초등영어 창의서술형 평가의 활성화 방안

이완기(Lee, Won Key) 한국초등영어교육학회 2015 초등영어교육 Vol.21 No.1

Creativity fostering is one of the key objectives of modern education. Even if the main objective of elementary English education is to develop and enhance basic communication skills in English, creativity should and can also be fostered in every aspect of elementary English education. For this research, 47 experienced elementary teachers were asked to write freely their answers to the given delphi-type questionnaire consisting of 9 questions including one about respondents' background information. The questions were mostly about their perceptions of creativity and creativity-fostering 'describe-and-narrate test' of elementary English. And also how to promote the use of creativity-fostering 'describe-and-narrate test in schools was also asked. All the respondents were free in expressing their opinions and ideas, and some of the respondents were interviewed by the researcher about their unclear, if any, statements. To promote the use of the creativity-fostering tests in schools, according to the survey results, it seems necessary that some prototypes of such test, as exemplified in this paper, should be developed and provided by the government to the school teachers, at least in the initial stages. It is argued that, as the experience in using the prototypes is gained, teachers could be trained so that they could revise or improve the prototypes. Teacher training in creativity education should also be intensified.

서울시 초등교원 임용고사 영어 지필시험의 타당도 연구

이완기 ( Won Key Lee ) 서울敎育大學校 初等敎育硏究所 2016 한국초등교육 Vol.27 No.1

학교 안에서의 시험은 주로 성취도 평가이지만, 학교 밖의 평가는 대부분 선발평가이다. 학교에서는 교수·학습의 결과 학생이 무엇을 얼마나 잘 알고 있는가를 점검하는 것이 중요하지만, 교수·학습과 직접적인 관련이 적은 학교 밖의 시험은 대부분 특정 목적을 위해 필요한 수의 사람을 뽑기 위해서 시행한다 (예: 입학시험, 입사시험, 승진시험 등). 그래서 학교밖의 시험은 시험 시행상의 객관성, 공정성에 밀려, 그 시험의 타당도가 뒷전으로 밀리는 경우가 허다하게 발생한다. 타당도란 어떤 시험이 전체적으로 그 시험의 목적에 부합하는 정도를 가리킨다. 본 연구는 학교밖의 시험에 해당하는 서울시 초등교원 임용고사 영어 지필시험이 어느 정도의 타당도, 즉 목적부합도를 갖추고 있는가에 대한 관심에서 출발하였다. 서울시 교육청에서 시행하는 임용고사에 합격하여 현직에 종사하고 있는 28명의 초등교사들이 본 연구에 참여하여, 2013~2015년 3년간의 임용고사 영어 지필시험 문제를 심층 분석하고, 그 분석의 결과에 대해 초등교육 전문가로서의 의견을 자유롭게 제시하였다. 28명의 교사들이 11개의 질문에 대한 리커트 질문지에 응답하고, 또 시험 문제에 대해 자유롭게 의견을 개진하였다. 이러한 질문지 조사 결과와 자유롭게 제시된 전문가적 의견을 종합, 정리하여 서울시 초등교원 임용고사 영어 지필시험의 내용타당도, 구인타당도, 안면타당도를 가늠해 보았다. 이 연구 결과를 앞으로 임용고사 출제에 참고자료로 활용한다면 보다 향상된 타당도를 가진 시험을 시행할 수 있을 것으로 기대된다. This paper is an attempt to investigate the validity of the primary teacher employment test administered by Seoul Metropolitan Office of Education. 28 experienced primary teachers participated in the works of analyzing and evaluating the primary teacher employment tests which were administered in 2013, 2014, and 2015. They were all familiar and conversant with the teacher employment test because they took the test years ago, depending on their teaching experiences. The outcome is that the tests of the last 3 years were seen rather unsatisfactory in content, construct and face validity. The results suggest the points that should be improved and the ways the test can be improved in a variety of aspects. The research results strongly suggest a total overhaul of the current employment test system, not patching the matter up. ELT experts and test policy makers should, it is recommended, collaborate, putting the validity before the practicality, to make the test more valid and effective.

