독해 전략 강화 훈련을 통한 전략 사용의 변화

김현옥(Hyeon-Okh Kim) 한국외국어교육학회 2006 Foreign languages education Vol.13 No.4

  This present study borrows the framework of action research as a tool for improving the quality of instruction in a university reading comprehension course by reflecting previous and current teaching practices, by incorporating students’ feedback and preferences, and by intervening students’ beliefs and strategy use. In doing so, the study examines the potential effects and problems of strategy-based instruction in the reading comprehension tasks that integrate TETE in collaborative, task-based learning environment. The students were assigned to the training of two different types of strategies in terms of language processing: paraphrasing vs. translation strategies in a TETE class. A total of 107 students from two reading comprehension courses were asked to take a TOEFL and answer a self-report questionnaire both at the beginning and at the end of the semester. While students’ use of metacognitive and cognitive strategies increased significantly, their use of translation strategies and beliefs about translation were persistent to change as the students seemed to regard translation an important tool for reading comprehension. A follow-up interview and course evaluation were also used for triangulating the quantitative findings. It is suggested that the role of L1 in language classes should be revisited and the English-only policy be reconsidered.

학습자 인식 및 요구분석에 기초한 효과적인 영어강의의 조건과 운영방안

김현옥(Kim, Hyeon-Okh),한호(Han, Ho),맹은경(Maeng, Unkyoung),김성완(Kim, Sung wan) 한국외국어교육학회 2012 Foreign languages education Vol.19 No.1

Based on students' needs analysis of the English-medium courses, the study examines the current practice of English-medium instruction (EMI) and attempts to seek for a more viable model of (EMI) at the tertiary level. Additionally, the study investigates the associations of the perception of the (EMI) instruction with learner variables such as age, major. overseas experiences, and English proficiency level. A total of 73 EMI students participated in the web-based survey inquiring how effective the current EMI courses were and in what direction the current courses should direct. The results of this study were as follows: First, the participants considered English learning as the primary purpose of taking English medium lectures. Although they showed moderately positive attitudes toward the effect of EMI courses overall, they were not satisfied with the current EMI practice, Second, the participants regarded an assessment focusing on the subject matter knowledge as the most important factor in the success of implementing EMI. Third, they experienced quite a moderate-high degree of emotional stress and anxiety in taking EMI courses. Fourth, the students suggested that it is necessary to provide university-wide support and systematic assistance to EMI students. Pedagogical implications are discussed coupled with future direction of research.

Effects of Genre-specific Instruction and Strategy Training on the Use of Academic Reading Strategies

김현옥(Hyeon-Okh Kim),김미현(Miehyeon Kim) 팬코리아영어교육학회(구 영남영어교육학회) 2023 영어교육연구 Vol.35 No.2

The present study comprises two phases of research. First, the study investigated whether EFL university students’ uses of academic reading strategies are different depending on genre-specific instruction. Second, it examined whether strategy training influences the students’ use of academic reading strategies. Additionally, it explored whether the students’ reading abilities interact with the results. In the first phase, 93 English majors from two concurrent EAP courses completed a questionnaire and their responses were compared to identify differences in the strategy uses according to the genre-specific instruction they received in linguistics and literature. The results indicated that problem-solving strategies were used most, followed by support reading strategies, and global reading strategies least. Although there was no significant difference in the strategy uses between the groups of two genres, high-proficiency students in the linguistics group used significantly more of global reading strategies than their low-proficiency peers. In the second phase, 47 students participated in a six-week training of EAP reading strategies implemented in EAP reading in linguistics. Analyses of pre- and post-survey responses revealed a significant increase in the students’ use of global reading strategies, while problem-solving strategies and support reading strategies showed little or no change. Implications were discussed. (196 words)

교양영어 프로그램에 관한 교수자와 학습자의 만족도 및 인식 비교

김현옥(Kim Hyeon Okh) 한국외국어교육학회 2007 Foreign languages education Vol.14 No.3

  The study examined instructors" and students" opinions about a university General English curriculum in terms of its effectiveness by conducting a series of needs analyses. A total of 608 students, 6 native and 7 non-native instructors participated in the survey and the results were compared across the three sets of data. Though the students and the teachers generally agreed upon the goal of improving communicative ability, there were divergent voices as well as conflicting expectations about the General English curriculum by each party: the students versus the teachers and the native versusnon-native teachers. Whereas the students weighed upon the practical component of the program, the instructors put more value on its academic characteristics. The native teachers emphasized the importance of discussion and small group work for in-class activities, while the non-native teachers and the students gave priority to lectures. The findings advocate the critical role of language professionals in balancing between different needs and still accommodating multiple perspectives in the curriculum development and renewal process.

특수목적영어 교과 현황 및 개발 방향

김현옥(Kim Hyeon-Okh) 팬코리아영어교육학회(구 영남영어교육학회) 2008 영어교육연구 Vol.20 No.3

The purpose of the study is to investigate the current practices of ESP approaches implemented at university level, discover any potential problems, and suggest the ways to improve the quality of the ESP program in Korea. A total of 958 ESP courses were examined by surveying the web pages of curriculums and course descriptions of multiple disciplines at sixty universities. A list of ESP courses was charted along the dichotomy of EGAP vs. ESAP and EGOP vs, ESOP, in addition to EBP. Although a wide range of ESP courses were offered, the majority of them were being operated at a departmental level. The courses most commonly offered across universities were ESAP and EBP in nature. Few were practiced in the form of team teaching between a language specialist and a subject expert. The suggestions included more research-based approaches to the development and assessment of ESP curriculums and materials, greater collaboration across disciplines and between specialists, and deeper understanding of the nature of localized ESP.

