에세이 - 수재민 주택

성기완,Sung, Kiwan 대한건축사협회 2018 建築士 Vol.592 No.-

Developing a Graduate EFL Program Based on Critical Theory and Pedagogy

Kiwan Sung(성기완) 한국외국어교육학회 2007 Foreign languages education Vol.14 No.3

Despite many innovative changes such as CLT and task-based teaching, ELT still continues to transmit linguistic skills mostly to prepare learners for future job market (Canagarajah, 1999; Kim, 2002; Norton & Toohey, 2004; Pennycook, 2001; Sung, 2006). Accordingly, in a way to challenge the status quo of decontextualized practices in EFL in Korea, this paper exemplifies the researcher"s emic experiences of realigning ELT to critical theory(CT) and pedagogy(CP) for an MA English program over the years. More specifically, after presenting existing literature on the history of ELT in Korea and CT and CP, this study utilized a research method of bricolage (Denzin & Lincoln, 2005) in which the teacher and student interviews, the student survey, and other relevant curricular and instructional materials were cross-compared and analyzed in the manner of triangulation. In doing so, this paper explains a few principles of developing an EFL graduate program for both domestic and international students. The results showed that exposing students to English-only environments and external faculty from abroad played key roles in the program. However, the lack of coherent administrative support and the high faculty turn-over rate posed constant threats to the enhancement of the program. Lastly, the paper calls for the urgent need of glocalizing curricular and instructional elements in TEFL for ‘critically conscious and conscientious’ practices by mobilizing the concept of "criticality" in EFL contexts.

비평적 영어 교수·학습 모형 개발 및 적용에 관한 연구

성기완(Sung, Kiwan) 한국외국어교육학회 2009 Foreign languages education Vol.16 No.1

After reviewing existing research on English education curriculums offered in Teachers' Colleges in Korea, this study looks into ways of developing more extensively a teaching and learning curriculum model based on critical theory and pedagogy. More specifically, based on the examination of all the 33 curriculums for college English Education majors and the two surveys of 76 and 71 in-service teachers, respectively, this study found that there was an unbalance in courses in English Literature, Linguistics, and English as a subject matter as well as an excessive emphasis on skills courses. According to the teacher surveys, their curriculums for both General and English Education lacked organic linkage among the courses, practically in teaching subject matter and culture, and pedagogical activities to enhance learners' creativity and criticality through meaningful tasks, discussions, or debates on class. Accordingly, based on the teachers' perceived disparities in the current English curriculums, their identification of key problems and overarching issues, and their view on improving English Education curriculums, this study presents a critically-oriented curricular model in which more balanced curricular contents and skills and culture teaching in ELT are reflected. Lastly, this study calls for more curricular research and instructional effort based on a critical line of work and practices and discusses possible directions of and implications for future English education.

EFL Learners’ Use of Communication and Negotiation Strategies in a University Class

성기완(Kiwan Sung),류영실(Young-Sil Ryu) 한국외국어교육학회 2005 Foreign languages education Vol.12 No.4

This study investigated patterns of communication breakdowns (CBs) and use of communication strategies (CSs) in the process of meaning negotiation between a native English speaking teacher and thirty five Korean EFL university students. For over a nine-week period, the classroom was observed and the data were collected through the transcriptions of tape recordings, teacher interviews, and student interviews. The results showed that patterns of CBs for EFL learners were multi-dimensional: syntactic, phonetic, lexical, and affective. Particularly in this class, whereas the teacher tried to choose the most effective and various strategies and tactics to ‘bridge the gap’ in communication, the student did not use CSs in a diverse manner in order to overcome CBs and only used eleven out of 33 CSs in the taxonomy of Dornyei and Scott (1997). Accordingly, it may be necessary for EFL learners to have more experiences in more contextualized classroom interaction or consciousness-raising activities for diverse use of CSs without sacrificing communicative opportunities to learn target language.

