Culture and Motivation in Second Language Acquisition

Moon-Sub Han(한문섭),Jong-Bum Ha(하종범) 한국영어학회 2006 영어학 Vol.6 No.2

e-러닝, b-러닝, 그리고 교실수업이 내용지식 습득과 영어능력 향상에 미치는 효과

한문섭(Han Moon-Sub) 팬코리아영어교육학회(구 영남영어교육학회) 2006 영어교육연구 Vol.18 No.2

  This paper investigates and compares the effects of e-learning, b(lended)-learning, and traditional classroom learning on Korean college students’ acquisition of the subject knowledge of a content course and on the improvement of their general English proficiency. Three intact classes were taught in English through the three respective ways and their acquisition of the content knowledge was measured through a final exam which contained different types of questions. The students’ English proficiency was also measured through a TOEIC-type paper test before and after the semester. The results of the study revealed the superiority of b-learning over e-learning and traditional classroom face-to-face learning in the acquisition of content knowledge. However, the change of the students’ English proficiency showed no significant differences between the three different types of learning.

한국에서의 몰입교육

한문섭(Han, Moon-Sub),현석분(Hyoun, Seok-Boon) 한국초등영어교육학회 2008 초등영어교육 Vol.14 No.3

While the effects of the immersion education are still debatable, the Korean Ministry of Education, Sciences and Technology is preparing to adopt the immersion education in English in the newly delegated free-trade region and Jeju Special Self-Governing Province. Regarding this state of affairs, the researchers felt the need to investigate 1) whether the immersion education in truly appropriate for Korean public education, and 2) if there are any prerequisites in case of its adoption. The researchers conducted personal interviews with 3 teachers, 1 parent and 1 student who participated in a content-based English teaching program. The close analysis of these interviews revealed that the current immersion education heavily relies on the extra-curricular English classes taken at private language institutes and that the immersion education was not feasible in its truism at such public schools where the students do not take the extra classes outside school. The researchers conclude that the government should establish relevant policies that would empower the public schools and the teachers to incorporate immersion teaching into their regular curricular.

영어 회화교재에 나타난 담화표지어 비교 연구:한국 고등학교 교과서와 일반 회화교재를 중심으로

임민경,한문섭,Min Kyung Lim,Moon-Sub Han 한국영미어문학회 2015 영미어문학 Vol.- No.117

This study aims to delve into the frequency and functions of discourse markers used in the high school advanced English conversation textbooks compared the ones of the commercial conversation books. Four textbooks from each side were selected and analyzed grounded in the criterion suggested by Parrot(2002). The results showed that the high school advanced English conversation textbooks used more discourse markers than the commercial conversation books. Books in both categories used “well, ok, so” frequently while “but” outnumbered in the commercial conversation books. The commonly used discourse markers shared certain functions such as expressing agreement, solidifying relationship, or having time to think, and so on. “But” worked as a connector which could indicate the change in flow of the conversation. The fact that the high school advanced commercial conversation textbooks demonstrated high frequency of these discourse markers reflected the possibility of improving students’ communicative competence with the use of those books.

