우리나라 초등교원 양성 대학의 원격 교육 개선 방안: 해외 교원 양성 대학 및 국내 일반 대학과의 비교

성민창,박지현,박용준,양유진 한국교원대학교 교육연구원 2024 敎員敎育 Vol.40 No.2

Purpose: This study examined distance education models and practices in two types of universities, i.e., overseas teacher education universities and domestic general universities, to develop strategies for improving distance education in an elementary teacher education university in South Korea. Methods: We conducted in-depth case studies of distance education in five universities (two overseas and three that were domestic) and compared the data to one in a domestic teacher education university in terms of material requirements, systems and services, and support for university member competency. Results: We found considerable variations in terms of pedagogical philosophies, curriculum structures, academic administrations, and platform-based special programs. For example, the overseas teacher education universities highlight the quality and quantity of learning, paying less attention to the length of the lectures. It is also notable that the domestic general universities take into account students’ educational welfare and provide various forms of distance education to facilitate students’ flexible management of time and space. Conclusion: The findings suggest that the elementary teacher education university should adopt more student-centric distance education methods and foster interactions, which underscores the need for financial supports and intercollegial communication.

Spontaneous Motion in L1- and L2-English Speech: A Corpus-Based Study

성민창,김기택 한국영어교육학회 2020 ENGLISH TEACHING(영어교육) Vol.75 No.1

Spontaneous motion is one of the most basic event types, but different languages use varying patterns to express it. For example, English usually encodes path information in prepositional phrases or adverbial particles, while Korean maps path information onto verbs (Talmy, 1985). This study predicts that this typological difference would affect English spontaneous motion expressions produced by Korean learners and analyzes two English-language speech corpora, one, the data from native speakers (600 recordings), and the other, data from L1-Korean learners of English (400 recordings). It finds that the learners significantly underuse satellite-framed patterns, but not verb-framed patterns, compared with the native speakers, suggesting that the L1 plays a role in their L2 production. The satellite-framed patterns, however, account for the greatest portion of spontaneous motion expressions in the L2 corpus, suggesting the dominant effect of input on L2 production. These findings lead to pedagogical implications concerning preventing L1 interference and fostering input-based L2 acquisition

Lexical and Constructional Knowledge of Verb-Argument Structures in L1 and L2 Speech

성민창,김기택 한국언어학회 2019 언어 Vol.44 No.3

The use of English verb-argument structures (VASs) represents two types of linguistic knowledge, namely, lexical knowledge of verb-subcategorizations and constructional knowledge of sentence-level generalizations. The lexical knowledge refers to the complementation patterns individual verbs can take, while the constructional knowledge centers on each argument structure as an independent pairing of form and meaning. This study aims to provide a comprehensive analysis of both types of knowledge, with special focus on transitive VASs (e.g., V+NP, V+to-infinitive phrase, V+gerund phrase, V+clause) in a native speaker corpus and a learner corpus. The results indicate the learners’ insufficient lexical knowledge (as shown by subcategorization errors and limited use of complementation patterns) as well as their heavy reliance on the simplest VAS constructions, which suggests that L2 learners’ difficulty in the production of VASs is due to both domains.

Verb-Noun Collocations in EFL Writings: Crosslinguistic Influence and Input Frequency

성민창 한국응용언어학회 2017 응용 언어학 Vol.33 No.3

The present study investigates usage patterns of frequent English verb-noun collocations (VNCs) in a learner corpus, with a special focus on two factors: crosslinguistic influence and input frequency. The former is analyzed both at the word and collocation levels, while the latter is measured by occurrences of VNCs in an L2 input corpus that has been compiled for EFL learners of the present study. The results corroborate the findings of previous studies, yielding new perspectives on L2 knowledge of collocations. First, EFL learners have limited knowledge of VNCs, relying heavily on a small number of collocations. The token frequency of the four most frequent VNCs was as great as that of the other sixty-six VNCs. Second, crosslinguistic influences appear more evident at the lexical level than at the collocation level. Third, input frequency is found to be influential; whether a VNC is frequent in the L2 input corpus seems to affect the learners’ (non-)use of the VNC. These findings are discussed in light of current practices in vocabulary learning and pedagogical implications for collocation learning.

