http://chineseinput.net/에서 pinyin(병음)방식으로 중국어를 변환할 수 있습니다.
변환된 중국어를 복사하여 사용하시면 됩니다.
김영서(Kim Young suh) 영상영어교육학회 2000 영상영어교육 (STEM journal) Vol.1 No.-
It is generally accepted that the considerable educational benefit is derived from multimedia use but little is known on scores appeared as a result of CALL material. This research aims to investigate the aspect of how Korean university students react to the multimedia ESL material such as course-ware and e-mail. The language abilities this research attempted to measure comprised three main areas ; Grammatical competence, Pragmatical competence and Sociolinguistic competence with 8 sub-components of Range, Accuracy, Vocabulary, Cohesion, Rhetorical Organization, Formality, Nativeness, and Cultural reference.
김영서(Kim Young Suh) 영상영어교육학회 2003 영상영어교육 (STEM journal) Vol.4 No.2
Advancements in the design and use of computer-assisted language learning (CALL) activities require that key questions about CALL be identified and effective research methods be used to answer them. Through this paper, the researcher investigates the challenges and opportunities in designing, building, and using digital image collections. The visualization of information, the central resource of the emergent era, by means of moving image messages is increasing. This is so because of an urgent need for information compression brought on by an information production explosion throughout post-industrial societies. Moving images achieve this requirement by portraying both patterns and dynamics of information as they evolve through space and time. As these are moving images, they are cinematic. As they are computer generated, they are digital. Digital Cinema is the result. In this paper, the researcher studies, firstly, the developments of CALL material over a time span and then suggests ways of using movies in a multimedia context.
신기술 어떻게 활용하면 의미 있는 학습이 될 수 있을까?
김영서(Kim Young Suh),김윤경(Kim Yun Kyung) 영상영어교육학회 2002 영상영어교육 (STEM journal) Vol.3 No.1
For many, constructivism represents a new way of conceiving the educational experience and, as a pedagogy, it is now widely accepted. This is a time for theoretical consideration where nearly all of the contemporary theories of learning share a convergent belief about how people naturally come to learn. This study investigated the assumptions of learning under constructivism, and suggests six ways technology can be used as a meaning making tool in English learning and teaching. Finally, in order to assist in effective material design, this study deals with the external representation of multimedia resources, namely, texts and graphics, and how they affect mental processes and mental representations.
인종 차별과 비판적 사고를 위한 영어 미디어 교수 자료
김영서(Kim Young Suh) 영상영어교육학회 2005 영상영어교육 (STEM journal) Vol.6 No.2
English teaching should help learners master higher levels of knowledge so that they can better understand race and ethnic relations and develop the language skills and abilities needed to make reflective personal. The purpose of this paper is firstly, to investigate the teaching material through movies which can improve the critical thinking. Secondly, to describe multimedia teaching tool production processes which are linear and systematic to those that are iterative and transformational.
김영서(Kim Young Suh),이미동(Lee Mi Dong) 영상영어교육학회 2003 영상영어교육 (STEM journal) Vol.4 No.1
We can say that teaching English through multimedia is a form of using Information and Communication Technologies (ICT). Since the 1960s, educators have had an interest in this type of teaching method. And in the 1990s, it developed considerably when it encountered the theory of constructivism, multiple realities or multiple ways of knowing. A key issue for ICT-based learning is pedagogical practice rather than technology. So, for the development of effective learning, we should have a quality assurance system. In this paper, to demonstrate the quality effect of three coursewares, a survey of university students is conducted. It followed one of the existing standards. The results of the survey showed that students are sensitive to the effect of a teaching method. So, we, as educators, should establish the standards of quality assurance. Most of all, in terms of pedagogy and fulfillment, it is necessary to conduct many more studies.
영화를 매개로한 컴퓨터 채팅활동에 나타난 언어능력 양상
김영서(Kim Young Suh) 영상영어교육학회 2010 영상영어교육 (STEM journal) Vol.11 No.1
The purpose of this study is to investigate to what extent Korean college students incorporate communicative competence in performing text-based on-line chat in English about movies. The study firstly introduces computer mediated communication (CMC) teaching tools about movies. It then investigates various features of CMC with reference to communicative competence. The language abilities this research aims to measure are in three main areas: grammatical competence, pragmatic competence and sociolinguistic competence with eight sub-components of Range, Accuracy, Vocabulary, Cohesion, Rhetorical Organization, Formality, Nativeness, and Cultural reference. In conclusion, students showed an overall positive response to computer chatting about movies in their English learning.
김영서(Kim Young Suh) 영상영어교육학회 2008 영상영어교육 (STEM journal) Vol.9 No.1
English teaching should help learners master higher levels of knowledge so that they can develop the abilities needed to make reflective personal. The purpose of this paper is firstly, to clarify the construct of sub-component of critical thinking. Three components to investigate are motivation to implement complex thinking, pursuit of validation and accuracy and intellectual curiosity. Secondly, to measure critical thinking ability among Korean English learners through questionnaires. The result shows there is no difference in English critical thinking regardless of subject's residence experience in English speaking country. Finally this paper suggests teaching material through internet and movies which can improve the critical thinking on ethnicity.
김영서(Kim Young Suh),이미동(Lee Mi Dong) 영상영어교육학회 2001 영상영어교육 (STEM journal) Vol.2 No.1
The purpose of this study is to present a proper system of multimedia as showing developed technology to advanced nations and the effect of its use to teach English to high school students. At first, we, as teachers, must know what is the context and the conception of multimedia. In short, it is an integration of media including video, audio, graphic, letter, image and so on. And the most effective teaching method is a system of self-access using individual or small group and it can be connected with constructivism. Representative examples of multimedia teaching methods are interactive video, CD-ROM Title, Authoring Tool and Internet. Secondly, to show the effect of multimedia teaching method, three experiments were conducted. From these experiments, we can reach two conclusions in short. First, most high schools have more or less trouble with multimedia equipment and insufficient materials for English language learning. Nevertheless, most English teachers recognize the need of multimedia teaching methods. Second, in general, an experimental group who learned utilizing multimedia material, got higher marks than the control group. Furthermore the students in the experiment have an interest and a positive attitude.