어학 훈련실에서의 외국어학습

최현욱 부산대학교 학생생활연구소 1969 硏究報 Vol.6 No.1

外國語教育의 實際에 關한 研究 : 中等學校 英語科를 中心으로

崔欽郁 부산대학교 과학교육연구소 1975 교사교육연구 Vol.2 No.1

The purpose of this study is to do two things: first, to elucidate the the practice of foreign-language teaching, particularly English teaching, centering around the secondary schools in Korea; second, to provide the materials necessary for making a far profounder study of the betterment of English teaching. As a matter of fact, there are many methods of teaching a foreign language and tremendous amount of controversy as to which is the best way to teach it. Obviously, TE-SOL scholars of this country have tried to spread not only several new linguistically oriented methods of English instruction but. also theoretical knowledge including theories of languguage and language learning since 1961. Some suggested that TESOL teachers must accept the"empiricist" approach to language learning; some asserted that they should follow the "rationalist" approach to it; however, others argued that two approaches are mostly complentary rather than mutually exclusive. Until recently, the position was supported by most conscientious TESOL scholars and teachers. In foreign-language teaching practice of Korea, nevertheless, the so-called grammar-translation method remains quite popular among the English teachers of secondary schools, and that was clearly proved by -the findindings of this study. The important reason is not that the grammar-translation method is one of the most effective methods but that it is an unavoidable method under the present situation. To be sure, the grammar-translation method does not develop the four basic skills, and especially the habit of translating is now recognized to impede the proper learning of a foreign language. Additionally, since the methods we use to teach a course ought to be adopted according to its objectives, TESOL teachers should not be limited to the grammar-translation method but must make full use of a variety of ways for complete mastery of the four language skills. A recipe for rice is in reality of no use if we wish to make Kimchee The fact that the grammar-translaion approach is currently used prevalently, especially in secondary schools, is a case in point. In other words, teaching practices should not deviate from theoretical postulates even though they are flexible. At any rate, it is the most urgent task for improvement in English teaching that we should stop teaching English in the secondary schools by exclusive use of the so-called grammar-translation method. The chief things which have to be done for that are (1) retraining the English teachers through in-service training courses, (2) finding a way to test listening comprehension and oral production reliably and ecomically in the entrance examination, (3) freeing the teachers from school chores and heavy teaching load, (4) reducing the members of a class, and (5) installing language laboratories. The categories 1 to stated above can be done in the present circumstances. On the other hand, the others 4 and 5 can be said a matter of policy. Let it be hoped that they will be done very soon.

4극 이방성 Sr페라이트·플라스틱자석의 제조에 관한 연구

최희태,문현욱,신용진,진성빈 明知大學校 産業技術硏究所 1995 産業技術硏究所論文集 Vol.14 No.-

This thesis deals with the fabrication of 4 poles anisotropic Sr ferrite plastic magnets. After Polyamide6 and polyamide12 are kneaded respectively with Sr ferrite powder, silane coupling and calcium stearate of lwt% are added for coating and pelleting. The pelleted specimen injection-moulded under magnetic field using 4 poles mould. In the case of using polyamide6 as a binder, for 4 poles anisotropic Sr ferrite plastic magnets the surface magnetic flux density distribution is +943.8∼-943.8kG and the deviation is 5.2%, polyamide12, the distribution is +1040.9∼-1040.9KG and the deviation is 5.4%.The magnet distribution shows stability. As the results of experiments, we find 4 poles anistropic Sr ferrite plastic magnets have properties as the materials appropriate for manufacturing magnet type synchronous motors.

言語運用을 위한 言語知識

崔鉉郁 釜山大學校 師範大學 1988 교사교육연구 Vol.17 No.-

The purpose of this paper is three-fold: to consider the characterizations of Explicit and Implicit Linguistic Knowledge in terms of content and function, to define the relationship of linguistic knowledge and input process, and to find out which knowledge is more contributive to communication and what methods should be used so as to increase that knowledge. Linguistic knowledge may be represented in two ways as Explicit Linguistic Knowledge and Implicit Linguistic Knowledge. The difference between them has been defined in terms of consciousness, an unstable conception; however, that is not pedagogically beneficient. It is more desirable to distinguish these kinds of knowledge in terms of communication. Explicit Linguistic Knowledge is used only for monitoring, but Implicit Linguistic Knowledge is intuitive, automatic, and spontaneous in producing responses (comprehension or production) in the target language. Therefore, foregin-language teachers' attention should be directed to the increase of Implicit Linguistic Knowledge. For this, recommendable is Natural Approach instruction based on primarily five hypotheses. However, communicative practice should be used together with Natural Apporach because interaction is very important for foreign-language learners above the intermediate-level.