초등영어 어휘 수준에 적합한 영어 아동문학 작품 탐색:코퍼스 기반 연구

성민창,김은형,김기택 서울대학교 언어교육원 2023 語學硏究 Vol.59 No.1

This study aimed to determine the number of word types that Korean elementary school students should know in order to comprehend Englishlanguage novels for children. We selected 14 novels that are educationally appropriate for Korean elementary school students and analyzed the word types and tokens in a corpus of the novels. The study assumed that the students knew the 800 elementary-level basic word types in the Korean national curriculum and other comprehensible word types (e.g., loanwords, proper nouns, numbers). We then analyzed the number of word tokens that would be comprehensible to the students. The results showed that 2,613, 3,211, and 4,729 word types covered 90%, 95%, and 98% of the total token frequency, respectively. Of these, 151, 749, and 2,267 word types were found to be incomprehensible to the target students. Based on these results, we discuss suitable lexical sizes for comprehending children’s English novels and the role of teachers in supporting their students while reading these novels.

우리나라 초등학교 영어학습자를 위한 순서도 기반 의미협상 챗봇 개발 연구

성민창 한국초등영어교육학회 2019 초등영어교육 Vol.25 No.4

The increasing influence of artificial intelligence in human society has encouraged novel attempts in the domain of English language education. One such attempt involves using chatbots to provide learners with meaningful English-mediated conversations. Chatbots are conversational agent systems that can process natural languages (e.g., English) to perform various linguistic tasks including interviews and small talks. Recognizing the practical utility of chatbots, this paper introduces a flowchart-based English-speaking chatbot which has been developed for Korean primary students to engage in negotiation of meaning (Long, 1983), a famous interactional event known to facilitate second language acquisition. This paper first discusses the theoretical and technological bases of the chatbot and then demonstrates details in its design as well as the development process using Dialogflow API. This information should provide useful guidelines when another theoretical insight from second language research applies to the design of a new chatbot for young learners of English.

이차 계획법을 활용한 부드러운 궤적 생성 방법

성민창,최영진 한국로봇학회 2022 로봇학회 논문지 Vol.17 No.3

This paper proposes a method that can generate a smooth trajectory from the discontinuous trajectory in kinematic, dynamic, and task-space trajectory constraints. The problem is defined as the minimization of kinetic energy, and then the simulation is performed by using the MATLAB. Kinematic and inverse kinematic equations are derived for the simulation of the 6-DOF robotic arm. The simulation results showed that the trajectory of each joint is generated while satisfying the constraints without any discontinuity. There are small errors in the Cartesian trajectory, but unnecessary deceleration and acceleration can be eliminated. In addition, it is possible to quickly switch between the robotic tasks by applying the proposed method.

2015 개정 영어과 교육과정 초등 수준 어휘 목록을 활용한 영어 애니메이션 영화의 어휘 사용 분석

성민창,김기택 한국영어학회 2021 영어학 Vol.21 No.-

We explore how many word types Korean elementary school students would need to know to understand 25 popular English-language animated movies. Assuming they know the 800 elementary-level word types and 200 loanwords designated by the Korean national curriculum for English, we examined how many word tokens in each movie should be comprehensible to them. Analyzing a corpus of the 25 movie scripts, we calculated how many word types are needed for four levels of coverage of the total token frequency, with the following results: 340 word types cover 80% of the total token frequency, in which 52 word types would not be comprehensible to the target students; 978 word types cover 90% (305 incomprehensible word types); 1,968 word types cover 95% (935 incomprehensible word types); and 3,855 word types cover 98% (2,458 incomprehensible word types). Based on these findings, we present the appropriate lexicon size for the target students’ comprehension of the movies, and discuss primary English teachers’ role when selecting English-language animated movies for their classes and helping their students better understand the movies.

