영어의 시제 이해와 초등영어 시제 지도

손중선(Sohn, Joong-Sun) 신영어영문학회 2014 신영어영문학 Vol.59 No.-

The purpose of this paper is first, to examine how English tense and aspect system in theoretical and applied linguistics and suggest how to present and understand it for teachers and non-advanced learners. The second purpose is to give some suggestions as to how to teach English tense and aspect in the elementary school. The primary focus of instruction is on the young learners’ understanding why the meaning they want to convey has to be marked in the sentence with particular linguistic features. Before the students get to know how to mark tense, they should become aware that every sentence has to be marked in some way for ‘time’ indicating whether the speaker is talking about the past, present or future. Regarding aspect instruction, young learners need to understand what is ‘habitual’ and what is ‘progressive’ before they learn how to mark aspect in the sentence. A couple of consciousness-raising activities for tense and aspect instruction are also suggested.

초등영어 교수.학습에서의 의사소통 기능과 언어형식

손중선(Sohn Joong-Sun) 한국영어교과교육학회 2010 영어교과교육 Vol.9 No.1

The purpose of this paper is to point out that the selection and specification of the communicative functions for lesson units in the current elementary English textbooks does not seem to be effective for both teachers and little learners because many of the specifications are not made in terms of English teaching and learning but in terms of linguistics, especially, semantics. For example, ‘ascertainment of fact’, the most frequent communicative function in elementary textbooks, is a semantic notion reflecting the speaker's speech act. It does not help teachers and learners recall its corresponding language form because any kind of questions can be said to have the communicative function of ‘ascertainment of fact’. This paper claims that, for an effective English teaching and learning in Korea, the communicative functions to be specified should clearly reflect their corresponding language forms that are productive. An improvement of the current communicative functions in the textbooks has also been tried.

Transitivity of the English Middle and Inchoative

Sohn Joong-Sun(손중선) 신영어영문학회 1999 신영어영문학 Vol.13 No.-

EFL 환경의 영어교육적 의미 : 인식과 이해

손중선 ( Joong Sun Sohn ) 한국현대영어영문학회 2008 현대영어영문학 Vol.52 No.3

EFL 환경과 문법감각 형성 방안: 초등영어를 중심으로

손중선(Sohn, Joong-Sun) 신영어영문학회 2013 신영어영문학 Vol.56 No.-

The purpose of this paper is first, to discuss how grammar teaching revived in the CLT approach history and why grammar instruction is also necessary in the EFL context as in Korea; and, to suggest some ways to help elementary school learners develop grammar sense in Korean elementary English teaching context. The revival of grammar teaching is largely due to a lot of research of Canadian immersion programs in which abundant comprehensible input is provided to second language learners with focus on meaning, but still the learners appear to fail to get close to native-like accuracy. However, even in the EFL context with far less input than in the ESL context, grammar instruction is necessary and possible. In this paper, some suggestions for elementary English teachers were made regarding how to understand the relationship between the communicative function and its corresponding language form and help students focus on the relationship while performing activities.

대구광역시 초등 글로벌 창의모델학교 교육과정편성ㆍ운영 실태 분석

손중선(Sohn Joong Sun) 한국비교교육학회 2014 比較敎育硏究 Vol.24 No.6

2012년 교육국제화특구특별법에 의거 교육국제화특구로 지정된 대구광역시 북구와 달서구의 각 2개 및 3개 글로벌 창의모델 초등학교에서 운영되고 있는 교육과정의 편성 및 운영의 실태를 분석한다. 교육과정은 필수과제와 선택과제 프로그램으로 운영되고 있으며, 크게는 영어교육과 글로벌교육 프로그램으로 나눌 수 있다. 글로벌 창의모델학교 운영의 강점으로는 교육과정의 재구성과 글로벌 체험을 들 수 있으며, 운영상의 장애요인으로는 모델학교 평가와 업무평가의 이원화로 인한 업무과중과 교육과정 편성운영의 자율성 부족을 들 수 있다. 교사들은 모델학교와 일반학교의 평가를 다른 지표로 하고, 학교 간 비교ㆍ경쟁보다는 결과의 다양성에 초점을 맞추어주길 원하고 있었다. 본 연구의 분석 결과, 글로벌 창의교육에 대한 개념정립을 좀 더 명확하게 할 필요가 있는 것으로 나타났다. 특히, 글로벌사회에 대한 구체적인 이해를 바탕으로 글로벌 역량교육과 글로벌 인성교육에 초점을 맞추어 다양한 프로그램을 개발하고 이를 위한 정책적 지원을 할 필요가 있는 것으로 분석되었다. Based on the Special Law on Global Education Districts legislated in 2012, Daegu Metropolitan City Board of Education assigned 5 elementary schools in Bukgu and Dalseogu precinct as Globalization and Creativity Model Schools. This paper examines the organization and running of the globalization and creativity programs of the model schools. The programs can be classified into two big categories: English education and global education. As strengths of the models schools, they were allowed to reorganize their curriculum and students could have direct and indirect global experiences. Difficulties in running the models are heavy load of duties because of the dual school evaluation system and limited freedom of organization and running of the programs of the curriculum. Teachers at the model schools wanted to be assessed by a rubric that is different from the one applying to regular schools. They also wanted the Board of Education to focus on diversity of the results of the globalization and creativity program practices rather than competition among the schools. This paper concluded that the concept of the globalization and creativity needed to be more clearly defined. Especially, based on a deeper understanding of the global society, development of programs focused on global competence and global etiquette and the policy support for it is highly recommended.

