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.

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 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.

Addition of reduced graphene oxide to an activated-carbon cathode increases electrical power generation of a microbial fuel cell by enhancing cathodic performance

Koo, Bonyoung,Lee, Seung-Mok,Oh, Sang-Eun,Kim, Eun Jung,Hwang, Yuhoon,Seo, Dongjune,Kim, Jin Young,Kahng, Yung Ho,Lee, Yong Woon,Chung, Seon-Yong,Kim, Seong-Jun,Park, Jeong Hun,Jung, Sokhee P. Elsevier 2019 ELECTROCHIMICA ACTA Vol.297 No.-

<P><B>Abstract</B></P> <P>Activated carbon (AC) is an inexpensive catalyst for oxygen reduction in an air cathode of microbial fuel cells (MFCs). In the AC-based cathode, carbon black (CB) is used as a conductive supporting material. In this study, it was hypothesized cathodic performance would increase if reduced graphene oxide (rGO) replaces CB in an optimum ratio. rGO replaced CB in the four different weight ratios of rGO toCB: 0:30 (rGO0); 5:25 (rGO5); 15:15 (rGO15); 30:0 (rGO30). Maximum power density was the best in rGO15 (2642 mW/m<SUP>2</SUP>) followed by rGO5 (2142 mW/m<SUP>2</SUP>). In the optimum external resistance operation, rGO5 and rGO15 showed similar power (∼1060 mW/m<SUP>2</SUP>), higher than the others. Linear sweep voltammetry, cyclic voltammetry, and impedance spectroscopy also showed that the optimal rGO additions improved cathodic performance and reduced cathodic internal resistance. Due to the flatter and wider shape of rGO and 5 times higher electrical conductivity than CB, the rGO addition improved the cathodic performance, but the complete replacement of CB with rGO decreased the cathodic performance due to the increased thickness and the morphological crack. The optimum rGO addition is a simple and effective method for improving cathodic performance.</P>

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.

The Effects of a Phonological Awareness Instruction with Phonetics on the Oral and Aural English Proficiency

Bae, Chulwoong,Kahng, Yong-Koo,Sohng, Hae Sung The English Teachers Association in Korea 2012 영어어문교육 Vol.18 No.1

This study explores the effects of phonological awareness instruction with phonetics on listening comprehension and speaking. For the test of measuring the improvement of listening comprehension, two nationwide listening comprehension tests were used for pre-test and post-test. To find out the improvement of speaking ability, students were required to take the Level-3 NEAT speaking tests. There was a notable correlation between phonological awareness instruction with phonetics and listening ability. Also a significant correlation between phonological awareness instruction with phonetics and speaking ability was found. The group with phonological awareness class with phonetics received higher scores in listening and speaking test than the group without phonological awareness class with phonetics in the post-test. This study implies that phonological awareness class with phonetics is helpful for the improvement of listening and speaking ability. With this research, we can also say that students' communicative competence increased.

The Effects of a Phonological Awareness Instruction with Phonetics on the Oral and Aural English Proficiency

Chulwoong Bae,Yong-Koo Kahng,Hae Sung Sohng 한국영어어문교육학회 2012 영어어문교육 Vol.18 No.1

This study explores the effects of phonological awareness instruction with phonetics on listening comprehension and speaking. For the test of measuring the improvement of listening comprehension, two nationwide listening comprehension tests were used for pre-test and post-test. To find out the improvement of speaking ability, students were required to take the Level-3 NEAT speaking tests. There was a notable correlation between phonological awareness instruction with phonetics and listening ability. Also a significant correlation between phonological awareness instruction with phonetics and speaking ability was found. The group with phonological awareness class with phonetics received higher scores in listening and speaking test than the group without phonological awareness class with phonetics in the post-test. This study implies that phonological awareness class with phonetics is helpful for the improvement of listening and speaking ability. With this research, we can also say that students’ communicative competence increased.

The effects of a phonological awareness instruction with phonetics on the oral and aural English proficiency

Chulwoong Bae,Yong-Koo Kahng,Hae Sung Sohng 미래영어영문학회 2012 미래영어영문학회 학술대회 자료집 Vol.2012 No.12

This study explores the effects of phonological awareness instruction with phonetics on listening comprehension and speaking. For the test of measuring the improvement of listening comprehension, two nationwide listening comprehension tests were used for pre-test and post-test. To find out the improvement of speaking ability, students were required to take the Level-3 NEAT speaking tests. There was a notable correlation between phonological awareness instruction with phonetics and listening ability. Also a significant correlation between phonological awareness instruction with phonetics and speaking ability was found. The group with phonological awareness class with phonetics received higher scores in listening and speaking test than the group without phonological awareness class with phonetics in the post-test. This study implies that phonological awareness class with phonetics is helpful for the improvement of listening and speaking ability. With this research, we can also say that students’ communicative competence increased.

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.

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.