Sociopolitical and Contextual Influences on Teacher-produced Achievement Tests of English in Korean High Schools

성민창,VICTORIA H. JO 서울대학교 교육종합연구원 2015 The SNU Journal of Education Research Vol.24 No.-

The increasing importance of classroom-based assessment has resulted in extensive studies of teacher-produced tests in a variety of foreign language learning contexts. While this area of research has established a substantive procedural framework for constructing teacher-produced tests, not much effort has been directed towards exploring the quality as well as the relevance of actual testing materials that are developed by local schoolteachers. One of the key issues to consider in analyzing teacher-produced tests is whether the test is designed to measure what it purports to measure. Employing both quantitative and qualitative approaches, the present study first explored the distinctive characteristics of teacher-produced English language achievement tests at eight Korean public secondary schools and conducted semi-structured interviews with teachers to determine the factors influencing the constructs of the tests. Results indicate that the constructs of teacher-produced English language achievement tests are profoundly affected by dominant external forces—namely, a high priority given to college admissions test preparation as well as a range of limitations imposed by policy regulations and restrictions.

초등 예비교사의 영어 수업 전문성 신장을 위한 교육 모형 개발 및 적용

성민창 ( Sung Min-chang ),강정진 ( Kang Jung-jin ),김기택 ( Kim Kitaek ) 한국외국어대학교 외국어교육연구소 2018 외국어교육연구 Vol.32 No.3

본 연구는 초등 예비교사들의 영어 수업 전문성 신장을 위해 신설된 강좌의 운영 방식과 교육 효과를 탐구한다. 영어 수업 전문성을 인지적 영역과 정의적 영역을 포괄하는 개념으로 정의하고, 영어교육 관련 지식·기술·태도의 종합적 향상을 목적으로 다양한 교육활동을 4학년 학생 283명에게 제공하였다. 사후 설문조사를 통하여 다음과 같은 교육 효과를 확인 하였다. 첫째, 초등 예비교사들은 영어 교육의 주요 이론과 내용들을 종합함으로써 1-3학년에 학습했던 기존의 지식을 강화화고 연계하였다. 둘째, 초등 예비교사들은 수업 분석, 지도안 작성, 단계별 수업 시연, 교실 영어 및 기초 영어 구사력 훈련 등을 통해 영어 수업 계획 및 시행 기술을 계발하였다. 셋째, 초등 예비교사들은 정의적 태도에서도 의미 있는 변화를 보인 바, 교실 영어의 특수성을 인식하고 영어 사용에 자신감을 가지기 시작했다. 또한 영어교육 지식과 기술 영역에서 높은 향상을 보인 학생들은 그렇지 못한 학생들보다 영어 수업에 대한 의지와 자신감이 높게 나타났다. 본 연구는 이러한 결과에 입각하여, 초등 예비교사의 영어 수업 전문성 신장을 위한 교육 및 연구 방향을 제안한다. The present study discusses the development and application of a course for pre-service elementary English teachers’ professionalism. Designed on the consensus that this professionalism embraces both cognitive and affective domains, the course provided 283 seniors at a college of education with a variety of educational tasks where the pre-service teachers enhanced their knowledge, skills, and attitudes in a comprehensive fashion. The post-instruction questionnaire identified improvements in each of the target areas. First, the pre-service teachers consolidated their theoretical and practical foundations of English teaching by restructuring the knowledge that they were taught at previous English-related courses. Second, they improved skills for planning and administrating English classes as they performed various customized tasks such as critical class observation, composition of lesson plans, step-wise teaching demonstration, and practice of classroom English. Finally, they experienced notable affective changes: they became more confident about teaching English in English as they acquired knowledge-based skills and recognized the register characteristics of classroom English. These findings lead us to suggest ideas for future research and pedagogy about pre-service English teachers’ professionalism.