영어독해평가 문제의 담화구조분석과 그 적용에 관한 연구

정길정 한국영미어문학회 2001 영미어문학 Vol.- No.61

外國語 學習의 諸變人에 관한 硏究

鄭吉正 淸州敎育大學校 1985 論文集 Vol.22 No.-

Contents : 1. Preface 2. Foreign language learning and some variables 2-1. 'Integrative' versus 'instrumental' motivation 2-2. Contact with the foreign culture 2-3. Socio-economic factors 2-4. Sex differences 2-5. Achievement in the small or large school 2-6. Teacher-pupil interactions 2-7. The presentation of materials(methodology) 2-8. An optimum age for foreign language learning 3. Current status analysis of some variable affecting foreign language learning in Korea 4. Summary and Conclusion This study is aimed at both analyzing the preceding studies about some variables affecting foreign language learning and comparing them, making generalization on the basis of these information obtained. In connection with this result, the current status in variables affecting foreign language learning and teaching in Korea was also analyzed based on the theoretical background of Brumfit. C.J(1980) Gardner and Lambert proposed that there are two categories affecting foreign language learning; the influence of 'motivational factor's and 'an optimum age' for foreign language learning. The sub-categories of motivational factors are classified as follows; 1) 'Integrative' versus 'instrumental' motivation 2) The effect of contact with the foreign culture 3) The influence of socio-economic factors 4) Sex differences 5) Achievement in the small/large school 6) Teacher-pupil interaction 7) Material presentation To analyze the preceding studies carried out by foreign authors, the classification standard of Gardner & Lambert was adopted. After having analyzed the contents of the preceding studies by foreign authors, the result generalized could be summarized as follows; 1) In the factors of integrative/instrumental motivations, balanced influence on foreign language learning should be maintained to lead a successful achievement in language teaching. 2) In the factor of the contact with the foreign culture, the student who had been abroad were superior in foreign language skills to those who had not been abroad; the longer abroad, the more marked the differences in the level of achievement. 3) In the socio-economic factor, an association between socio-economic status and achievement in school subjects was found, and higher levels of achievement and more positive attitudes towards foreign language learning and foreign culture were found to be most characteristic of the upper social class. 4) In the sex differences, some studies found significant differences in achievement in favor of girls, prominent during the early years of schooling but tending to diminish with the approach of puberty. The differences between girls and boys in achievement are to be attributed to some variables of the above-said, the socio-economic, and motivational factors. 5) In the ffactors of teacher and pupil interactions, a pupil's level of achievement might be influenced by the attitudes and expectations of his/her teachers. A principal's attitudes towards the language teaching programs werr also influential in supporting a student's achievement. 6) In the factor of methodology, an emphasis was made on the fact that methods of presenting language material should vary according to the stage of learning reached, the nature of the material, the ability, maturity, and modality preferences of the learner. 7) In the fact of an optimum age, the achievement of skill in a foreign language is primarily a function of the amount of time spent studying that language and is also affected by the age of the learner. Penfield contention that the first ten years of life constitute a 'critical period' for foreign language acquisition remains unsupported by direct experimental evidence. Next in the result analyzed of the current status of some variables affecting foreign language teaching in Korea, a teacher's attitudes, including his/her background and career, national educational aims, a learner's attitudes, including habits and environments, and teaching method, teaching materials, language testing, lab-systems, etc. were found to be some variables affecting foreign language learning and teaching more than any other variable in language teaching.

