초등 영어 교과와 타 교과의 주제중심 통합지도가 영어 말하기 능력 신장에 미치는 효과

권영환(Kwon Yung Hwan),손순익(Sohn Soon Ick) 영상영어교육학회 2001 영상영어교육 (STEM journal) Vol.2 No.2

The purpose of this study was to examine the effect of improving the learners' English speaking abilities through theme-centered, integrated English teaching with common themes between elementary English and other subjects; and to suggest ways to teach and reconstruct the English textbook in elementary English education. The results of this study were as follows: first, the high level group in the experimental class showed a significant difference in speaking ability. Second, the high level and intermediate groups of the experimental class showed a significant effect in their interest in learning English. Third, the high level group in the experimental class showed a significant effect in their attitude toward learning English. These results indicate that the theme-centered, integrated approach is more helpful to children who are already advanced in English in EFL situations because the children who are already advanced in English were observed to participate with confidence in learning activities in a real context provided with various kinds of real materials and learning places besides the classroom.

각운 유추훈련을 활용한 초등학생의 영어 단어읽기와 쓰기 학습의 효과

권영환(Kwon Yung-Hwan),김명희(Kim Myoung-Hee) 한국외국어교육학회 2003 Foreign languages education Vol.10 No.4

This study explores the effects of rhyme-based analogy training on language acquisition by fifth grade students in EFL classrooms by comparing students taught using this technique with a group learning through the 'Look and Say' method. During the fifteen-week study, tests of word reading and writing ability were given to students divided into high, medium and low levels (according to their phonological awareness) on three occasions. While the high level groups in both the experimental and the control classes showed enhanced word reading and writing ability in all three tests, the experimental group showed a significant statistical difference in the first test in reading, and in the first and -Second tests in writing. A significant statistical difference was also observed among the children of all three levels in the experimental group. Thus, both teaching methods are helpful and effective, but the use of rhyming words taught side by side with alphabet study can enhance word reading and writing ability.

초등영어 수업에서 교사 질문 행위에 관한 질적 연구

권영환(Yung-Hwan Kwon),옥원경(Won-Kyoung Ok) 한국중원언어학회 2010 언어학연구 Vol.0 No.17

Teacher talk in EFL classrooms is the very core of substantial input for the students. Especially, teachers' questions may facilitate both language production and correct and meaningful context-related responses by students. Therefore, this study aims to investigate and describe teacher's questioning behaviors in elementary English classrooms, and to understand the ways in which these seems to block or facilitate opportunities for student communication. The participants of study were two teachers. This study followed Classroom Centered Research(CCR) method. Using CCR, this study drew on both classroom observation and interviews. For this study two Korean teachers' classes were videotaped 32 times and each teacher was interviewed six times. The result shows that: the students were blocked from opportunities for communication through teacher centered questions, excessive uses of display questions for practicing from the text, the content of questions centered on the study of textbook. The students were provided with opportunities for communication through the use of referential questions which connected the area of study being learned to their previous knowledge of life experience, the use of from simple to complicate questions and use of sequential questions from whole, to group, to individual.

