ICT를 활용한 영어듣기 능력 향상 방안: 초등학교 4학년 대상으로

강용구 ( Yong Koo Kahng ),염문식 ( Moon Seek Yum ) 한국멀티미디어언어교육학회 2006 멀티미디어 언어교육 Vol.9 No.3

중등 1급 정교사(영어) 자격 연수 만족도에 관한 연구

김용오(Kim Yong-oh),강용구(Kahng Yong-koo),송해성(Sohng Hae Sung) 한국영어어문교육학회 2008 영어어문교육 Vol.14 No.1

  This paper surveyed the satisfaction with in-service training for the first grade English teachers in a secondary school from seven regions selected at random. The study was concerned mainly with two categories; the general attitude towards the training and the quality of the English education training. The survey was carried out to English teachers who had completed a session of in-service training. The survey revealed the following: 1) Most participants weren"t satisfied with the training. 2) The reason why they joined the training was not to improve their teaching ability, but to improve their employment classification. 3) Those who attended training sessions at regional training centers were more satisfied than those who went to university training centers. 4) The teachers who participated in the training preferred various types of practical techniques to theoretical ones on English education. Based on the above findings, to improve the efficiency of the training and enhance the satisfaction of those involved, this paper suggests the following: 1) Training should be conducted in a participant-centered fashion in order to improve teacher involvement and satisfaction. 2) Every region should set up a regional training center to better provide in-service training to its teachers. 3) The training centers should be jointly run by participant teachers, center faculty, and administration through the prior survey of English teachers who will participate in the training.

중등 1 급 정교사(영어) 자격연수 프로그램 분석 - 대전, 서울, 인천, 강원, 경기, 충남, 충북을 중심으로

김용오(Kim Yong-oh),강용구(Kahng Yong-koo),강문구(Kang Mun-koo) 한국영어어문교육학회 2007 영어어문교육 Vol.13 No.3

  This paper analyzes the in-service training program for the 1st grade English teacher in the following 7 regions: Taejeon, Seoul, Incheon, Kangwon, Kyeonggi, Chungnam and Chungbuk. It also investigates the actual conditions of the program. The analyses are performed on three categories of subjects: Teaching Profession, Refinement and English Education. The English Education category can be divided into the three aspects: language skills, communicative skills and language learning/teaching skills. Among the 7 regions, subjects under Teaching Profession, Refinement and English Education have a significant (2-3 times +/-) variance in terms of the number and credit hours of the courses. While the Refinement Program is above the standard set by Ministry of Education & Human Resources Development(MEHRD) in some regions, the Teaching Profession Program and the English Education Program is below the standard set by MEHRD in other regions. To overcome the weaknesses of the program, this paper suggests the following: 1) prescriptions for the proportion ratio of each category should be suitably modified. 2) MEHRD should observe and supervise the program of each region. 3) being organized, the program must have two parts as follows: the same mandatory subjects for all regions and optional subjects suited to each region.

초등학교 영어교육에서 영화를 활용한 수업이 어휘력과 어휘 흥미도에 미치는 영향

염문식(Yum Moon Seek),강용구(Kahng Yong Koo) 영상영어교육학회 2007 영상영어교육 (STEM journal) Vol.8 No.2

The purpose of this study is to examine effects of teaching vocabulary using movies in English. This study also purposes to find out teaching methods to develop vocabulary power and to prepare foundation to back up the use of children's movies in English. For the purpose, 11 commercially avaliable movies were selected and use in teaching English to the class of 5th graders. After four months of treatments lessons, the vocabulary power test and interest in vocabulary power test and interest in vocabulary were given to the class and the control group. The result of this research questions are as follows: First, vocabulary lessons using movies in English were verified to have positive effects on developing vocabulary power of elementary school students. With regard to improvement in average values, the control group showed a little difference from average values, while the experimental group showed high rise in average values. Second, vocabulary lessons using movies in English had different effects depending on groups by levels. High, middle and low scholastic ability groups indicate improvement in vocabulary power, but the lesson had more effects on the low scholastic ability group especially. Third, vocabulary lessons using movies in English had positive effects on development of interest in vocabulary. Fourth, vocabulary lessons using movies had different effects on interest in vocabulary depending on group by level of interest, all of which indicated positive effects on interest in vocabulary, but expecially middle level of interest showed big improvement.

과업중심의 소집단 협동학습을 통한 대학생들의 영어독해력 향상 방안

이남미(Lee, Nam-Mi),강용구(Kahng, Yong-Koo),송해성(Sohng, Hae Sung) 한국영어교과교육학회 2012 영어교과교육 Vol.11 No.2

This study was designed to demonstrate the effect of using TBI in small cooperative groups of university students. For the study, the research was implemented for 16 weeks with 80 university students. The subjects were engaged in small cooperative group activities during their English reading classes. The groups met on a regular basis for one semester. For these study two groups, at the same level of English ability, were observed and tested. The first group, the experimental class, was guided in performing small group reading activities to complete their task. The group activity was student-centered. Students participated in their group work actively and cooperatively. The second group, the controlled class, was teacher-centered. In this class the same information was taught but students were not separated into small groups. The results of this study are as follows: First, the students in the experimental class significantly improved their reading ability by using TBI in small cooperative groups. Second, these students showed increasing ability in self-directed learning more than that of the controlled class. This study showed that implementing TBI in small cooperative groups would benefit Korean university students’ in improving their reading proficiency.

WBI 수준별 수업을 통한 영어 의사소통능력 향상 방안

전영주(Jeon Young-joo),강용구(Kahng Yong-koo),송해성(Sohng Hae Sung) 한국영어어문교육학회 2006 영어어문교육 Vol.12 No.4

  The purpose of this study is to increase students" interest in the subject of English, which has been led by some mannerism, and to improve the students" basic scholastic ability and self-controlled problem solving, through adopting an individualized Web Based Instruction(WBI) as a concrete and practical learning method. In order to achieve this, an individualized Web Based Instruction(WBI) homepage has been developed to be applied experimentally to the field of middle school education for 8 months, and a research has been made on its effects on the students" interest in English along with the improvement of English. Two groups which showed almost the same interest were selected as a controlled group and an experimental one. Individualized Web Based Instruction was applied to the experimental group, while the controlled group was not instructed according to student ability. The controlled group was taught using CD added with the textbook. As a result of T-test, the students in the experimental group showed more improvement in communicative competence than those in the controlled group.

동아시아의 몰입교육

강용구 한국영어어문교육학회 1999 영어어문교육 Vol.5 No.-

With the advent of the 6th and the 7th national educational curricula in Korea, English language teaching in communicative perspective has been highly recommended and widely practised in that context. The aim of new approach is to enhance the students' general communication abilities in English. However, English teachers still find it very hard to improve the students' communicative competence in English since English remains to be taught as a school subject. In so far as English remains to be taught as a school subject, students' attention is paid to the formal elements of English and the increase in communicative in English is hardly expected. Only when the students' attention is paid to the content, their communicative competence is expected to increase. The best way to shift the students' attention from formal elements to content is to teach other school subjects in English, that is, English immersion education To introduce immersion education to Korea, the two most successful examples of Singapore and Hong Kong are reviewed in terms of language policies and general practices in their primary and secondary schools respectively. To implement the program into Korea, extensive research on it is expected henceforth.