英語敎師 現職敎育에 關한 硏究

崔錄郁 釜山大學校 師範大學 1977 교사교육연구 Vol.4 No.1

The purpose of this study is to do two things: first, to elucidate the significance of in-service training for teachers of English; second, to find an answer to the programme of in-service training that senior teachers of English propose to meet their needs in their profession. The former was done through the study of the literature dealing with in-service education, particulary for teachers of English, and the latter through a questionnaire to be answered by the teachers of English in mid-career. At the present time, it is to some extent true that in Korea the main stage of English teaching is the secondary sohool, whose teachers of English must be the basis for English education. In addition, educational social change has brought a new attitude to teaching and learning of English, and technological change electro-mechanical equipment and its associated techniques into the classroom. To be brief, teachers of English must remain abreast with recent developments in English education. As for the specific programme for the in-service training, its contents above all things must be connected with the new mechanical aids and the things that teachers of English need in their profession and in which they are unlikely to have had any training during their initial training. In order to do this, it is a sine qua non that we should make use of the opinions and ideas about the in-service training that its participants suggest. The reason is that most of them have not only a lot of teaching experience but also sound knowledge of fundamental academic disciplines of linguistics, psychology, English teaching, and so on; moreover, they can usually judge what is and what is not relevant to them in their profession. Summing up, the materials gained from them have come to the following result. The courses they took in the past in-service training were under a bias toward theoretical speculative ones. Therefore, the courses they want to take are practical, descriptive, and theoretical ones in that order. From what has been mentioned above, the courses of in-service training for teachers of English can be seen to have three interrelated aspects: the practical aspect, the descriptive aspect, and the theoretical aspect. What I wish to suggest finally here is that any in-service training cannot be effective without the participants' strong willingness to learn, a desire to promote their professional growth.

쓰기 능력 측정의 대안으로서 클로즈 테스트

최현욱 釜山大學校 師範大學 1998 교사교육연구 Vol.36 No.-

This study examines the use of a cloze procedure as a good substitute for a composition test. For this end, a cloze test and a composition test were administered to 29 juniors and 21 seniors enrolled in the Department of English Education and 15 juniors in the Department of English and English Literature, Pusan National University. Results indicate that correlation between the cloze test and the composition test is fairly high (r=.874) and significant at the level p<.01. Moreover, fairly high correlations (r=.874∼.9546) were revealed constantly without regard to learning levels. Therefore, it is suggested that a well-designed cloze procedure can function as an alternative measure of writing ability. Implications for the use of the cloze test in assessing writing ability are as follows: first, it is best to select a passage that has a concise and independent meaning; second, passages that require esoteric or technical knowledge should be avoided; third, at least 50 items should be constructed over each cloze passage; fourth, it is desirable to delete every sixth word; fifth, a more lenient scoring procedure technique should be used in scoring procedure.

사후분해 시체에 대한 법의학적 접근

최영식,이상용,김유훈,조갑래,이봉우,양경무,정낙은,서중석,이한영,이원태,강현욱 大韓法醫學會 2000 대한법의학회지 Vol.24 No.2

Disposal of a homicide victim by dismemberment is rare, but individual cases are on record in most major medicolegal departments. Recognition of postmortem mutilation may be of importance in the interpretation of certain murders committed by sexual perverts and other mentally deranged individuals and sometimes performed for the sole reason of easier disposal of the body. Postmortem dismemberment is usually readily recognizable as such; The edges of the injuries are dry and lack evidence of bleeding. The joints may be disarticulated without fracture, or the use of an axe or saw may be evident from examination of bones. Parallel horizontal or oblique furrows in the bone surface are caused by skipping of the saw prior to establishing depth. Such patterns on the bone may assist in identifying the particular saw involved. So we report 25 dismembered corpses that autopsied in National Institute of Scientific Investigation. This paper can help in attempting to establish not only the first criminal investigation steps but also the medicolegal approach methods in unidentified and dismembered deaths.

外國語 敎育에 있어서 母國語 活用에 關한 硏究

崔鉉郁 釜山大學校 師範大學 1979 교사교육연구 Vol.6 No.1

This study was designed first to discuss the theories underlying the pros and cons of the uses of source language in foreign-language teaching and learning. Secondly, this writer wanted to find out when and how to use source language to the best advantage if it is essential and/or effective for teaching a foreign language. The results indicated that one should not take all or none attitude toward using source language in foreign-language teaching and learning; that it is desirable to teach the learner to react in the target language without recourse to his mother tongue; that the learner after puberty cannot help depending on his mother tongue in order to derive meaning, in terms of psychology since the development of his language ego is almost completed and the associa-tions formed with his source language are very strong; that one should give a short explana-tion in source language when it is inaccurate, vague, and difficlut to make the meaning of lexical items, phrases, and sentences clear by gesture, sketch, immediate association, or definition in the target language; that occasional translation could give the required infor-mation more quickly and clearly than an explanation in the target language; that translation is more suitable for advanced-courses, but here it is treated as a creative activity which follows; that the language teacher should be pragmatic and eclectic, trying to use the best techniques of all the well-known methods for the purposes for which they are most appropriate.

