학문적 목적의 구두/청취 영어에 대한 과업기반 요구분석

황필아(Hwang, Pil-Ah) 한국영어학회 2012 영어학 Vol.12 No.1

초등영어 교사용지도서 교사 발화의 통사적 복잡도 분석

황필아(Pil-Ah Hwang),성민창(Min-Chang Sung) 학습자중심교과교육학회 2021 학습자중심교과교육연구 Vol.21 No.9

목적 본 연구는 초등영어 교사용지도서에 제시된 교사 발화가 이해가능한 언어 입력의 기능을 하고 있는지 통사적 복잡도의 측면에서 탐구하였다. 방법 초등영어 학년군 구분을 고려하여 4학년과 6학년 교사용지도서 전종에 제시된 3단원 분량의 교사 발화를 분석 대상으로 수집하였다. 이후 TAASSC 소프트웨어(Kyle, 2016)를 사용하여 초등영어 교육과정의 언어 형식 예시문을 기준으로 4종류의 통사적 복잡도 지표(MLS, MLT, VP/T, VP/S)를 분석하였다. 결과 분석 결과, 교사용지도서의 교사 발화는 교육과정의 언어 형식 예시문보다 통사적으로 복잡하였으며 학년군별 수준 차이를 체계적으로 반영하지 못하고 있었다. 특히 열거, 부사절, 관계대명사절 등 8개의 언어 형식이 교사용지도서의 교사 발화를 통사적으로 복잡하게 만드는 것으로 밝혀졌다. 결론 본 연구는 통사적 복잡도의 문제에 대한 구체적인 개선 방안을 논의하기 위하여, 다양한 활동 유형에서 사용된 복잡한 언어 형식의 교사 발화 사례를 진단하고 초등학교 수준에 적절한 교사 발화 대안을 제안한다. 더불어 본 연구는 교실 영어의 언어적 특성을 강조하며 교사용지도서의 교사 발화에 대한 구체적인 지침의 필요성을 논의한다. Objectives This study investigated whether the teacher talk in elementary English teachers’ guides is comprehensible language input in terms of syntactic complexity. Methods Given the classification of the grade bands for elementary English, we collected the teacher talk in every guide for 4th and 6th grade English. Then we analyzed its syntactic complexity in comparison with the example sentences for the elementary-level language forms in the curriculum. Results Results show that the teacher talk is syntactically more complex than the curriculum suggested and do not systematically reflect the difference between the grades. In particular, it was found that eight language forms such as coordinations, adverb clauses, and relative pronoun clauses increase the syntactic complexity of the teacher talk. Conclusions In order to discuss this problem, we diagnose examples of complex teacher talk in various types of activities and suggest alternative expressions which are appropriate to elementary English. In addition, we underline the linguistic characteristics of classroom English and highlight the necessity of specific guidelines for teacher talk in the teachers’ guide.

2015 개정 초등영어 교과서에 나타난 어휘 및 의미 단계의 적정성 연구

황필아(Hwang, Pil-ah) 한국영어어문교육학회 2019 영어어문교육 Vol.25 No.4

The purpose of the study is to examine the adequacy of the level of vocabulary and meanings used in the primary English textbooks. For this purpose, the vocabulary words and meanings in the English textbooks for 3 rd ~6 th grades were compared with the two criteria: one is the English Vocabulary Profile (EVP), the common standard for English, and the other is the Common European Framework of Reference for Languages (CEFR)-J Wordlist, which reflects the EFL context. The quantitative analysis compared the number of used vocabulary words and semantic levels by grade, and the qualitative analysis examined what vocabulary is beyond the elementary level, and what level of meaning is presented in the textbook. The results are as follows: first, the quantitative result showed that textbook vocabulary and meanings were mainly concentrated in the A1 and A2 levels throughout grades 3~6, while vocabulary and meanings from the B1 and B2 levels were generally used less, but increased in grades 5~6. Second, the qualitative result revealed a small number of vocabulary words and meanings used as not appropriate for the elementary level. Suggestions for selecting the vocabulary and meanings in the primary English textbook were made according to the level specified by the EVP and CEFR-J Wordlist.

예비교사들의 초등영어 디지털교과서에 대한 인식 연구

황필아(Pil-Ah Hwang),박지현(Ji-Hyun Park) 한국초등영어교육학회 2022 초등영어교육 Vol.28 No.4

The purpose of the present study was to examine how pre-service teachers evaluate current English digital textbooks and what their suggestions are for future digital textbooks. For this study, 94 pre-service teachers analyzed an elementary school English digital textbook and completed a survey in groups. They responded on a 5-point scale to 11 items evaluating digital textbook contents, support and management systems, and the system stability. Then they explained the rationale for the quantitative evalution. In general, the pre-service teachers positively evaluated the richness and usefulness of the contents. They also highly rated the system stability of the digital textbooks. However, they diagnosed that the support and management functions of teaching and learning were insufficient. Based on their analyses of the current textbooks, the pre-service teachers suggested improving the contents and functions of the glossary and audio materials, adjusting the screen composition to take into account the digital learning process, and enabling real-time interaction within the digital textbooks.