초등영어 성취도평가 체제구성 방안

이완기(Lee Won Key) 한국초등영어교육학회 2017 초등영어교육 Vol.23 No.1

In this paper, the researcher attempts to suggest a working model of the achievement test system of elementary English, which teachers can hopefully use or adjust autonomously for their own assessment purposes. For this, a thorough analysis of the achievement standards specified in the national curriculum was made by the current researcher and a group of 4 highly experienced primary English teachers. Furthermore, a purposeful integration of the key objectives of achievement standards of the national curriculum and the core characteristics of language communication and practical constraints involved in the current elementary English teaching settings was made. As a result, 6 assessment targets were deduced from the integration, which included interest & confidence, understanding of meaning, delivery of meaning, accuracy of word & grammar use, fluency in understanding and delivery, and task completion. Taking relevant theoretical discussions into account, both a task-specific achievement standard-based assessment scheme and a descriptive assessment scheme were developed for testing of listening, speaking, reading and writing of elementary English. The hope is that teachers can make the best use of the suggested assessment scheme, adjusting it in a variety of ways as they need.

제 7차 교육과정 초등학교 영어교육 목표와 내용 구성의 개선 방향

이완기(Lee Won-Key) 한국초등영어교육학회 2004 초등영어교육 Vol.10 No.2

This paper is an attempt to suggest some constructive guidelines on revising the 7th national curriculum of primary English. For this, a reflection on primary ELT in Korea was made by 278 primary school teachers across Korea who have been involved in teaching primary English. On the basis of the primary teachers' reflections on the eight years' implementation of primary ELT, some points that need redressing in the current primary ELT are discussed, and accordingly some suggestions or recommendations for the future direction of the primary ELT in Korea are made. It is suggested that 1) the objectives be more specifically targeted, giving more emphasis on language achievement for years 5 & 6, and 2) the contents be reorganized by making the year 3 course a readdress program consisting mainly of basic English words and some key prefabricated expressions, and by giving more emphasis on written English in years 5 & 6.

Approaches to Language Syllabus Design and Some Implications for English Language Teaching in Korea

Won-Key Lee(이완기) 한국응용언어학회 1994 응용 언어학 Vol.- No.7

초등영어 수업시수 확대가 학생들의 영어 성취도에 미치는 영향

이소영(Lee, Soyoung),김성연(Kim, Sung-Yeon),이완기(Lee, Won-Key),이재희(Lee, Jai-Hee) 한국초등영어교육학회 2008 초등영어교육 Vol.14 No.3

Primary schools in Korea have offered English classes once a week while the 5th and the 6th graders receive two classes per week. However, the instructional hours have been considered insufficient to improve students' communicative ability and satisfy their needs for English learning. Accordingly, the Ministry of Education, Science and Technology has piloted a new program that increases the instructional hours of primary school English classes for the 3rd to the 6th graders. Under the current system, the 3rd and the 4th graders take English classes. As part of the research on the program, the present study investigated whether instructional hours of English classes would be effective in terms of students' English achievement. The findings show that the students in the experimental group with increased instructional hours generally performed better on the English achievement test than their counterparts.

영어 음운 인식 지도의 효과에 대한 메타 연구

이경임 ( Lee Kyung Yim ),이완기 ( Lee Won Key ),배한숙 ( Bae Han Suk ) 서울敎育大學校 初等敎育硏究所 2016 한국초등교육 Vol.27 No.4