대학 교양영어 수준별 교육과정 모형개발연구

성기완(Sung Kiwan),표경현(Pyo Kyong-hyon),이현명(Lee Hyun-myung) 한국외국어교육학회 2004 Foreign languages education Vol.11 No.2

The current research aims to enhance the quality of general English in the university by providing level-specific cultural curriculum and instruction based on students’ needs. This study utilized various research analysis methods such as literature-document and survey/interview. In the questionnaire respondents (a sample of 393 university students) showed that class hours per week and the number of semesters were appropriate, but that more interesting and level-specific instruction was needed. It was also suggested that more elective courses should be available after the completion of general English courses. Based on these results, this research study developed 4-tiered level-specific cultural curriculum. The newly proposed curriculum reported in this study encompasses its specific implementation plans, starting with standards, goals, and language functions for each level, ways to offer remedial and intensive courses at each level and elective courses after the completion of the general courses. This new plan initiative requires an extensive revision of existing curriculums and an application of dynamic evaluation methods. Accordingly, the results of the research project will present an important curricular and instructional model to other universities interested in providing level-specific English programs in the effort of maximizing the students’ learning.

중학생의 영어 평가에 대한 인식 연구

이영진 ( Youngjin Lee ),성기완 ( Kiwan Sung ) 한국외국어대학교 외국어교육연구소 2017 외국어교육연구 Vol.31 No.2

2009 개정 영어과 교육과정에서는 학습자의 의사소통 능력 배양을 위해 영어 교사가 다양한 여러 가지 평가 도구들을 활용하도록 권장하고 있다. 하지만 현재의 평가 관행은 점수나 관찰 가능한 방법에만 의존하여 학업성취도를 측정하고 있다. 따라서 본 연구는 이러한 제한적인 영어 평가 방안에 대한 4개의 중학교 학습자를 대상으로 전통적인 지필고사와 수행평가에 대한 인식을 심도 깊게 조사하였다. 즉 5점 척도의 리커트 방식으로 41개의 선택형 문항과 6개의 개방형 문항을 구성하여 중학교 영어학습자의 평가에 대한 인식을 조사하였다. 이를 바탕으로 설문 참여자의 성별과 자기평가영어수준에 따른 인식의 차이를 독립표본 t검증과 일원배치 분산분석을 실시하였다. 그 결과, 여학생이 남학생에 비해 평가에 보다 긍정적인 자세를 보였으며 동시에 평가 결과에도 더욱 민감하였다. 또한 자기 영어 실력 평가에 있어 상·중 집단의 학습자들은 상대적으로 평가의 환류보다는 결과에 관심을 갖고 있었다. 6개의 개방형 질문에 대한 응답에 대한 주제어 분석한 결과, 설문 참여자는 평가의 결과에 매우 관심이 높았으며, 정기고사를 배운 내용의 복습과 함께 영어실력 점검을 위한 기회로 인식하고 있었다. 또한 이들은 평가 항목의 난이도 조정과 수업 내용과의 보다 긴밀한 연계가 필요하다고 응답하였다. 본 연구의 결과를 볼 때 중학교 영어교사는 현재의 제한적인 평가관행을 개선하기 위해 과정 중심과 형성 평가나 대안적 평가 방법을 더 사용하는 노력이 필요하며 이를 통해 학습자의 창의성 및 의사소통 능력 신장할 수 있을 것이다. The 2009 Revised English National Curriculum were developed for English teachers to use different evaluation tools in assessing learners` communicative competence. However, current evaluation practices predominantly measure learning outcomes via test scores or other observable means. Given this limited scope of evaluation, this study investigated 400 English learners` perceptions of traditional paper-pencil tests and performance-based assessments at four middle schools. Using 41 Likert-type and six open-ended questions, this study examines differences in learner perceptions of current evaluation practices according to gender and self-rated language proficiency in English. Results of independent t-tests, one-way ANOVA, and keyword analysis of open-ended data revealed that female learners had more positive attitudes towards the benefits of evaluation and were more sensitive to outcomes. Learners in high and intermediate levels were more concerned with evaluation outcomes than its washback effects. Most learners considered evaluation outcomes as most critical but viewed regular exams as opportunities to review what they had learned and measure learning outcomes and ability levels. They also responded that there should be more suitable levels of test items or tasks and more content relevance in existing exams. Accordingly, English teachers in middle school should use more process-oriented and formative evaluations or other assessment alternatives to improve the current rigid evaluation practices, foster learners` creativity, and enhance their communicative competence.