영어 독해 문제 난이도와 학습자 수준에 따른 고등학생들의 상위인지 전략 사용에 관한 연구

안창용(Ahn, Chang-yong),한문섭(Han, Moon-sub) 학습자중심교과교육학회 2016 학습자중심교과교육연구 Vol.16 No.5

본 연구의 목적은 읽기 능력이 다른 고등학생들이 난이도가 다른 영어 독해 문제에 대해 어떠한 독해 전략을 사용하는지에 대한 양상을 알아보고 그 결과를 토대로 학생의 읽기 능력에 따라, 문제의 난이도에 따라 독해 전략에 대한 지도를 어떻게 해야 할지 제시하는 것이다. 본 연구는 읽기 능력이 다른 고등학교 학생들이 난이도가 다른 독해 문제를 해결할 때 사용한 상위인지 전략을 측정하기 위해 설문조사를 하였다. 설문지는 Mokhtari와 Reichard(2002)의 MARSI(Metacognitive Awareness of Reading Strategies Inventory)의 항목 중에서 시험 상황에 적절하지 않은 항목들을 제외하고 나머지 항목들을 우리말로 번역하여 제공하였으며 모의고사 성적에 따라 상, 중, 하위 집단으로 분류된 학생들이 난이도가 다른 문제를 해결할 때 어떠한 전략을 사용하는지 대답을 하도록 설문지를 구성하였다. 그 결과, 첫째, 읽기 능력이 우수한 학습자일수록 총체적 독해 전략(GLOB), 문제 해결 전략(PROB), 지원적 독 해 전략(SUP) 세 가지 모든 영역의 상위인지 전략을 많이 사용하고 있다. 둘째, 문제의 난이도가 높을수록 학생들은 더 많은 상위인지 전략을 사용하고 문제의 난이도에 따라 학습자들이 활용하는 상위인지 전략의 종류가 다르다. 셋째, 문제의 난이도에 따라 상, 중, 하위 집단 간에 활용하는 상위인지 전략의 종류가 다르다. 따라서, 중위 집단 학생들이 상위 집단으로, 하위 집단 학생들이 중위 집단으로 향상하기 위해서는 그에 알맞은 방법을 안내해야 할 것이다. The purpose of this study is to investigate the use of meta-cognitive strategies of Korean high school students depending on their reading proficiency and the degree of difficulty of reading passages and to provide guidance about how to teach reading strategies. The study conducted survey about students meta-cognitive reading strategy uses by adapting MARSI(Mokhtari & Reichard, 2002). After grouping students into three group (high, middle, low proficiency group) by the result of reading test, each student was asked to answer the survey questions about how they use meta-cognitive reading strategies in solving reading questions. The results of this study are as follows. First, students in high proficiency group more frequently use reading strategies in all categories of meta-cognitive strategies: Global Reading Strategies, Problem-Solving Strategies and Support Reading Strategies. Second, the more difficult the reading passages are, the more frequently students use meta-cognitive reading strategies. However, if the reading passages are too difficult for students, the use of meta-cognitive reading strategies is reduced. Third, students who have different reading proficiency use different items of meta-cognitive reading strategies. To guide middle or low proficiency level students to become more proficient readers, teachers should offer appropriate items of meta-cognitive reading strategies to students depending on their reading proficiency. Though, meta-cognitive strategy use in reading is a crucial part of learning English, students can not use meta-cognitive reading strategies when their reading ability is not good enough for difficult passages. Therefore, it is recommended that teachers instruct students to improve their reading skills as well as to explore appropriate meta-cognitive reading strategies.

A Class Model to Teach Cognitive and Metacognitive Reading Strategies for College Students' Academic Reading

김경혜(Kyung hye Kim),한문섭(Moon sub Han) 한국영미어문학회 2015 영미어문학 Vol.- No.119

The current study aims to present a class model to teach cognitive and metacognitive reading strategies with a process reading method SQ3R to enhance college students' academic reading abilities. Twenty-four students participated in a 2-credit elective English reading course offered to first-year university students in Seoul in 2015. In order to investigate the course achievement and its implication, students' midterm and final grades, the results of pre- and post-tests on academic reading, a reading behavior checklist and the students' self-reflection were collected and analyzed. Findings revealed: 1) the students' reading behaviors have changed to actively use the target strategies, 2) the students' academic reading abilities have made significant progress, and 3) the strategy instruction has positively affected the students' academic achievement with active participation and efficient time management for their major course studies.

교류전기철도 변전소의 차단기 동작에 따른 과도전압 특성분석

창상훈(Sang Hoon Chang),한문섭(Moon Sub Han) 대한전기학회 2014 대한전기학회 학술대회 논문집 Vol.2014 No.7

전기철도 급전시스템의 매설접지 방식 유용성 평가

창상훈(Chang Sang-Hoon),한문섭(Han Moon-Sub),이장무(Lee Chang-Moo),이형수(Lee Hyung-Soo),김정훈(Kim Jung-Hoon) 한국철도학회 2000 한국철도학회 학술발표대회논문집 Vol.- No.-

Recently, the Korea National Railways (KNR) is undertaking a program of electrification of the existing railway routes. In order to implement the ongoing plan, KNR authorized a preliminary engineering study of its electrical systems. This effort included a comprehensive analysis of new grounding networks. The new grounding system runs in parallel with the rails and is connected to all metal structures such as rails, overhead protection wires and substation grounding grids etc., creating an equipotential ground network. This paper presents a study on coupling levels that can disturb signaling and telecommunications in adoption of the new grounding network The simulation for the study is carried out using Matlab software. Several different scenarios are analyzed, including the load condition and a few fault conditions with different fault locations. The induced potentials on the communication cables are computed. The effect of the buried ground wires is also analyzed by comparing the results with and without the presence of the ground wires. The results presented in the paper can be used as a reference for estimating coupling levels in similar rail systems.