중학교 영어수업에서의 범교과 컨설팅 사례연구

황필아(Hwang, Pil-Ah) 학습자중심교과교육학회 2017 학습자중심교과교육연구 Vol.17 No.23

본 연구는 영어수업에서의 범교과 컨설팅 활용 가능성을 탐색하기 위해 3개의 중학교 영어수업 범교과 컨설팅 사례를 살펴보았다. 이룰 위해 2015년 2월부터 6월까지 사례별 영어공개수업 및 관련 수업연구회 등 범교과 컨설팅 단계별 과정에 대한 자료를 참관과 심층 인터뷰를 통해 수집하였으며, 각 사례는 수업 활동지를 중심으로 수정내용을 분석하였다. 그 결과를 요악하면, 범교과 컨설팅은 영어 교과 전문 지식이 없는 타 교과 교사들이 학생들의 입장을 대변하는 피드백을 제공하므로, 영어 교사는 수업에 대한 학생들의 이해 수준과 흥미 정도를 정확하게 파악할 수 있다. 뿐만 아니라 범교과 컨설팅은 활동지 및 수업 기술에 주안점을 두고 있으므로, 동료 교사들의 수업 경험은 타 교과라 하더라도 학생들을 수업에 참여하게 하고 서로 소통·협력하게 하는 데 도움이 된다. 반면 학습자 수준을 고려한 재구성은 지나친 양적 축소로 인하여 빈약한 언어입력과 출력을 제공할 우려가 있으며, 학습자 흥미 및 상호 협력을 고려한 활동지 및 수업 기술 등의 개선은 영어 교과 전문성을 간과하였다는 한계점도 발견되었다. 이와 같은 결과를 바탕으로, 영어수업에서의 효과적인 수업 컨설팅 활용을 위한 범교과 컨설팅 활용 방안 및 시사점이 제시되었다. Cross-curricular instructional consulting was recently suggested in the teachers’ learning community to help develop teachers’ professionalism, and getting more attention. This study aims to explore the applicability of the cross-curricular instructional consulting in English lessons. For this purpose, 3 case studies of middle school English lessons were investigated through observation and in-depth interviews. The study analyzed each level of the whole process of cross-curricular instructional consulting, including open class and its related instructional meeting, focusing on changes in worksheets and instruction. The results revealed that English lessons were reorganized or more elaborated to be easier, more interesting, and more interactive as cross-curricular instructional consulting provided feedback from a student’s point of view and experiences of teaching the same students. At the same time, however, some limitations were discovered from the analysis. Also suggestions on the effective use of cross-curricular instructional consulting for English lessons were discussed.

답지 반응률 분포 곡선을 활용한 국가수준 학업성취도 평가 중학교 영어 문항 분석

배주경(Pae, Jue-Kyoung),황필아(Hwang, Pil-ah) 한국영어교과교육학회 2015 영어교과교육 Vol.14 No.3

The study analyzed test items for the National Assessment of Educational Achievement (NAEA) using distribution curves of response rates, and then identified more specific and detailed features for students’ educational achievement. For this, a total of 136 multiple-choice test items from 2010 to 2013 NAEA in Grade 9 English were analyzed using distribution curves of the percentage of students who selected correct and incorrect alternatives. Then, nine test items, which showed a high response rate in an incorrect alternative at a particular achievement level, were selected for a further in-depth analysis: three items in the Listening section, one item in the Speaking, four items in the Reading, and one item in the Writing. The results made it possible to provide more detailed information on student achievement in terms of achievement levels, and particularly the gaps and weaknesses in their learning. Moreover, they enabled us to identify achievement features of Basic-level students, which had been difficult to identify using the analysis of representative items. Based on these findings, the study suggested teaching strategies tailored to the different needs of students to improve student learning.