협동적 읽기, 쓰기 통합학습이 영어 독해력과 독해 메타 인지에 미치는 영향

정길정,권지예 학습자중심교과교육학회 2006 학습자중심교과교육연구 Vol.6 No.1

본 연구는 협동적 읽기․쓰기 통합학습(Cooperative Integrated Reading and Composition: CIRC)을 통해 읽기와 쓰기를 통합하고 학습자 중심의 협동학습을 실시하여, CIRC가 영어독해력과 독해메타인지에 미치는 영향을 규명하는데 그 목적이 있었다. 위와 같은 목적을 달성하기 위하여 선행연구물을 기초로 다음과 같은 가설을 설정하였다. <가설 1> CIRC는 독해력 향상에 영향을 미칠 것이다. <가설 2> CIRC는 독해메타인지에 긍정적인 영향을 미칠 것이다. 가설검증 결과는 다음과 같다. <가설 1>은 긍정되어 영어독해력 향상에 영향을 미쳤다. 즉 사전검사 O3와 사후검사 O4, O5, O6와의 평균치의 차이검증을 실시한 결과 모두 p<.05 수준에서 의의있는 차이를 나타내었다. <가설 2>도 긍정되어 CIRC는 영어독해메타인지에 긍정적인 영향을 미쳤다. 즉 사전검사와 사후검사의 평균치는 p<.01 수준에서 의의있는 차이를 나타냈다. 결론적으로 CIRC 프로그램은 학습자의 독해력을 신장시키고, 메타인지 수준을 향상시킨다는 사실이 밝혀졌다. 그러나 본 연구에서는 기간 및 학생수 등의 제한점으로 그 효과 정도를 일반화시키기에는 무리가 있으므로 후속되는 연구에서는 장기간에 걸쳐 다수의 학생을 대상으로 하는 연구가 이루어져야 하겠다. The purpose of this study was to identify the effects of CIRC on English Reading Comprehension & Reading Metacognition for the accomplishment of the purpose. The following hypotheses were formulated on the basis of previous studies and relevant literatures. The CIRC would make a positive effects on English reading comprehension. The CIRC would make a positive effects on metacognition of English reading comprehension. The results of this study were as follows. The hypothesis 1 was accepted. That is to say, there was significant difference on reading comprehension between pre-tests groups and post-tests groups(P<.05). In other words, the CIRC made a positive effects on increasing English reading comprehension. The hypothesis 2 was also accepted. That is to say, there was significant difference on reading meacognition between pre-tests groups and post-tests groups(P<.01). In conclusion, the CIRC as effective in increasing English reading comprehension and reading metacognition even in EFL classroom situation. However, this study had some limitations to generalize the results to other situations. Therefore, further studies should be required for generalizing with inclusion of more samples and long term period for the studies.

外國語 敎育에 있어서 Communicative Competence의 理論과 實際

鄭吉正 淸州敎育大學校 1983 論文集 Vol.20 No.-

대입 수능 영어독해평가 문제의 담화구조유형분석 연구

정길정 한국교육과정평가원 2003 교육과정평가연구 Vol.6 No.1

본 연구는 선행연구결과를 기초로 영어의 담화구조 유형을 분석하였다. 이를 기초로 2003학년도 대입수학능력시험 외국어영역의 영어 문제 중에서 독해문제를 9개의 담화유형에 따라 분석하여 그 결과를 교육현장에서 활용하여 영어 독해의 교수-학습방법을 개선함과 동시에 학습자의 독해능력을 신장시키는데 그 목적이 있다. 2003년도 대입수능시험에서는 담화유형 중에서 원인결과형과 열거형 글이 가장 많이 출제되었다. 문제유형별 출제 문항은 19개 유형으로 분석되었다. 글의 내용영역에서는 논설문과 설명문, 그리고 문학형태의 글에서 주로 출제되었다. 따라서 본 연구의 분석결과를 기초로 영어 교육현장에 활용할 수 있는 방안을 제안하면 다음과 같다. 첫째, 문장수준의 단순 독해 능력보다 단락 수준의 추론적 이해나 종합적 이해를 평가할 수 있는 설명문이나 논설문에 많이 접할 수 있는 기회가 주어져야 한다. 둘째, 담화구조와 그 유형에 대한 배경지식을 강화하여 단락을 미시적인 과정보다 거시적인 과정으로 분석할 수 있는 능력을 배양시켜야 한다. 셋째, 읽기 내용의 주제(topic)는 한정된 영역에 편중하기보다는 인문학, 자연과학, 사회과학, 예술, 체육 등의 다양한 학문 분야의 주제에 접할 수 있는 기회가 많이 제공되어야 할 것이다. This study analyzed the discourse structure of reading comprehension test items of the Korean Scholastic Aptitude Test(KSAT) to colleges and universities of 2003 through the main discourse patterns and searched for the appropriateness of test items. This study also will provide basic information in order to make comprehension test questions more scientific and objective in the test items of the KSAT. In this study, discourse patterns are classified into nine patterns : listing, time order, cause and effect, comparison and contrast, definition and examples, anecdotes, classification, description, and assertions with examples. In the analysis of question types, ‘the paragraph completion’ type was the most frequent. In the analysis of text types, the argumentation and the expository type were more frequent. And the comprehensive and inferential reading comprehension items were more frequent than the explicit and factual level items. On the basis of the research result, in order to prepare for more balanced reading comprehension test items of the KSAT, we must place more emphasis on literature based paragraphs, such as understanding total reading comprehension rather than the expository paragraph like understanding factual and inferential comprehension. It could be suggested that teaching methods of reading in high schools should be changed from the interpretation of sentence by sentence to the understanding of a paragraph focused whole story. In short, it is indeed necessary to teach how to understand main idea and to summarize or outline after reading paragraphs or passages.