초등영어교육에서 문화간 의사소통능력 발달을 위한 문화학습에 관한 연구

권영환(Kwon, Yung-Hwan),고지영(Ko, Jee-Young) 강원대학교 인문과학연구소 2011 인문과학연구 Vol.0 No.31

본 연구의 목적은 초등영어교육에서 문화간 의사소통능력 발달을 위한 문화학습에 관한 연구에 있다. 이를 위하여 초등영어에서의 새로운 개념인 문화간 의사소통능력과 언어학습에서의 문화학습의 개념에 대해 문헌연구를 통하여 자세히 다루었다. 연구의 결과를 정리하면 다음과 같다. 첫째, 문화는 한 집단의 구성원들이 함께 공유한 문화적 산물과 관습에서 출발하여 구성원들 간의 상호작용과 정서적 이해를 포함하는 사고방식이다. 문화간 의사소통능력이란 다양한 문화적 상황에서 다른 문화를 바르게 판단하고 그 문화들 속에서 적절하고 효과적으로 대응하여 대화하고 상호작용하는 능력이다. 이러한 문화적 능력은 부인, 방어, 최소화의 자민족 중심단계와 수용, 적응, 통합의 민족 상태주의 단계로 나누어져 있다. 이 단계는 다른 문화에 대한 경험과 문화의 차이를 인식하는 과정을 통해 문화가 다른 상황에서 적절한 행동의 변화를 보이는 능력으로 발달된다. 둘째, 초등영어에서 이러한 능력을 발달시키기 위한 문화학습은 목표문화인 영미문화에 대한 지식을 포함하여 기술과 태도를 학습할 뿐만 아니라 보편문화의 지식, 기술, 태도를 지도하여 어떤 문화권 사람들과도 상호교류적인 대화를 할 수 있는 능력이 향상되어 가는 과정이다. 국내외적으로 한국인의 교류가 미국 등 영미권 나라만으로 한정되어 있는 것이 아니므로 문화교육에서 영미권 문화를 포함한 보다 폭넓은 문화권의 지식, 기술, 그리고 태도의 문화를 지도하여야 한다. 이를 통하여 세계를 인식하는 능력이 향상되어 어떤 문화권 사람들을 만나도 상호교류 할 수 있는 문화간 의사소통능력이 발달 될 것이다. 본 연구는 의사소통능력의 새로운 관점과 외국어교육에 있어서 문화교육의 위치를 재조명 할 수 있는 이론적 정보를 제공하고자 하였다. 외국어교육에서 언어의 한 요소로 한정되어 있던 문화학습의 역할이 세계를 더 넓게 바라보는 인식으로 확대될 것이고 이를 통하여 학습자들의 문화간 의사소통능력이 발달되어 미래를 이끌어갈 세계인의 소양을 기르는 것에 의의를 찾을 수 있을 것이다. The purpose of this study is to examine closely culture learning for developing intercultural communicative competence in elementary English education. In order to do this, intercultural communicative competence, which has not been studied in Korean elementary English education, and the concept of culture learning in language education are thoroughly reviewed through a review of relevant literature. The results of this study are as follows: First, culture is a competence held by a member in society and can be expressed in our lives, as well as influence social interaction in a human society. This starts from shared cultural heritage and customs and evolves to a way of thinking including interaction among members and emotional understandings. Intercultural communicative competence is one way in which we can evaluate different cultures in a variety of cultural situations and can deal, converse, and interact with diverse cultures appropriately. Cultural competence is divided into an ethnographic conditional st age of denial, defense, minimal centeredness of their own culture, adaptation, and integration. This stage can be developed through the awareness of differences amongst cultural experiences and cultural differences leading to competence with which we can behave appropriately in a different cultural context. Second, in order to develop intercultural competence, language teachers need to teach techniques and attitudes of understanding of Western cultures including knowledge about the cultures. We also need to instruct how to develop interactive communicative competence with the target cultures through learning universal cultural knowledge, skills, and attitudes. Finally, we, as language teachers, are required to set up the process of instructing our students to interact with and build cultural awareness of not only American culture but with any different cultural group in the global arena. This study aims at providing theoretical information which can restate perspectives on communicative competence through the placement of culture education within this framework. The role of culture learning, which has been limited to one segment of language learning, can be expanded to broader awareness of the world, Through this process, we can develop communicative competence and find significance in cultivating qualifications of global citizens.

초등학교 영어 듣기 이해력 향상을 위한 교과서 CD-ROM 타이틀의 효과적 활용 방안 연구

권영환(Kwon Yung-Hwan),박미애(Park Mi-Ae),김경열(Kim Kyoungyoul) 팬코리아영어교육학회(구 영남영어교육학회) 2005 영어교육연구 Vol.17 No.1

  This study was designed to examine the effect on children’s listening comprehension ability in English through the use of CD-ROM Titles with Pre-viewing, While-viewing, and Postviewing activities in elementary English education. To accomplish this, the researchers divided the classes into an experimental class and a control class on the basis of their listening ability in English. The results of this study were that the children in the experimental class showed enhanced listening comprehension ability. In addition, the advanced group was superior to the lower and middle groups in improvement of listening comprehension ability. On the basis of the analytic limits of this study, the researchers would like to make the following suggestion for the benefit of both teachers and further study. The teacher should try to make appropriate use of alternate viewing activities so as to enhance the students’ abilities. There will be considerable enhancement of English skills if we implement CD-ROM Titles using advanced teaching techniques.

