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문상득 아주대학교 인문과학연구소 1993 인문논총 Vol.4 No.1
1991년 3월 부터 1년간 아주대 당국의 배려로 나는 안식년 휴가를 얻어 그 전반을 미국 캘리포오니어의 스탠포오드 대학에서 보냈다. 내가 휴가를 갖게 된 동기는 그 3년 후에 정년을 맞이하게 되기 때문에 교수로서의 한 평생을 마무리 짓는 뜻에서 나의 전공인 셰익스피어에 관한 책을 한 권 쓰기 위한 작업을 하려는 것이었다. 그곳에 도착하자 나는 먼저 대학 도서관에 가 봤다. 그 곳의 그린 도서관은 그 대학의 명성에 걸맞는 훌륭한 것이었다. 방대한 자료가 전산화 되었음은 물론 운영이나 시설 등 모든 면에서 학문적으로 상당한 공헌을 하고있는 기관 다운 면모를 갖추고 있었다. 그리고 그 대학의 교수는 그 소장 자료를 1년간 빌어 쓸 수 있는 특권을 누린다는 것이다. 책을 몇권 대출 받아가지고 숙소로 돌아오는 길에 그 대학의 교수들이 처해있는 여건과 내가 걸어온 발자취를 비교해보고 한편으로는 서글프기도 하고 다른 한편으로는 마음 속 깊이에서 오랜 세월을 두고 이글거리고 있었던 분노가 치밀어 오르는 것을 느꼈다.
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文祥得 서울대학교 1975 서울대학교 論文集 Vol.20 No.-
This is a study cn the acministration of freshman English for the overall integration of Seoul National University. Up to now freshman English, along with other general subjects, has been managed separately by different colleges without any mutual cooperation or consistent method owing to their dispersed locations. When, however, the University moves to the new campus at the beginning of the academic year 1975, the administrative integration of the subject for an efficient, collective management becomes inevitable. There have been discussions as to the improvement of freshman English teaching, but no substantial revision has been attempted, so that the teaching remained the same as ever with largesize classes, mostly of 60 to 80 students, and with antiquated method of teaching chiefly depending on translation lectures. Along with tendency to underrate the subject on the part of both professors and students frequent complaints were put forth on the occasions when the subject was brought forward. There are several points to be raised on the situation of freshman English management. First of all the amount of investment is far too small. Secondly, the classsize is too big for teaching anything other than perhaps translation of textbook materials, and exercises for composition, conversation, and hearing are quite impossible to be managed. Thirdly, the textbook material is uniformly standardized, so that no differentiation by levels or students’proposed major subjects has been taken into consideration. Fourthly, the teachers still hold on to the timehonored method of translation. Lastly, a considerable number of parttime lecturers teach the respective number of classes, which is another source of complaint on the part of the student. There may be further question to be discussed on the subject, but those seem to be the main obstacles to the improvement of freshman English teaching. Question being put forward, the solution seems to be fairly simple. Of these, however, a hew are vital in order to bring about any form of progress at all. The first is the question of more investment for the subject, which will be the key to betterment, if not a panacea. The installment of language laboratory, for example, has been requested repeatedly, but no regularsize facility has been acquired to be used for the subject, which is only one of the things that can contribute to improvement by increasing investment. Another important factor is the question of the classsize, which again has much to do with the problem of investment. To begin with, freshman English education in this University must divest itself of the antiquated teaching method almost solely dependent on translation. In order to do son the dual division of classes may be necessary: the student should be grouped into largesize classes of 200 or more for lectures, and at the same time into 30 or less for composition and language laboratory classes. While for the lectures largesize classes may be preferable because of the fact that in such a kind of class personal attention for the student is not absolutely necessary, as well as for economy sake, the smallsize classes are essential for the student to improve their ability to write and speak, teaching of which has never been tried at the freshman English level in this University. The problems of graduated textbooks and teaching method present further materials for careful studies. The curricula for the general courses in this University provide the maximum of three different levels of freshman English courses, so that graduated textbooks, at least two or three kinds should be compiled. Also, when the student’s major fields are considered, and if freshman English education is regarded to a large extent as a preparatory stage for reading English texts and references in major subjects, probably freshman English textbooks may be subdivided according to the major groups of special fields. The course, however, being a general education one, such graduated and depart|mental differentiation perhaps has to be reduced to the minimum. As for teaching method is should be studied to suit the classsize, student ability, textbook materials, etc. One can hardly overestimate the importance of the teaching of English, and the University must endeavor to improve freshman English education on this occasion of the integration. A committee of specialists and active administrative assistance to work out solutions and to help realize them will be essential. The education has been neglected for too long in this University and some kind of drastic measure to reform it is long overdue. This study by a layman presents only a rudimentary aspect of and solution for the present statue of freshman English education is this University. The present writer, therefore, wishes that close cooperation for a lasting solution by specialists in this field should be an imminent undertaking, and that the tendency of belittling such general subjects as freshman English in favor of major subjects must be put to an end.
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