英語教師 養成計劃에 있어서 文學의 位

崔餘部 부산대학교 과학교육연구소 1976 교사교육연구 Vol.3 No.1

The purpose of this study is to do two things: first, to discuss whether literature should be included in or excluded from the pre-service training program for the English teachers of secondary schools;second to provide the materials necessary to making a much profounder study of the program. Inasmuch as it can generally be assumed that the curricula of the departments of English education, and English, and English literature of colleges and universities have a direct impact on the whole English teaching of secondary schools, planning, developing or revising them never fails to premise enough evidence, empirical validity, and social needs. Never-theless, we have satisfied ourselves of following our predecessors' footsteps without reference to those above mentioned when we lay out or revise the curricula. As a result, many English teachers have been trained and retrained under such curricula in which literature has absolute priority. As a matter of fact, the three considerations of the general objectives in teaching English, of qualifications for secondary school teachers of modern foreign lan-guages, and of social needs seem to be fairly strong reasons for not encouraging the pre-service or in-service training program with a prominent place of literature. Moreover, our society has been in a continuous state of rapid change since 1961. There is now a great demand for practical skills; therefore, our society as a whole has to take the responsibility for training competent people who will have to meet the new demands placed upon them. When our trainees come to teach their young students of secondary school, their main business is to help them to acquire new linguistic habits and skills. If then, teachers of English, no doubt, will benefit more from familiarity with linguistic courses than literary ones. And it can be assumed that the former contributes more to the learners needs of secondary school than does the latter. However, it must be recognized that the total process of learning a foreign language involes much more than simply learning the forms of the language. The learner must come to know the cultural content of those who speak it natively because it cannot be wholly learned and understood without reference to the culture of which it is a part. Therefore, it is a sine qua non of successful foreign language instruction that modern foreign language teachers should have the cultural insights of the foreign lnaguage. As far as they are con-cerned, literature is one of the most valuable means of attaining cultural insights, for it reflects the social values and the patterns of behavior to which people are attached. In addition, it is desirable that a prospective foreign language teacher should acquire the best examples of the use of English from reading masterpieces of literature. In these terms, there is no need to question the place of literature within a pre-service training program for tea-chers of English. To be sure, of great importance is the proper union of linguistic and literary courses in pre-service training. In conclusion, this writer propose that the equal combinaion of lin-guistic and literary courses, exclusive of the courses of basic linguistics and professional preparation should be obtained.

國民學校 英語敎育實施에 關한 硏究

崔鉉郁 釜山大學校 師範大學 1978 교사교육연구 Vol.5 No.1

The purpose of this to examine (1) the pros and cons of early start in foreign language learning,(2) the in-service senior teachers' opinions of EFLES,(3) the recent developments and trends of FLES, and (4) the problems connected with EFLES introduction in Korea, and then to offer its results as basic materials for introducing the teaching of English in elementary schools in Korea. The result of category (1) above indicated that the linguistic and cultural advantages of early foreign language instruction were greater. The most convincing explanation for this phenomenon is that, in the process of neurophysioiogical maturation, the flexibility of brain and vocal organs necessary for mastery of a foreign langage is lost. Moreover, social and psychological maturation is as important as neurophysiological maturation in accounting for the fact that children before puberty learn foreign languages more easily and more proficiently than do adults. It should not be overlooked that the adult's more advanced cognitive maturity would allow him to deal with the abstract nature of language much better than children. That, however, will not sway the arguments for FLES. The result of category (2) above indicated that the overwhelming majority (36:69.2%) of the 52 subjects supported the concept that early start in English learning as a foreign language was educationally, linguistically, and culturally valid, while the others (16:30. 8%) did not. It should be noticed that almost all the subjects (42:80.8%) thought that the addition of English instruction to the elmentary curriculum in Korea would not have a bad influence upon the acquisition of the essential elements of our own culture. The result of category (3) above indicated that FLES in the modern sense developed during the 1950's. and that its program was firmly established as a normal educational feature of most school systems in the advanced countries in the 1960's. At the present time, it is gaining in strength all over the world. More recently, the Ministry of Edu-cation in this country has planned to reverse the past trend of the start in English learning at the beginning of the secondary stage of schooling, and announced a project to investigate the possibilities and values of teaching English as a foreign language in the elementary schools. The result of category (4) above suggested that EFLES in Korea would create diffi-culties and problems, and that presumably the most critical problems would remain the matters of finding an adequate number of professionally qualified staffs and solving the overcrowded classrooms. Fortunately, however, the Ministry of Education has decided to start experiments for the teaching of English in elementary schools. The above-mentioned budgetary and staffing problems will be solved with continous efforts of edu-cational authorities and leaders in the English teaching proffessions. The future of EFLES in korea, therefore, will be in large measure dependent upon whether it can solve its major problems and overcome difficulties.