초등영어 교사용지도서의 교사 발화 어휘 적절성 분석

성민창(Sung, Min-Chang),황필아(Hwang, Pil-Ah) 경인교육대학교 교육연구원 2021 교육논총 Vol.41 No.1

본 연구는 초등영어 4·6학년 교사용지도서에 사용된 교사 발화의 어휘 적절성을 탐색하였다. 적절성은 어휘의 다양성과 난이도 2가지 측면에서 살펴보았으며, 2015 개정 교육과정의 기본 어휘 지침과 목록을 활용하여 학년 및 지도서별로 비교·분석하였다. 본 연구의 주요 결과는 다음과 같다. 첫째, 어휘 다양성 측면에서 살펴보면, 4·6학년 지도서가 모두 400 유형(type)을 넘는 어휘 규모를 제시하고 있으며, 다양성 척도(STTR)는 4학년에서 더 높게 나타났다. 둘째, 어휘 난이도를 살펴보면, 지도서 교사 발화의 전체 어휘 유형 중 4분의 1가량이 초등영어 학습자가 이해하기 어려운 ‘상위 수준 어휘(예: happen, represent)’로 밝혀졌다. 이에 본 연구는 초등영어 학습자의 어휘 수준을 반영하여, ‘상위 수준 어휘’가 쓰인 교사 발화의 개선 방안을 다양한 사례에 근거하여 제안한다. 특히 4학년 지도서의 개선 방안으로서 학생의 수준과 이해도를 고려하여 새로운 어휘보다는 쉬운 어휘를 반복적으로 사용하는 교사 발화를 제시한다. 본 연구 결과는 초등영어교사의 TEE 사용을 위한 교사용지도서의 역할에 중요한 시사점을 제공하며 후속 연구의 필요성과 방향을 제안한다. This study explored the vocabulary adequacy of teacher talk in elementary English teachers’ guides for 4th and 6th grades. Two factors of adequacy, namely diversity and difficulty, were examined for each grade and guide, with reference to the basic vocabulary in the 2015 revised curriculum. The main results of this study are as follows. First, in terms of vocabulary diversity, every guide for 4th or 6th grade was found to use more than 400 vocabulary types, with the diversity index of STTR being higher in the 4th-grade guides. Considering different levels of English between 4th and 6th graders, the 4th-grade guides should provide repetitive use of simple vocabulary, rather than introduction of new vocabulary, to enhance students’ understanding. Second, the analysis of vocabulary difficulty reported that about a quarter of the total vocabulary types in the teacher talk of each guide are classified as high-level vocabulary (e.g., happen, represent), which is difficult for elementary English learners to understand. Therefore, this study took into consideration the vocabulary level of elementary English learners and discussed possible improvements to amend high-level vocabulary. These outcomes provide meaningful implications about the role the guides for elementary English should play in teachers’ use of TEE and suggest the necessity and direction of future research.

챗봇과 생성형 AI 활용 영어교육

심창용 ( Sim Chang-yong ),황필아 ( Hwang Pil-ah ),남보라 ( Nam Bora ) 한국ESP학회 2023 ESP REVIEW Vol.5 No.2

With the commercialization of generative AI, the development of AI digital textbooks is progressing rapidly in the context of the EdTech industry. AI digital textbooks, based on the Revised 2022 National Curriculum, adopt a cloud-based approach and presuppose the use of generative AI, leading to significant changes in English education. The emergence of generative chatbots, in particular, gives the impression that research on AI chatbot-assisted English education is not keeping up with the times. However, upon closer examination of the strengths and weaknesses of rule-based chatbots, AI chatbots, and generative chatbots, it becomes apparent that there must be a division of labor in applying them to English education. Rule-based chatbots can be used in areas where high accuracy is required, AI chatbots can be used where meaningful practices are employed, and generative chatbots can be used for communicative practices. Furthermore, generative AI shows high potential for creating and transforming learning materials suitable for learners’ levels, as well as for the direct assessment of speaking and writing. By differentiating between the roles of AI digital textbooks and teachers, a more effective English education can be performed, and this can be applied to diverse ESP education areas, offering a customized learning experience.

2015 학년도 수능 통합형 검사지 구성을 위한 영어영역 문항유형 타당성 분석

김용명(Kim, Yong-Myeong),박지선(Park, Jiseon),황필아(Hwang, Pil-Ah),이병천(Lee, Byeong-Cheon) 한국영어어문교육학회 2014 영어어문교육 Vol.20 No.3

This study investigated the validation on item-types of Foreign (English) Language Domain of the 2014 level-differentiated CSAT (College Scholastic Ability Test) for developing the integrated English tests of the 2015 CSAT. To this end, this study applied the testing criteria(authenticity, interactiveness, wash-back effectiveness, test-item development easiness, connection) which was used by the survey participants for evaluating each item-type based on five-point Likert scale, and revised the scoring procedures set by Kim(2010) which was designed for evaluating and analyzing the item-types of the Foreign (English) Language Domain on the basis of the 5 principles of item-selection. Following this criteria and procedures, it selected 60 test-evaluator and made them evaluate and analyze 18 item-types of the listening test and 20 item-types of the reading test of the 2014 level-differentiated CSAT. On the basis of the results of the evaluation and the analysis, it constructs an item-types for designing and developing the integrated tests of 2015 CSAT.

초등영어 학습용 챗봇의 구성과 한계 : AI 펭톡을 중심으로

정고은(Jeong, Go Eun),이대기(Lee, Dae Ki),이현정(Lee, Hyun Jeong),심창용(Sim, Chang-Yong),황필아(Hwang,Pil-Ah) 한국초등영어교육학회 2021 초등영어교육 Vol.27 No.4

The current study aims to investigate advantages and limitations of using AI-based chatbots in English classes. We propose that the followings are pivotal functions of educational chatbots: voice recognition accuracy, providing feedback, employing meaning negotiation strategies, interests, and Learning Management System. An AI-based chatbot, EBS PengTalk, was employed and the features were analysed. In addition, two surveys were conducted with a student group and a teacher group. The results show that EBS PengTalk has weaknesses in those five functions although voice recognition was reported rather satisfactory. It turned out that students were discouraged to talk to PengTalk because responses and feedbacks from PengTalk were prefabricated and limited with several demotivating features. It also turned out that PengTalk is inadequate to initiate self-directed learning. Thus, in developing educational chatbots, careful consideration should be given to users, teachers and students, not only chatbot features.