이 연구의 목적은 지금까지 이루어져온 국내의 영어 음운 인식 지도 효과와 관련된 연구 동향을 종합적으로 살펴보고, 메타분석을 통해 그 평균 효과 크기가 변인별로 어떻게 나타나는지 파악해 보는 것에 있다. 자료선정 기준에 부합하는 논문 12편에서 90개의 개별 효과크기를 추출하여 메타분석을 실시하였다. 이 연구의 주요 결론은 다음과 같다. 첫째, 국내 음운 인식 지도법 연구들의 평균효과크기(g)는 0.76 (p <.05) 으로써 한국 영어 학습자를 대상으로 한음운 인식 지도법은 유의미한 효과가 있음을 알 수 있다. 둘째, 종속변인별 효과크기를 비교하였을 때 읽기(g = 0.96, p <.05), 말하기(g = 0.78, p <.05), 음운 인식(g = 0.77, p <.05) 순으로 효과크기로 나타났다. 셋째, 음운 인식 지도와 음철법의 혼용 지도 여부에 따른 효과크기 비교에서는 유의미한 차이가 나타나지 않았다. 넷째, 복합지도방법(두음-각운, 음소인식, 단어인식, 음절인식)을 적용하여 지도하였을 때의 효과크기(g = 0.87, p <.05)가 각운 패턴지도 방법만 썼을 때의 효과크기(g = 0.55, p <.05)보다 더 큰 것으로 나타났다. 다섯째, 비정규 과정군(만5세~초등2학년) 학생들에게 음운 인식 지도를 했을 때(g = 0.93, p <.05)가 정규 과정군(초등3학년~6학년) 학생들에게 지도했을 때(g = 0.57, p <.05) 보다 효과가 더 큰 것으로 나타났다. 본연구의 결과로써, 향후 영어 음운 인식 지도의 효과적인 적용을 위한 논의가 제시되었다. A meta-analysis evaluating the effects of English phonological awareness in Korean EFL learning was conducted. Twelve experimental studies were selected based on the specific inclusion and exclusion criteria, and 90 mean-difference effect sizes were calculated. Results showed that the overall effect size (g) of the phonological awareness instruction was 0.76 (p < .05). In particular, the phonological awareness instruction was statistically significant to increase Korean EFL learners` reading (g= 0.96, p < .05), speaking (g=0.78, p < .05), and phonological awareness (g=0.77, p < .05). Several moderators were mediated the overall effects of the phonological awareness instruction: the way of implementing the instruction, the specific instructional contents, the participants` grade levels, and the total instructional time. On the basis of the result, some pedagogical implications and research recommendations were discussed.

초등영어교육에서 창의성의 의미와 창의적 의사소통능력의 증진 방향

이경임(Lee, Kyung-Yim),이완기(Lee, Won-Key) 한국초등영어교육학회 2014 초등영어교육 Vol.20 No.2

Fostering creativity is one of the key purposes of education for the future society. Primary English education also should join in serving the purpose. According to the national curriculum of primary English, the main objective of primary English education is to develop basic communicative ability together with fostering interest in and familiarity with English. Now it is necessary to define what creativity means and to find what primary English education can do to foster students' creativity. In this context, this paper attempts to investigate what creativity is, and how it is fostered in primary English education by means of the Delphi survey and the textbook analysis. On the basis of the survey and textbook analysis, creativity that is feasibly fostered in primary English education is delineated and some practical strategies for fostering creativity are suggested.

초등영어 말하기 교육의 실태 분석과 발전 방안

이경임(Lee Kyung Yim),이완기(Lee Won Key),안경자(Ahn Kyung ja) 한국초등영어교육학회 2015 초등영어교육 Vol.21 No.4

The purpose of this research is to analyze the current state of teaching speaking in primary ELT, and to suggest some strategies for improving the current practice. For this purpose, teacher perception of teaching of the speaking was surveyed by questionnaire and interview, and also a classroom observation was made. The observation results were closely analyzed in a variety of aspects including students' participation in learning and their output during and after the class. As a result, a discrepancy was found between teacher perception and their actual teaching in the classroom. On the basis of the survey and observation results, a practical suggestion was made for improving the teaching of speaking in primary English, and finally some pedagogical implications were sought.

초등 예비교사의 교실영어 오류분석

서은실(Seo Eun Sil),이완기(Lee Won Key) 한국초등영어교육학회 2016 초등영어교육 Vol.22 No.2

The purpose of this study is to investigate the English errors of 24 university students who participated in a preparation course for the state-run teacher employment test. The data were collected from the participants' classroom English, which was produced in their 6-minute long, mock microteaching sessions. The errors they made were analyzed and categorized in terms of three aspects: grammar, lexicon and pronunciation. Their errors were more closely analyzed in four types: ommission, selection, addition and ordering. Further investigation was made in the level of English proficiency and their beliefs and expectations on the use of classroom English. The results showed that frequent errors were found in the order of grammar, vocabulary and pronunciation. Also, the most common grammatical errors were found in omission of articles, third person singular s, and objects. In lexical errors, the selection or addition of words was frequently found. With regard to pronunciation, the participants made a great portion of errors in the selection of appropriate consonants or vowels. In addition, the participants of lower proficiency made errors almost twice as often as the ones of higher proficiency. On the basis of these results, some pedagogical implications were drawn for the pre-service primary teacher education.