단기기억과 영어교육

손중선 ( Sohn Joong-sun ) 대한영어영문학회 2004 영어영문학연구 Vol.30 No.1

This paper examines a natural lecture text recorded from an ESL class to see how the short-term memory works to process linguistic information in natural utterances. The examinations show that linguistic information is processed based on thought groups and that all the sentences consist of no more than 5 units of thought group. Over 90% of the sentences appeared to be 3 or less units. The results of the study suggest that English teaching should consider how the short-term memory works, especially how it processes linguistic information in terms of thought group. In addition, teaching vocabulary for vocabulary to students lacking oral skill is not effective and even can be dangerous to them because it tends to pull them down from the sentence to word level. A student whose processes of linguistic information remains on the word level can hardly expect to be fluent, however many vocabulary items they memorize. < Daegu National University of Education >

초등영어 교사용지도서의 파닉스 지도 영역에 제시된 발음 정보 분석

손중선 ( Sohn Joong-sun ) 대한영어영문학회 2021 영어영문학연구 Vol.47 No.1

The purpose of this paper is to analyze the pronunciation information in the phonics sections of the five Elementary English Teachers’ Guide Books. It was done in terms of the linguistic accuracy and intelligibility by young learners and teachers who are not well equipped in phonetics. It also provides suggestions as to how the current methods of phonics and pronunciation instruction can be improved. As a result of the analysis, quite a few errors and misleading explanations were found in the information about phonemes and how to teach their pronunciation. Most of the errors and misleading statements seem to drive from two causes: first, the lack of understanding that learners do not perceive English sounds just as they appear, but rather are strongly affected by the sounds of their native language; second the lack of knowledge about how to translate the professional descriptions of the phonemes into words for effective pronunciation teaching. (Daegu National University of Education)

유치원 영어교육 현황 분석 - 초등영어교육을 위한 시사점을 중심으로

손중선(Sohn Joong-Sun),이병천(Lee Byeong-cheon),김희규(Kim Hee-Kyu) 한국초등영어교육학회 2008 초등영어교육 Vol.14 No.2

  This study is to obtain a general view of English education at the kindergarten level via surveys of teaching materials, and interviews with three trainers of kindergarten English teachers in Daegu City. A literature review and a survey of the internet homepages of 20 kindergartens nationwide were made for supplementation. The major survey parameters were: English course (non-)offerings, course types, teacher types, teaching hours, principles and methods of teaching, kinds of teaching materials and their content organization. It appears that kindergartens have reached the point where they cannot survive without offering English courses right now. Almost all kindergartens offer both regular and after-school English courses, and teaching hours are continuing to increase. Most of the teachers are people who are hired by an educational corporation that then dispatches them to the various contracted kindergartens. This study also compares the (unofficial) kindergarten English curriculum with the elementary English education curriculum.

창의성과 초등영어교육: 단기기억 메커니즘을 통한 창의성 교육의 가능성 고찰

손중선 ( Sohn Joong-sun ),김정삼 ( Kim Jung-sam ) 대한영어영문학회 2007 영어영문학연구 Vol.33 No.1

There has been an assumption that creativity education is possible in every subject teaching in elementary school. Elevation of children’s creativity in elementary English education, however, has faced difficulties in reality because most children, who are beginners, do not have basic skills to ‘play with’ English yet. Without basic language skills, there is no room for creativity. This paper suggests that understanding of short-term memory could be one way to resolve the conflict between language skill and creativity in Korea. Short-term memory is a crucial part of language process. Its effective operation is only possible when it works with phrases or thought groups because of its limited capacity. The phrase-level teaching can accelerate the operation of short-term memory and eventually shorten the distance to creativity education in EFL countries. (Daegu National University of EducationㆍDaegu Yeongseon Elementary School)