Learning English in Korea from Learners

김현옥(Hyeon-Okh Kim) 한국외국어교육학회 2005 Foreign languages education Vol.12 No.3

This study reports the interaction between metacognition, prior learning experience and different learning context, as discovered by a Qualitative investigation of three groups of EFL learners in Korea. A total of 38 volunteers were interviewed, including 13 high school students, 10 university students, and 15 adult learners in the workplace. Through a three-stage CODING process, eighteen thematic affinities were generated to represent the data The present study focuses on the eight affinities that are directly related to motivation, beliefs and strategy use in learning EFL. Important metaphors have emerged from the data, which are constructed by the learners themselves based upon the judgement of their learning experiences. The affinities indicate the nature of beliefs that are dynamic, context-dependent, and socially-constructed. The findings reflect the function of the learning contexts that influence learners' perception of language learning. They further show that the judgement of individual learners' particular learning experiences has led to their current approaches and behaviors in language learning.

영어영문학21제26권 2호 : 영어영문 전공영어 독해강좌의 필요성에 대한 요구 분석

김현옥 ( Hyeon Okh Kim ),김미현 ( Miehyeon Kim ) 21세기영어영문학회 2013 영어영문학21 Vol.26 No.2

This paper reports on the development of an academic reading course specifically designed for the students majoring in English Language and Literature. In order to investigate the particular needs and challenges in academic reading among English majors, the study developed a survey questionnaire, which was completed by a total of 117 students who were taking five different courses offered at the department of English Language and Literature at a university at the time of inquiry. The study was also paralleled with an instructional seminar among the faculty members, contributing to the what and how about the new academic reading course in the question. The findings are as follows: More than half of the students were aware that the academic English texts in core courses for English majors differ from other English texts for general purposes in terms of vocabulary, contents and background information, which might cause the processing difficulties in the reading comprehension task of English textbooks and references for English majors. Many students expressed positive opinions about the offering of a reading course in academic English to surmount the linguistic and cognitive difficulties specifically targeted towards English majors. The students` responses varied depending upon the individual factors: The lower the students` perceived levels of language proficiency, the higher the perceived difficulty of the academic English text for English majors, the stronger their needs in the training of an academic reading course in order for deeper understanding of English texts for English majors. To develop and successfully implement an EAP reading course for English majors, preliminary analyses on the linguistic and cognitive features across different courses and sub-areas of major studies should be conducted. What is more, the stepwise procedures of materials development, evaluation and subsequent modifications of the course calls for the on-going feedback through reanalysis of target students` needs as well as the collaboration among the faculty members and researchers.

대학 교양영어 수준별 프로그램 운영방안

김현옥(Kim, Hyeon-Okh),이혜경(Lee, Hye-Kyung) 팬코리아영어교육학회(구 영남영어교육학회) 2010 영어교육연구 Vol.22 No.4

The purpose of the study is to develop a more effective general English program at a university level by piloting a differentiated curriculum based on the students' English proficiency. Specifically, the study tested the efficiency of the existing model versus a three-tiered tracking model as well as the efficiency of a two-tiered versus three-tiered curriculum. Additionally, a survey was conducted to investigate the students’ perceptions about different curricular experiences. With the college division as a unit of data collection, the participants were composed of 956 freshmen who were taking either of two courses: English 1 (English Speaking and Writing) or English 2 (English Listening and Reading). The results revealed the students who received the level-specific instruction showed significant language gains and that the three-tiered program was more effective than the two-tiered system. On the other hand, the degrees of students’ satisfaction were not significantly different. Pedagogical implications and suggestions were provided towards a more efficient tracking model of general English curriculum.

영어수업에서의 멀티미디어 활용에 관한 중등 교사들의 인식의 변화와 교사교육의 방향성

김현옥 ( Hyeon Okh Kim ) 한국멀티미디어언어교육학회 2011 멀티미디어 언어교육 Vol.14 No.1

교육과정 개편의 요구분석을 통한 영문학 교육의 방향성 탐색

김현옥(Hyeon Okh Kim),김미현(Miehyeon Kim) 한국영미문학교육학회 2011 영미문학교육 Vol.15 No.2

This paper aims at seeking for a new direction of curriculum change for teaching English literature by reflecting the specific needs and perceptions voiced by the students. Coupled with individual and focus-group interviews with several students, a survey questionnaire was distributed and completed by a total of 269 students of the English major. The students’ ideas and opinions were further triangulated with the professors’ suggestions gathered via department-wide conferences. While most students valued the practical component of the curriculum, still many of the students were eager for the in-depth study of literary works, demanding for offering more literature courses in specific genres. In the mean time, a more student-centered curriculum was called for by taking into account the students’ difficulties in the core courses and developing bridge courses helping the students cope with English-medium lectures. The curriculum change also requires a balance between divergent needs and multiple perspectives and an on-going effort and attention should be given to the curriculum being implemented, directing towards a more viable model of English literature education.