意味, 機能 中心의 外國語 敎育을 위한 연구

송석요 서원대학교 사범대학 부설 교육연구소 1985 교육발전 Vol.4 No.-

意味, 機能 中心의 外國語 敎育을 위한 연구

宋錫堯 서원대학교 교육연구소 1985 敎育發展 Vol.4 No.1

This paper aims at comparing the lingusjtic theories surveying the basic differences between them and finding out their influences on the foriegn language teaching. Finally, to improve the communicative competence in a foreign language for Korean students, the strong points of each theory will be chosen through this study. Structuralist regards language as a system of speech sounds, arbitrarily assigned to the objects, states and concepts to which they referred, used for human communication. It was believed that learning language was achieved by building up habits on the basis of stimulus -response chains. Transformational - generativest considers language as a set of rules and it is believed that human learning is a process of mental activity. Structuralist and Transformational - generativest language as a closed system consisting of relationships views between elements expressed in terms of their influence on each other. and thery are called formalists. Functionalist views language as a dynamic, open system by means of which members of a community exchange information, and language learning as a process of getting speaker's communicative competence. In conclusion, to improve communicative competence in a Foreign language in Korea, the nature of the pattern drill should be changed and the function and meaning of a language should be considered important. Also The text for the students should be the natural text - recorded in stituation as natives interact in a normal and unconstrained way rather than the artificial text which is the creation of the writer.

독해력 신장을 위한 독해전략 실험 연구 : Centered on Middle School 3 중학교 3학년을 중심으로

송석요,박해순 서원대학교 교육연구소 2000 敎育發展 Vol.19 No.2

The purpose of this study is to find a way for teaching English reading comprehension to the students of English as a foreign language in Korea and to develop a teaching model for reading comprehension in reading classes. To achieve this purpose, this study was conducted according to the following procedure : (1) Based upon theoretical background and the survey of the English reading strategies, the main experimental study was conducted form March 1999 to December 1999. Two groups of students were selected from the subjects on the basis of test scores. One was the experimental group, 34 students and the other was the comparative group, 32 students. (2) The subjects of the comparative group were presented by traditional methods based on bottom-up process when they studied the main text. But those in the experimental class were instructed through reading strategies. (3) At the end of this work each student had a test. The test was composed of 25 items, 25 minutes, and 25 scores in each. The problems were made up of searching topics, main ideas, organization of passage and inference. The result analyses were shown as follows; (1) The questionnaire reported that almost all the students focused on word power, but neglected reading strategies. So they lost their interest in general English reading activities. (2) The experimental group had higher total comprehension scores, which showed reading strategies were significantly more effective than the comparative. (3) 4 reading strategies (previewing, predicting, scanning, skimming) demonstrated a greater effect in developing the reading comprehension ability of students. Some implications could be drawn from the results of this study; (1) In English reading classes, students could be presented different effective strategies on paragraph levels of the text and practice those strategies to the full use. (2) Students could recognize the importance and utility of reading strategies and do exercises through train to learn and develop their own effective strategies for successful reading.

한국 학생의 영어 듣기능력 향상을 위한 연구

송석요 서원대학교 인문과학연구소 1995 인문과학연구 Vol.4 No.-

The purpose of this study is to develop effective English listening skills for Korean students by finding the problems related to the Korea students poor listening abilities and suggesting solutions. Listening is the most frequently employed skill in daily language use. On average, time spent in communicating divides into 50% listening. So much listening is required prior to speaking a target language. Under the influence of Audiolingualism, the purpose of listening was to imitate the correct pronuncication instead of getting the message. Listening is differnt from pronunciation. Listening refers to the process by which spoken language is converted to meaning in the mind. The process is active not passive. The poorness in listening skills of Korean students results from the lack of listening of the relaxed rapid pronunciation. They are accustomed to listening to careful slow pronunciation, so they can't understand rapid pronunciation. To understand rapid speech, the following language phenomena should be understood : Sound contraction, assimilation, and vowel reductions, the rapid speech of English. To provide various opportunities for students, such activies as attending movies, plays, and listening to television or radio are necessary. Much time should be spent in listening to rapid pronunciation.

청취 전 활동과 청취 후 소집단 토의가 영어 청해에 미치는 영향 : 중학교 학생을 중심으로

송석요,윤형로 서원대학교 교육연구소 1999 敎育發展 Vol.18 No.2

The purpose of this study was to improve students' listening comprenension through the pre-listening activities and the post-listening small group discussion. The subjects were divided into two groups. One was the experimental group, 50 students and the other was the comparative group, 50 students. In order to obtain the effective result in the experimental group of this study, first, the syllabuses for pre-listening activities were selected and the teaching materials suitable for them were made. That is, students could predict the contents to listen to through the presentations of pictures. Words and expressions. And guestures and answers. Second, the experimental group consisted of 50 students according to such norms as students' social & cultural backgrounds and score of the previous year. Third, the teaching-learning model that could include the pre-listening activity step and the post-listening activity step was made. The mean scores of the previous year in the experimental group and the comparative group were 16.82 and 17.26 respectively(full score 20). As a result of executing this project, however, the mean scores of that group and this group were 16.67 and 15.58 respectively. Finally, this result of this study emphasizes the introduction of pre-listening activities and post-listening small group discussion to improve students' listening comprehension.