중학교 영어 교과서의 문화적 배경 분석과 문화 교육에 대한 교사의 견해

공지은 ( Kong¸ Ji Eun ),성기완 ( Sung¸ Kiwan ) 한국외국어대학교 외국어교육연구소 2021 외국어교육연구 Vol.35 No.3

본 연구의 목적은 우리나라 중학교 영어 교과서의 문화 내용의 배경 분포를 조사함과 동시에, 문화 교육에 대한 교사의 견해를 조사하는 것이다. Cortazzi와 Jin(1999)의 문화 배경 유형을 수정한 Chao(2011)의 분류를 바탕으로 한 전체 35개 교과서를 대상으로 한 문화적 배경 분석 결과 일부 교과서에는 충분한 자국 문화 내용이 포함되어 있지 않았으며 여전히 미국 문화 내용이 다른 영어권 국가에 비해 많았다. 또한 다양한 국가에 대한 문화 내용이 포함되어 있지만 일부 특정한 국가의 문화가 교과서 전반에 걸쳐 반복적으로 제시되고 있었다. 10명의 현직 영어 교사들을 대상으로 한 개방형 질문을 주요 어구 및 주제별 코딩 분석(key word & thematic coding)을 한 결과 교사들은 교과서에는 문화내용이나 의미 있는 활동이 많이 포함되지 않았다고 생각하였다. 이들은 학년이 올라감에 따라 문화학습에 대한 흥미 감소하고 또한 시험 위주의 학습으로 인한 제한점 등에 대해 언급했다. 10명의 현직 교사 중 1명을 제외하고는 모두 문화 수업을 할 때는 교과서의 자료를 보완하기 위해 교과서 이외의 다양한 자료, 수업 전략과 도구를 사용하고 있다고 밝혔다. 따라서 영어교과서에는 보다 의미 있는 문화 학습을 위해 다양하고 양질의 문화 내용과 활동을 제공하여야 한다. 이를 위하여, 교육과정 및 교재 개발 전문가들은 교사가 학습자들이 다양한 문화를 이해하는 교육과정의 목표를 달성할 수 있고 자문화 및 다양한 문화를 존중하는 세계시민이 될 수 있도록 다양한 자료와 적절한 교수적 방향을 제시하여야 한다. The purpose of this study is twofold; to look into the distribution of cultural backgrounds in middle school English textbooks and to examine teachers’ views on culture teaching. According to the cultural background analysis of all the 35 textbooks based on Chao’s classification (2011) modified from Cortazzi and Jin’s (1999) categorization, not all textbooks included enough source culture content, whereas there was still a dominant coverage of the U.S. culture compared to other English-speaking countries. There were also cultures from diverse countries but cultural content on some major countries was repeatedly presented throughout the textbooks. The key word and thematic coding analyses of the responses on the open-ended questions by the ten in-service teachers showed that there was not enough content or meaningful activities in the textbooks. There were also some constraints in teaching culture such as learners’ lack of interest and excessive focus on high-stakes tests. Accordingly, all the teachers except one mentioned they used various materials, teaching strategies, and tools to complement shortcomings of the cultural content and activities in the textbooks. Therefore, the study revealed that middle school English textbooks should include diverse yet quality cultural content and activities for meaningful culture learning. In order to do so, curriculum and materials developers should provide teachers with diverse resources and appropriate pedagogical directions to achieve the curricular goal of helping learners’ understanding of diverse cultures to become global citizens who respect their own and other cultures.