제7차 교육과정에 따른 성취기준 및 평가기준 개발연구-고등학교 공통영어 음성언어 중심으로

정길정,민찬규 팬코리아영어교육학회(구 영남영어교육학회) 2002 영어교육연구 Vol.14 No.2

원어민 영어 교사의 효과적 활용을 위한 초·중등학교 영어 협동 수업 현황 조사 연구

정길정,민찬규,박매란 한국영어교육학회 1999 ENGLISH TEACHING(영어교육) Vol.54 No.2

중등 영어교사 임용시험의 출제 문항 분석과 개선 방안

정길정 韓國敎員大學校 敎育硏究院 2004 敎員敎育 Vol.20 No.1

제7차 교육과정에 따른 성취기준 및 평가기준 개발연구 : 고등학교 공통영어 문자 언어를 중심으로

정길정,민찬규 팬코리아영어교육학회(구 영남영어교육학회) 2004 영어교육연구 Vol.16 No.1

The purpose of this study is to develop more specified achievement and assessment criteria with focus on the 10th grade written English and to apply them to school English classroom situations. Instructional objectives elucidated in the curriculum are too general and comprehensive, Specific teaching contents, teaching materials, and learning activities therefore are not easily caught up by teachers and students. To help English teachers and students cope with this deficiency, as a link of educational policy development by the Ministry of Education and Human Resource Development, this study was conducted to develop more specified criteria for teaching and assessing students' English achievements applicable in the secondary school. In conclusion, this study will be of great use to high school English teachers who need to clarify the achievement and assessment criteria of the national English curriculum. It is also valuable for the development of the achievement and assessment criteria of future national English curriculum.

통합보육시설의 부모교육과 교사훈련 프로그램에 대한 통합교사의 인식

정길정 ( Gil Jung Chung ) 대한아동복지학회 2004 아동복지연구 Vol.2 No.2

본 연구는 통합보육시설에서 실시하고 있는 통합부모교육과 통합교사훈련 프로그램들을 비교 분석하여 통합보육에 대한 인식을 증진시키고 양질의 통합보육 실행을 위한 자료를 제시하는데 목적이 있다. 연구대상은 통합보육시설 27곳의 통합보육 관련 교사 132명을 대상으로 실시하였으며, 연구 결과 대부분의 통합보육시설에서는 장애유아 부모를 위한 특별한 부모교육 프로그램을 필요로 하였다. 통합부모교육 프로그램의 목적에 대해 교사들은 통합보육 또는 장애유아에 대한 인식을 증진시키기 위함이 가장 높게 나타났으며, 통합부모교육 프로그램은 장애유아가 보육시설에 입학한 직후, 한 학기에 1회씩, 평일 오전에 2시간정도 실시하는 것이 가장 높게 나타났다. 프로그램 내용에는 비장애유아 및 장애유아에 대한 통합보육의 효과와 유아의 바람직한 생활습관 지도 등이 가장 많이 포함되어 있었다. 그리고 통합보육을 위한 통합교사들의 연수 프로그램의 실시 여부에 대해서는 실시하고 있다가 실시하지 않는다보다 훨씬 높게 나타났으며, 실시하지 않는 경우에도 통합교사훈련 프로그램은 매우 필요하다고 응답하였다. 통합교사훈련 프로그램 내용으로는 개별화교육프로그램 작성법을 가장 많이 필요로 하고 있는 것으로 나타났으며, 통합교사훈련 프로그램의 내용들은 강의를 통해서 실시하고 있다가 가장 높았다. 또한 통합교사훈련 프로그램 내용에 관한 항목 중 세부 문항인 통합보육을 위한 보육시설 조직 실행여부, 문제행동의 이해와 교정 방법의 실시 여부에 대해 교사 경력별로 통계적으로 유의미한 차이가 나타났다. 즉, 경력별로 실행하고 있다가 실행하고 있지 않다보다 높게 나타났다. The purpose of this study is to provide the useful information for inclusive educare and to increase the recognition on inclusive educare by comparing and analyzing the inclusive teachers` training and the inclusive parents` programs of inclusive daycare centers. The survey was conducted on 132 inclusive educare teachers at 27 inclusive daycare centers. From the result, most inclusive daycare centers needed special parents` education programs for the handicapped preschoolers` parents. Most of the inclusive parental programs include effects of the inclusive educare on ordinary children and handicapped children, and guidance of desirable behaviour of the children. There were more answers saying that the study and training program for the inclusive teachers was practiced than answers saying not practiced. Even when it was not practiced, many answered that it is needed. There was significant difference statistically in the reasons of using IEP for the inclusive educare of handicapped children according to the teachers` majors. There was a significant difference in practice of educare facility group for inclusive educare and practice of understanding and correcting methods of the problem, which are detailed parts of the inclusive teachers` study and training program, according to the teachers` experiences.