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- 저자 : Heshim Song (검색결과 20 건)
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Song, Heshim 이화여자대학교 영미학연구소 2000 영어학 연구 Vol.- No.5
Since the late 90's we have seen changes in the way college students interact with an English text. Unlike what had been reported until early 90's these students do not show text-bounded behaviors. Nor, do they attempt word-for-word translation of the text. This study examines the changing nature of today's college students in Korea in terms of their perceptions and approaches to an English text and suggests activities for teaching reading skills to these students. Activities for reading class are presented in three stages of reading: pre-, during-, after-reading stages.
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Song, Heshim 이화여자대학교 영미학연구소 2001 영어학 연구 Vol.- No.6
Our attention to pronunciation in learning and teaching English as a second language has changed over the years. Recently, along with the Communicative Language Approach with its emphasis on communicative competence, pronunciation has received a different attention related to, or to the extent of, its role in communicative competence of learners of English as a second language. This paper reviews different approaches to teaching pronunciation in various language teaching mothods and suggests activities for teaching sounds, in accordance with the current views on teaching and learning pronunciation.
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Song, Heshim 이화영어학회 1996 영어학 연구 Vol.- No.1
Reading in a second language is a highly complicated process which involves a number of factors. This paper examines the effects of language proficiency and background knowledge by reviewing empirical studies from an integrative perspective of reading in a second language. In conclusion the interactive-compensatory nature of L2 reading is discussed: although readers with limited L2 have disadvantages in reading in that language, strong semantic input can compensate for the diadvantages. The limitations of the previous studies are discussed, and implications for future studies and reading pedagogy are suggested.
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Changes in English Reading Education
Song, Heshim 이화여자대학교 영미학연구소 2002 영어학 연구 Vol.- No.7
English has been taught in Korea for more than a century with great emphasis on reading, Only recently, however, have we begun to see changes in the teaching and practice of reading English. In an attempt to explore how reading English as a foreign language has developed in Korea this paper examines the changes in theoretical views, research base, and practice in secondary and higher education in this country in the past three decades. Based on review of the literature, the characteristics of current Korean college readers of English are described, the underlying causes and effects of the changes are discussed.
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Teaching Listening Comprehension
Song, Heshim 이화영어학회 1999 영어학 연구 Vol.- No.4
Since the 70s listening has drawn growing attention in the field of second language acquisition as one of the primary sources of language input. Currently, listening is considered as one of major components in second language learning and teaching. Our attention to listening comprehension has also been glowing greatly and steadily in Korea since the mid-90s. This study explores what makes listening difficult, what should be taught in listening class, and how we can teach listening skills. Activities for listening class are suggested.
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The Role of Language Strategies in Second Language Acquisition
Heshim Song 이화여자대학교 영미학연구소 1997 영어학 연구 Vol.- No.2
As the focus of research in the field of second language (L2) acquistition has been moved toward learner-centered factors, there have been numerous studies of L2 learners' use of language strategies These studies have shown that successful L2 learners use wide range of language strategies frequently In addition, they are more metacognitively aware of their use of strategies More recently, some learner training studies have suggested the possibility of utilizing these language strategies as a powerful teaching tool The purpose of this study is to investigate the role of language strategies in L2 learning through a review of the literature concerning the theories and empirical studies in the area of language strategies and L2 acquistion. Pedagogical implications are suggested (Seo-Kyeong University)
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A Study of the Factors Affecting the Use of Reading Strategies in a Second Language
Song, Heshim 서경대학교 인문과학연구소 1997 人文科學硏究 Vol.4 No.-
읽기 전략에 관한 선행 연구는 성공적인 독자들은 비성공적 독자들보다 다양한 읽기 전략을 활용하고 있고 또한 자신이 활용하고 있는 전략에 관해서도 더 잘 의식하고 있음을 보여준다. 본 연구는 독해 과정에서 지대한 역할을 하는 것으로 제시되고 있는 읽기 전략을 중심으로, 외국어 독해에 있어 읽기 전략의 활용, 그리고 그에 영향을 주는 요인들을 살펴본다. 특히, 본 논문은 효과적 독해에 필요요인인 해당 외국어에 대한 언어수준(language proficiency)과 주제에 관한 배경지식(background knowledge)간의 상호보완관계를 밝힘으로써 이 두가지 요인의 전략적인 활용 가능성을 강조한다. 효율적 독해를 위한 읽기 전략의 활용은 독자가 과연 어떤 전략들이 외국어 독해에 있어 유용하다고 보는가하는 독자의 메타인지와도 관계가 있으며, 그가 받아온 외국어 읽기교육 배경과도 관계가 있음이 주장되었다. 또한 읽기 교육이 외국어독해에 대한 전략적 접근에 미치는 영향은 우리의 외국어 읽기 교육에 많은 시사점을 주고 있고, 이 중 몇가지 교육적 시사점이 제시되었다.
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Heshim Song 이화여자대학교 영미학연구소 2004 영어학 연구 Vol.- No.9
Since the 80's the role of the cultural factor in second language acquisition has received growing attention Accordingly research has been conducted to explore the direct and indirect effects of incorporating culture into the English as a second language (ESL) class Researchers have shown positive effects of cultural elements in ESL class and suggested enhancing them in ESL class The purpose of this paper is to explore why we need to incorporate cultural elements into our language classrooms what elements we can include and how we should incorporate them The relationship between language and culture is explored and the role of culture in communication is examined in an attempt to establish the rationales for bringing cultural elements in our ESL class (Seokyeong University)
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관학 협력을 통한 방과후 원어민 영어교실의 운영 및 성과
송희심(Song, Heshim) 한국외국어교육학회 2012 Foreign languages education Vol.19 No.2
The purpose of this study was to explore the operation and effects of after-school English programs for elementary students in Korea that are supported by the local government. Questionnaire were administered to 317 after-school elementary students, 50 after-school English program teachers, and 87 parents. In addition, the local government employees who were in charge of program support and those in charge of after-school program operation were interviewed. The results showed 1) at the end of 2011, of the 25 district offices in Seoul, 18 offices supported after-school English programs for elementary students, which were operated by universities and elementary schools in the district and other educational institutes selected through bidding; 2) the student, the teacher, and the parent groups all showed positive perceptions and relatively high level of satisfaction with the effect of after-school programs; and 3) students' interests in the class and the degree of their study efforts were shown to affect their perceptions on their English improvement, which in turn affect the degree of their satisfaction.
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