초등영어 학습에서 비디오를 활용한 수업이 학습자의 듣기 이해력과 말하기 능력, 흥미도에 미치는 영향

권영환(Kwon Yung Hwan),권동환(Kwon Dong Hwan) 영상영어교육학회 2002 영상영어교육 (STEM journal) Vol.3 No.2

This study was designed to examine the use of video and its effect on children's listening comprehension, speaking ability, and interest in English, using video tapes with pre-viewing, during-viewing, and post-viewing activities in elementary English education. The researchers divided the classes into an experimental and a control class on the basis of the students' interest and speaking/listening abilities in English. The results of this study were as follows: Firstly, children in the experimental class, demonstrated enhanced listening comprehension; and the advanced group was superior to the lower and average ability groups, in the improvement of listening comprehension skills. Secondly, the children in the experimental class showed enhanced speaking ability; and once again, the advanced group was superior to the lower and average ability groups in their improvement. Thirdly, the children in the advanced group of both the experimental and control classes, showed enhanced interest and confidence in learning English, although the difference was not statistically significant. Thus, to the extent of the analytic limits of this study, the researchers would like to make the following suggestions for the benefit of future study. Firstly, teachers should try to make appropriate use of alternate viewing activities to enhance their students' abilities. Secondly, the decrease in the lower ability group's interest, suggests that a judicious application of the viewing activities can reduce the student's affective filter. Thirdly, there can be a considerable enhancement of English skills when video tapes are used diligently with enhanced techniques.

인터넷 동영상을 활용한 수업이 초등학생의 영어듣기 능력 및 정의적 영역에 미치는 영향

권영환(Kwon Yung Hwan),김항아(Kim Hang Ah) 영상영어교육학회 2009 영상영어교육 (STEM journal) Vol.10 No.2

The aim of the present study is to investigate the effects of teaching English using the Internet video contents on the students' listening comprehension and affective domains such as interest, confidence, participation and anxiety in elementary school classrooms. For this study, two classes of the fifth grade at an elementary school in Busan were selected on the basis of pre-test result. The study compares students who were taught using the Internet video contents relative to textbook lessons with a group who were taught using the textbook CD-ROM title. During the fourteen-week study, tests of listening comprehension and affective domains were given to students who were divided into low and advanced groups, according to their pre-test achievement. The results showed that the students in the experimental group showed enhanced listening comprehension and affective domains. In particular, the low level group showed a significant statistical difference in listening comprehension and affective domains more than advanced group between the first and second test. It was very meaningful in improvement of the low level group's interest. Thus, the results suggest that teachers should provide more opportunities for low level students to develop their English ability by applying and using internet video contents in the classroom.

초등 5학년 영어 문화 지도에 대한 인식 연구

주현진(Hyunjin Joo),권영환(Yung-Hwan Kwon) 한국중원언어학회 2016 언어학연구 Vol.0 No.40

The aim of this study is to suggest effective orientations for the teaching of culture and to investigate the awareness of culture teaching through the analysis of the cultural content found in the current 5th grade English textbooks. This study examines the quantity of cultural units, the methodological appropriateness of teaching culture, the cultural content of the revised curriculum, and the range of cultural regions that are being taught. It also analyzes the thoughts and satisfaction level of students through interviews and surveys with teachers about teaching culture. The analysis found that there is not enough allocation to cultural content in current textbooks and there is not enough variety of culture provided in the units of the textbooks. It was found that the frequency of American and British culture in the textbooks is high, while there is a small allotment given to African and Asian cultures. Finally, efficient culture teaching for raising cultural awareness was suggested.

개인화(Personalization)가 초등영어 학습자의 의사소통 능력 및 정의적 영역에 미치는 영향

신미경(Shin, Mi-Kyung),권영환(Kwon, Yung-Hwan) 한국영어교과교육학회 2013 영어교과교육 Vol.12 No.3

The purpose of this study is to examine the effect of personalized lessons on elementary school students’ communicative competence and on their attitudes towards English learning. For this purpose, the results were analyzed quantitatively and qualitatively. The quantitative analysis was measured using a speaking test, communication skills test and the students’ questionnaires which measured their interest, confidence, anxiety and motivation in English learning. The qualitative analysis was measured by the student feedback and the teacher’s observation journal. Two 5th grade classes (49 students in total) were asked to participate in the study, and were divided into a control group and an experimental group. Students from the control group engaged in learning English according to the textbook based on the 2009 Revised National Curriculum, whereas students from the experimental group participated in personalized English lessons twice a week. The experiment was carried out for a total of twelve weeks. The results of this study found that, with respect to the learner’s communicative competence, the quantitative data and the qualitative data show a statistically significant difference in the learner’s speaking and writing skills. Furthermore, the personalized lessons were effective in raising the learner’s interest, confidence and the expectation for the subject of this study. With this basis, this study suggests that teachers plan and make lessons that reflect the learners’ personal realities in their daily lives. This will then improve their communicative skills and change their attitudes towards learning English into positive ones, so it is beneficial for teachers to make their lessons personalized and relevant for their students.