호남선 EL8100 전기기관차시험 운행에 따른 급전시스템 전력품질 특성 검토

신창기(Shin Chang-Ki),한문섭(Han Moon-sub),이장무(Lee Jang-mu),장동욱(Jang Dong-uk),이한민(Lee Han-min) 한국철도학회 2004 한국철도학회 학술발표대회논문집 Vol.- No.-

This study is experimented results of running characteristics about electric locomotive. it executed to study a power quality in the substation of Honam electrification line and to promote knowledge, observation and management in electric rail-system. we measured to know the more exactly running characteristics that electric locomotive and electric substation at the same time.

초등영어 5, 6학년 영어교과서 문화교육 방법 분석

조미영(Cho, Mi-Young),한문섭(Han, Moon-Sub),김경혜(Kim, Kyung-Hye) 학습자중심교과교육학회 2016 학습자중심교과교육연구 Vol.16 No.1

본 연구는 초등 영어과 검정교과서의 문화학숩 방법을 분석함으로써 문화교육에 대한 시사점을 얻고자 2009 개정 교육과정에 의거한 초등학교 5, 6학년 3종의 검정 교과서를 대상으로 문화 소재 및 유형과 문화배경, 그리고 문화학습 방법을 분석하고 그 결과를 다음과 같이 제시하였다. 첫째, 타문화를 이해하는 소재와 우리나라와의 언어․비언어 문화차이의 비중에 비해 영어문화권의 의사소통방식과 우리 문화와 생활양식을 소개하는 소재가 상대적으로 낮아 교육과정이 개정됨에도 불구하고 소재별 불균형이 개선되지 않고 있음을 확인하게 되었다. 둘째, 문화유형별 분석에서는 물질문화, 행동문화, 정신문화의 순으로 소개되었는데 문화교육의 목적이 단순한 배경지식을 넓혀주는데 국한된 것이 아니라 인성을 계발하는 데에도 도움이 된 다는 사실을 상기하면 보다 세심한 문화내용 선택이 요구된다. 셋째, 문화배경별 분석에서는 Expanding Circle, 즉 영어를 외국어로 사용하는 국가가 해당되는 권역이 높은 비율로 출현하고 이 권역에서도 아시아, 유럽, 북아메리카 대륙만을 많이 다루는 등 문화배경이 편중되어 있음을 알 수 있었다. 학생들이 좀 더 다양한 문화를 접하고 편견을 갖지 않도록 아직 잘 알려지지 않은 나라들의 문화를 교과서에서 주의 깊게 다뤄야할 필요가 있다. 넷째, 대부분의 교과서가 문화학습 방법으로 단순하게 교사의 설명이나 CD-ROM을 통해 내용을 이해하며 인터넷을 통해 스스로 정보를 찾아보도록 하는 조사학습을 제시하고 있었다. 보다 의미 있는 경험을 통해 문화의 다양성을 이해하고 문화 감수성을 키울 수 있도록 역할극, 프로젝트 학습, 비교학습, 발표학습 등과 같이 문화 학습 방법을 다양화할 필요가 있다. The purpose of this study is to draw implication on culture education in the elementary school level by analyzing the cultural contents in the English textbooks based on the 2009 revised Elementary English National curriculum. For this purpose, the researchers investigated the cultural contents in the three widely-used elementary English Textbooks in terms of cultural topics, types, backgrounds and the ways of teaching culture. Findings of the study are as follows: First, cultural understanding was found to be the most frequent topic among the four topic categories: linguistic and non-linguistic communication methods in English-speaking culture, the understanding of different cultures, the differences between the native culture and others, and introducing one’s native culture. Second, material culture and behavioral culture are covered frequently in the textbooks whereas spiritual culture aspects were uncommon. Third, as for the cultural backgrounds, which were anlayzed by Kachru(1985) model, the countries of Expanding Circle were introduced most frequently and diversely. Then came Inner Circle and Outer Circle countries. By continent, the ratios of African and South American cultural contents were much lower than those of European and Asian cultures. Fourth, the teaching methods in most textbooks were not varied and failed to offer students diverse chances to experience other cultures. In conclusion, English textbooks are important resources to teach culture especially in the EFL environment. Therefore, textbooks need to cover wider range of intercultural subjects including cultural similarities and differences in order to raise students’awareness and sensitivity of diverse cultures.