patterns are influenced by our culture is a difficult process Since the literature on contrastive written discourse styles suggests that the organizational patterns of thought used in the written discourse patterns of any group are tied to culture, the implication to be drawn from the students' difficulty in distinguishing written discourse patterns is that it takes time and experience in analyzing the cultural patterns of one's own culture and that an awareness of the features to be analyzed is the first step. It is noted here that these students did take that step.

A rationale for use of comparative cultures studies and intercultural communication strategies in the English as a foreign language classrooms

Murphy, Barbara 덕성여자대학교 인문과학연구소 1995 인문과학연구 Vol.2 No.-

This article argues that FF1 classes should be approached through comparative culture studies and intercultural communication strategies Language is best learned through use and content and such studies provide ??. They moreover provide students with access to the contents and particular discourse methods they will need to communicate with English ?? an international setting. The article defines comparative cultures studies and gives examples of its content. Intercultural communication strategies are ?? and analyzed according to current research. The article also touches on the critical matter of teacher training and how and when to use the approaches discussed.

READING IN A FOREIGN LANGUAGE

Murphy, Barbara 德成女子大學校 1997 德成女大論文集 Vol.28 No.-

For almost three decades, the definition of reading has been undergoing changes which are expanding not only our understanding of its nature but also the methodologies by which it is taught. This paper reviews those theoretical and methodological changes in the context of reading in a foreign language classes for non-English majors. To determine the feasibility of using the new methodology in Duksung Women's university Sophomore General English Reading classes, two types surveys were administered. The first aimed to discover what kind of strategies students used to determine the meaning of unknown words or phrases they encountered in their reading, and the second aimed to determine their general preparedness in reading article length non-academic, non-fiction English texts. The surveys indicate that the majority of students do not use the same strategies in foreign language reading that they use in first language reading. In particular, they do not try to ascertain the meaning of unfamiliar words or phrases they encounter from the context, but rather, they seek outside sources, such as the dictionary, to assign meaning. They do not do this when they read in Korean however; then they wore out the meaning of unknown words or phrases from the context. The surveys also indicate that the overwhelming majority of the sophomore students do not engage in reading in the target foreign language beyond textbook assignments in their courses of study. The General English Reading class is thus, for many, their first extended encounter with non-textbook articles in English. This finding suggests that students do not transfer their Korean reading strategies to English because they have not had that much experience in reading in English and most likely have limited experience in using English syntax and grammar as aids in establishing meaning. This implies that a reading class should give students knowledge of and practice in using syntax, grammatical conventions, and rhetorical writing patterns to derive meaning from text. But, because students do not have experience in reading outside of textbooks, we would also suggest that sophomore General English students can benefit from an awareness of some of the current interpretive reading strategies associated with reading a variety of texts, or in transferring their knowledge of these strategies from Korean to English if they already employ them in their Korean reading. Some strategies and materials associated with the new reading theories which could be used a supplements to existing curriculum or as the basis for developing new courses are presented here.

포근한 정의 힘

바바라머피(Barbara Murphy) 샘터사 1998 월간 샘터 Vol.29 No.1

Efficiency of Equilume light mask on the resumption of early estrous cyclicity and ovulation in Thoroughbred mares

( Seongmin Kim ),( Heejun Jung ),( Barbara Anne Murphy ),( Minjung Yoon ) 한국축산학회 2022 한국축산학회지 Vol.64 No.1

Equilume light masks had no impact on hastening the resumption of estrous cyclicity in mares maintained in outdoor pastures on the mainland of Korea due to the cold weather conditions. Jeju Island is a major horse-breeding site in Korea and is warmer than the mainland during the winter season. Therefore, the primary objective of this study was to explore the efficiency of the Equilume light mask on the resumption of seasonal estrous cycles in Thoroughbred mares on Jeju Island. A total of 20 nonpregnant mares were randomly divided into the Equilume light mask (n = 9) and stable lighting (n =11) groups. The experiment was performed at seven different horse-breeding farms located on Jeju Island from November 15, 2020, to February 15, 2021. The mares were exposed to the respective lights from 16:00 to 23:00. Follicle size and uterine edema were measured by ultrasound scanning. Body condition scores (BCS) were also monitored during the experiment. Statistical analysis was conducted using the SAS and SPSS software, and p-values of < 0.05 were considered statistically significant. Two of the nine (22.2%) mares in the Equilume light mask group and three of the 11 (27.28%) mares in the stable lighting group were still cycling in December and January, which were considered as all-year-round cycling mares. On February 15, there was no difference between groups in the resumption of early seasonal estrus cycle, which was determined by follicles > 25 mm in addition to uterine edema. All mares in the Equilume light mask group and five of the eight mares (62.5%) in the stable lighting group had resumed cycling. Interestingly, six of the seven mares (87.5%) in the Equilume light mask and four of eight mares (50%) in the stable lighting group had already ovulated on February 15 (p > 0.05), as determined by the presence of a recent corpus luteum. No difference was observed in BCS and uterine edema between groups (p > 0.05). In conclusion, the Equilume light mask can be an effective approach to induce early seasonal estrus cycles of mares in Jeju Island, and it also enhances the efficiency of farm management by reducing labor.