한국인 영어 학습자의 영어 기본 개념 어휘 습득

최미옥(Choi Mi-Ock),권영환(Kwon Yung-Hwan),이찬종(Lee Chan-Jong) 강원대학교 인문과학연구소 2009 인문과학연구 Vol.0 No.23

이 연구의 목적은 WABC (Wiig Assessment of Basic Concepts) 개념어휘 평가도구를 이용하여 한국아동의 영어기본개념 어휘수준을 평가하고 영어가 모국어인 아동의 어휘습득 수준에 근거하여 분석하는 데 있다. 나아가 아동의 생활연령에 따라 개념 어휘 습득이 의미있는 수준으로 학습되고 있는지 평가하고자 한다. WABC는 1단계, 2단계 검사지를 포함하고 있으며 학습자의 이해능력과 표현능력을 모두 평가하도록 고안되어 있다. 7:5세부터 13:9세까지의 연령범위에 있는 20명의 아동이 연구대상으로 선정되었다. 이 아동들을 각각 7:5세부터 9:6세, 9:7세부터 11:3세, 11:4세부터 13:9세까지의 세 집단으로 나누었다. 설문지를 통해 아동의 개인별 영어노출시간 수를 검사하였다. 아동의 연령과 영어노출 시간수를 변인으로 하여 개념 어휘 평가 점수를 분석하였다. SPSS 12.0을 사용하여 다음과 같은 통계 결과를 얻었다: 첫째, WABC 1단계 검사에서 11:4세부터 13:9세까지의 한국아동들은 영어가 모국어인 아동 3:0세부터 3:11세까지의 아동 점수와 근사값을 보였다. 2단계 검사에서는 11:4세부터 13:9세까지의 한국아동 점수와 영어를 모국어로 하는 5:00세부터 5:11세까지의 아동점수가 유사하였다. 둘째, 제 1단계 검사에서 세 집단의 평균값은 각각 25.83, 27.86, 52.86이었다. 제 2단계 검사에서 평균값은 각각 19.00, 21.14, 43.86의 점수를 보였다. 연령대가 높은 집단이 더 높은 평균값을 보였다. 셋째, 제 2단계 검사의 이해력 검사를 뺀 나머지 검사, 즉 1단계의 이해력과 표현력 검사와 2단계의 표현력 검사에서 영어노출 시간 수에 따라 집단 간의 유의미한 차이(p<.05)가 나타났다. 이는 영어노출 시간 수와 습득이 상관관계가 있음을 보여준 것이다. The purpose of this paper is to assess Korean English learners' acquisition of basic English concept words through Wiig Assessment of Basic Concepts (WABC) and contrast it with that of American children, evaluating if acquisition is meaningfully achieved among Korean learners grouped according to chronological age. The WABC includes two-age level tests for evaluating the receptive and expressive ability to recognize basic concepts. Twenty learners are chosen for this research, from 7:5 to 13:9. They are divided into three groups, aged from 7:5 to 9:6, 9:7 to 11:3, and 11:4 to 13:9. The total hours of students' English exposure are also examined. Based on these two criteria, age difference and English exposure time difference, the basic English concept word acquisition is evaluated, with subjects interviewed individually. SPSS 12.0 is used for statistical analysis. Its results follow: First, learners aged from 11:4 to 13:9 score very close to the acquisition level of American children aged from 3:0 to 3:11 respectively in the WABC Level 1 test. In the Level 2 test, the acquisition of the group aged from 11:4 to 13: 9 is similar to that of English children aged from 5:00 to 5:11. Second, the mean scores of the WABC test that the groups achieve are 25.83, 27.86, and 52.86, respectively, in the Level 1 test. In the Level 2 test, their mean scores are 19.00, 21.14, and 43.86 respectively. It is found that older students score higher. Third, except for the receptive of the Level 2 test, the other evaluations of receptive and expressive in the Level 1 test and the expressive in the Level 2 test show significant differences (p<.05) between the groups divided by English exposure time. This paper shows that the more students are exposed to English, the better acquisition occurs.