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RISS 인기검색어
- 검색키워드
- 저자 : 강문구 ( Munkoo Kang ) (검색결과 3 건)
- 무료
- 기관 내 무료
- 유료
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이상민(Lee, Sangmin),강문구(Kang, Munkoo) 팬코리아영어교육학회(구 영남영어교육학회) 2013 영어교육연구 Vol.25 No.3
This study analyzes three e-leaming contents for elementary English, developed by EBSe and KERIS, which are widely used both at school and at home. A total of 51 students (26 undergraduate students and 25 graduate students) majoring in English education participated in the study. The study employs a mixed method for a more robust analysis. Based on the previous research on materials evaluation and e-leaming contents evaluation, this study develops a checklist for quantitative analysis that contains the following four categories: instructional design, contents and activities, evaluation, and management and technical support. Each category includes several evaluation items. The qualitative analysis utilizes the participants' detailed descriptions of advantages and disadvantages of each. The descriptions are analyzed, categorized, and tabulated depending on its topic, significance, and frequency. The result shows that Level-differentiated Contents developed by KERIS earned the best scores in all the areas. The study, by explaining the reasons underlying the scores in each area, investigates the characteristics of each contents. Additionally, the study, by providing the checklist for e-leaming contents evaluation, offers a guideline for future e-learning contents evaluation. In doing so, the study provides a valuable insight into e-learning materials evaluation both to elementary school English teachers and developers of e-learning contents.
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원어민 보조교사 활용이 중학교 영어 듣기 교육에 미치는 영향 연구
이인철 ( Incheol Lee ),강문구 ( Munkoo Kang ) 한국중등영어교육학회 2013 중등영어교육 Vol.6 No.2
This study examined the effect of a native English speaker assistance program on middle school English education, especially on listening comprehension and affective domain. The input of the native English speaking assistant teacher provided a good opportunity for the learners to enhance their communicative competence and develop a positive attitude in class. In the initial stage, when they rarely spoke with the native English speaker, they were likely to be demotivated, and this may have resulted in producing unfavorable consequences. When the assistant teacher taught the students alone, he found it difficult to interact with the learners; but, when the Korean English teacher and the assistant teacher worked together, they were able to share more significant interactions with the students. The interpersonal relationship between the native English speaking assistant teacher and students improved through the help of the Korean English teacher; and, when the classroom was managed in a positive manner, the students’ learning set and listening comprehension made the best progress. Although it is not easy to employ native English speakers as teachers for administrative or financial reasons, students should be given more chances to talk with native English speaking teachers in order to develop better communicative competence. For this system to take root and bear fruit, it is necessary to make discreet, far-reaching research efforts from diverse perspectives.
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이현지(Lee, Hyunji),강문구(Kang, Munkoo) 한국영어어문교육학회 2014 영어어문교육 Vol.20 No.3
The purpose of this study is to analyze the post-colonialism in Jean Rhys’s Wide Sargasso Sea, focusing on characters. Using literary materials as resources for English learning can be a genuine tool for the students to learn English not only speaking and writing competence but understanding cultural background knowledge. This novel is a creative response to Charlotte Bronte’s Jane Eyre which has been one of the most popular love stories. Bronte and Rhys composed their novel in different centuries and came from different backgrounds. In Jane Eyre, Bronte describes Bertha as a crazy Creole woman. Rochester distorts Bertha for his purpose, which reflects the colonial ideology of nineteenth century of England. Describing Bertha, Bronte defines “others” in madness and shows European superiority and desire for domination. Hence, Rhys gave Bertha a new name, Antoinette, by giving her voice in her novel and showed that her death is not a tragic defeat. Through this analysis, teachers have the opportunity to understand cultural background of the novel in various ways including Post-colonialism. If we add teacher’s efforts to the careful application of the curriculum, teaching culture through English literary works will enhance its effectiveness in foreign language education.
KCI
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