중학교 교실에서 수준별 과제중심 활동을 통한 표현력 신장 방안에 관한 연구

송석요,박해순 서원대학교 교육연구소 2002 敎育發展 Vol.21 No.2

The purpose of this study was to find a way to improve students' productive sills through Task-based Activities in middle school English classes. To achieve this purpose, based on theoretical background the main experimental study was conducted from May to November 2001. Tasks which were suitable for task-based learning were selected from the textbook. The tasks were organized according to the levels of students: basic, elementary, and advanced tasks. Two models were designed. The subjects of the control group did the same tasks when they had task-based activities for English classes. But those in the experimental class did the differentiated tasks appropriate for their levels. To investigate the effectiveness of Task-based Activities, experimental teaching was given to the subjects, and they were asked to given answers to the questionnaires and make their self-assessment. And they also had speaking and writing tests to investigate their productive skills. As a result of analyzing the collected data, some important results of this study can be concluded as follows; (1) English classes through task-based activities for their levels brought about positive results in interests, self-confidence and participation. So English classes became student-centered. (2) Students selected the tasks which were appropriate for their levels. So the contents of English classes through task-based became easier and were understood better than before. (3) Students had to communicate in target language under real situations and had more chance to talk each other to carry out the activities. (4) Task-based activities were not teacher-centered but student-centered. so they could use English working voluntarily in groups and improve their productive skills. (5) Task-based activities by level in one class removed bad things resulted from moving classrooms in the 7th curriculum. Some implications could be drawn from the results of this study. (1) In English classes, task-based activities can be very effective because students get more chances to use spoken or written English with interest and motivation. (2) Task-based activities can be a good model of teaching ·learning activities in English classes for the 7th curriculum. (3) Teachers are recommended to be experts for designing proper tasks, and team teaching is required to make this model successfully.

영어이야기 활동을 통한 의사소통능력 향상 방안에 관한 연구

송석요,박해순,김용철 서원대학교 교육대학원 2001 목적과제연구보고서 Vol.1 No.-

The purpose of this study was to find a way to improve students' communicative competence through Storytelling Activities in English classes. To achieve this purpose, this study was conducted according to the following procedure: (1) Based on theoretical background, the main experimental study was conducted from June to November 2000. Two groups of students were selected from the subjects on the basis of English test scores. One was the experimental class, 36 third grade middle school students and the other was the control class, 36 students. (2) The subjects of the control group were taught by traditional methods when they studied stories which were collected and reorganized for English classes. But those in the experimental class were instructed through Storytelling Activities. (3) To investigate the effectiveness of Storytelling Activities, at the end of this study each student was given a questionnaire which asked their degree of interest and degree of participation. And they also had speaking and writing tests to investigate their communicative competence. Some important results of this study can be concluded as follows; First, students became interested and confident in English classes through the various types of Storytelling Activities and participated more actively in learning activities. Second, Storytelling through story pictures and fables made low-lever students relax more easily and express their ideas freely. Third, the experimental group had higher scores in English tests. Especially, students' productive skills were improved. After students practiced Storytelling Activities, they could communicate with easy expressions. Fourth, Storytelling Activities were not teacher-centered but student-centered, so they could work together in groups and develop their stories to improve their productive skills. Some implications could be drawn from the results of this study. (1) In English classes, Storytelling Activities can be very effective strategies because student get more chances to use spoken or written English centered on stories with interest and motivation. (2) They can be helpful in English literautre classes because our English texts don't have many stories. In conclusion, teachers should recognize the importance and utility of Storytelling Activities and prepare more stories and teaching materials.

어휘 능력, 배경지식, 읽기 전략이 영어 읽기에 미치는 영향 -한국대학생을 중심으로

송석요 한국중앙영어영문학회 2004 영어영문학연구 Vol.46 No.4

The purpose of this paper is to examine the effects of vocabulary, reading strategies and background knowledge on English reading ability in determining the reading ability Major findings are as follows: Among three factors a significant co-relation(p<0.01)reveal between the reading ability and vocabulary. So vocabulary is the most important factor in determining the reading ability. A significant co-relation(p<0.05) reveal between the reading ability and reading strategies. Reading strategies are the second important factor in determining the reading ability. Background knowledge is not strongly related to English reading ability. The findings of this study suggest that the relationship between English reading ability and vocabulary is important.

빠른 영어 듣기 능력 향상을 위한 실험 연구1 : 영어 소리 변화의 특성 지도를 통하여

송석요 서원대학교 인문과학연구소 1999 인문과학연구 Vol.8 No.1

ABSTRACTThe purpose of this study is to develop the fast English listening abilities for Korean students by teaching the characteristics of the sound changes in fast English for Korean students. To achieve the purpose, two hypotheses were established and 133 students were divided into two groups: One is expreimental group(73 students) and the other is control group(63 students). The results showed that the hypotheses,″Fast English listening abilities will be improved by teaching the characteristics of the sound changes in fast English for Korean college students.″was positively confirmed(p<0.05) and the second hypothesis,″A student who has good slow English listening skills is better at performing fast English listening tasks.″was positively confirmed (p<0.05).This study concludes that Kroean college students' listening abilities can be improved by teaching the sound changes in fast English and careful slow English listening exercises help to improve fast English listening abilities.

의사소통능력향상을 위한 연구

송석요 서원대학교 인문과학연구소 1993 인문과학연구 Vol.2 No.-

The purpose of this study is to develop the effective techniques of English communication as a foreign language in Korea. In stead of real communication, much tinge and efforts has been spent on the practice of language forms in English classes and most of Korean students solve the grammatical problems well. But they are poor in commuicating meanings in real situations, To communicate more effectively in English language, new techniques must be developed for relating structural forms to their communicative functions in real situations and real time. Items mastered as part of linguistic systems must be understood as part of communicative systems. The learner must be placed in situations where he must use language as an instrument for satisfying immediate communications and where the criterion for success is functional effectiveness rather than structural accuracy. The learner must be helped to use language as an instrument for social interaction through role-playing activities in English classes.