An Inquiry-Based Approach in English Teaching

Sung, Kiwan 우송대학교 2003 우송대학교 논문집 Vol.8 No.-

영어교수법은 역사적, 정치적, 사회·문화적, 경제적 변화에 따라 변천해 왔다. 그리고 영어 교수법들은 전통적 방법 또는 새로운 방법등으로 이론화, 실제화 되지만 시대의 변화에 따라 기존의 교수방법들이 여러 가지 형태로 변형되어 반복되어 온 것이다.(Pennycook, 1989) 또한 우리가 사용하는 접근법(approaches), 방법 (methods), 교수기술(techniques)등에 대한 개념화 및 이해가 명확한 것도 아니다. 따라서 영어교수법의 발전방향에 대한 좀 더 자세하고 구체적인 이해를 위해 이 논문은 현재 많이 쓰고 있는 의사소통중심(communicative language teaching) 그리고, 내용중심의 영어교수법(content-based approach)과 새로이 연구되고 시도되는 탐구적 영어교수법(inquiry-based approach)을 예전의 교수법과 비교하여 이론적 특징과 실제 활용성을 살펴보았다. 또한 영어교수법이론과 실제의 접목을 위하여 탐구학습방법이 영어교육에 구체적으로 어떻게 적용될 수 있는지 실제 예를 살펴보았다. 그리고 학습자의 흥미와 필요에 맞는 탐구학습과제를 통해 단순한 언어지식과 기술을 전달받는 방법보다는 다양한 지식생산자로 만들도록 하며 사회의 변화의 주역이 되도록 도와주는 영어교수법의 필요성에 대해 논의하였다. The pendulum of teaching approaches in ESL/EFL teaching has swung depending on historical, political, sociocultural, and economical changes of the time. In fact, so-called traditional and progressive teaching approaches seem to be at constant odds despite the fact that teaching approaches have always have been recycled with some variations in theoretical and practical aspects (Pennycook, 1989). As Pennycook argues there are no clear distinctions between approaches, methods, and techniques or conceptualizations of traditional and new teaching models. Accordingly, in an efforts to see whether there are continuing developments in English teaching approaches, this paper reviews both current and emerging teaching approaches and highlights their differences and theoretical and pedagogical implications in actual classrooms. In doing so, two concrete examples of an inquiry-based EFL teaching approach were given in order to emphasize the linkage between theoretical groundings and practical applicabilities of the inquiry approach. In addition, while advocating the use of language in real contexts of learning through inquiry projects which reflect students' needs and interests and their identity as producers of different knowledge, this paper argues that some ESL/EFL teaching approaches may still be limited if they do not eventually serve students to become critical social change agents.

An Application of Critical English Language Teaching in a College English Classroom

Sung, Kiwan 우송대학교 2004 우송대학교 논문집 Vol.9 No.-

이 연구는 의사소통능력을 향상을 위해 교수자와 학습자들이 제한된 언어지식과 기능에만 중점을 두는 현재의 영어교육방법의 효용성의 한계에 대해 조사했다. 실제로 현재의 영어교육은 토익이나 토플과 같은 표준화시험 점수의 향상을 통한 취업을 목표로 하는 담론이 지배하고 있다. 하지만, 영어를 취업을 위한 단순한 도구로 여기는 현상은 1980년대 후반부터 일어난 지구화 및 시장이론에 근거해 만들어진 것이며, 현재의 영어교육에 만연한 과학주의, 학습자의 능력의 단순 표준화를 통한 평가, 그리고 시험점수에 의존한 학습자의 능력 차별화와 같은 제한적 관행에서 벗어나기 위해서 영어교수학습방법의 형성에 관한 역사 및 본질에 대한 더 많은 연구가 필요하다. 따라서 이 연구는 현재 우리나라의 영어교수 및 학습의 범위와 수준을 향상시키기 위해 탐구방법을 바탕으로 한 교수법과 함께 비판적 영어교육(critical English language teaching: CELT)에 대해 논의하였다. 또한, 22명의 학생들과 한 대학 영어수업에서 수행한 연구를 바탕으로 탐구학습과 비판적 영어교육을 활용하는데 나타나는 특징들과 실제성을 제시했다. 결론적으로, 탐구학습과 비판적 영어교육의 궁극적 목적은 학생들에게 영어를 기초적인 의사소통 기술뿐만 아니라, 자신들의 삶에서 일어나는 중요한 사회문화적, 교육적 현상들에 대해 비판적인 사고를 통해 심도있게 문제제기를 할 수 있도록 "힘 실어주기 모형"의 교수법임을 강조하였다. This study questions the viability of current English education in which both teachers and students are forced to learn limited sets of linguistic knowledge and functions to improve their communicative competence. In fact, the field of English education is inundated with the dominant discourses revolving around English as a must for job preparation by scoring high in standardized tests such as TOEIC, TOEFL. However, given that the ideology of English as a mere tool for job has been constructed by globalism and market theory since the late 1980s, more research is needed to investigate the history and nature of pedagogical formations in English teaching and learning in order to overcome discursive practices of positivism, psychometric standardization of students' ability, and, more seriously, discrimination of students using English test scores. Accordingly, this paper, first, examines historical, sociocultural, political, and economical factors that contribute the formation of current English education. Second, this paper proposes critical English language teaching (CELT), along with an inquiry-based teaching as a way to expand the scope and depth of English teaching and learning in Korea. In doing so, a university-level English class in which the researcher worked with 22 students is exemplified to highlight the characteristics and practicality of utilizing CELT and inquiry. The ultimate goal of the inquiry-based CELT class is to promote "an empowerment pedagogical model" in which English is taught not only for basic communication skills but also for critical thinking with which students can engage in in-depth problematizing of important sociocultural and pedagogical issues around themselves.