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한국과 일본의 영어 교육 비교 연구 : A Historical Survey 한국과 일본의 영어 교육의 역사적 배경을 중심으로
조용남,이상준 韓國外國語大學校附設 外國語敎育硏究所 1991 외국어교육연구 Vol.- No.7
ABTRACTThe present study surveys the historical background of English teaching in japan, which Korea inherited and has made its own tradition.The Japanese history of English teaching has had two periods during which English was popularly learned with the kind of enthusiasm that has not been seen in other times. One was the Meiji period When all subjects on the curriculum of the middle school and upwards were taught in English by Western teachers with books written in English, and the other the period of American occupation beginning with the end of the war, when the ability of spoken English was almost an essential condition for advancing one's career.In other times, the status of English was recognized only as one of the most important subjects of the examination for entrance into the university. This was a situation for which the grammar-translation method of teaching was the most effective, making it difficult for any communication-oriented method to be adopted in schools of formal educationThe national controversies, characteristic if English teaching in Japan, over whether English should be included in the curriculum of the middle school are traced partly to public dissatisfaction with the low level of English proficiency of high school and university graduates vis-a-vis the time spent on learning the foreign language,partly to nationalism of the Japanese people, and partly on the ideology of English education.English was introduced to Korea along routes different from the way it came to Japan. and had been taught to a small number of people by a communication-centered method until 1919, when Japan replaced with its own the traditional Korean educational system including English teaching. It can be said that English teaching in Korea actually started with the imposition of the Japanese educational system in Korea, and has thus inherited the Japanese tradition of English teaching. It is this historical background that makes the history and tradition of English teaching of Japan meaningful to us.It is revealed by this survey that progress in the teaching of foreign
조홍섭 韓國外國語大學校附設 外國語敎育硏究所 1993 외국어교육연구 Vol.- No.9
In this paper I put my consideration on language pedagogy into an historical content. I indicated some important dates, trends, names, and writings. Language teaching theory has tended to develop within single language traditions and within different kinds of educational institutions. From the historical point of view, there are different trands of development according to countries, languages, and institution. The entire tine span can be roughly divided into four periods. Each period is briefly characterized and a selected list of names, writings, or events with appropriate dates and a few comments was added. Innovations which began about 100 years ego, and have been going on ever since led to intensive theoretical debate and experimentation in the sixties, bringing about in the seventies four different trends, one of which continues the search for new methods while the ethers looked for new emphases in curriculum design, human relations, or in the lessens of learning research. Towards 1980, the concept of communication was a rallying point for these different trands. Finally what I have presented is a highly selective sketch which necessarily is interpretive and subjective. In conclusion, the main purpose of a historical approach is to ensure that the totality of past and present development in pedagogy is not lost but continues a constant source and resource for the theory of language teaching.
趙弘燮 韓國外國語大學校附設 外國語敎育硏究所 1990 외국어교육연구 Vol.- No.6
We may regard CLT as a kind of approach rather than a kind of method so far. Communicative competence may be defined as an ability to make sense as a participant in discourse by the skillful deployment of shared knowledge of code resources and rules of language use. Just as Audiolingual Method has been criticized in reflection an appropriate methodology in America, Situational Approach has no longer been felt to reflect a methodology appropriate since 1970s. Combined with the features of interactive process of humanistic approach to teaching, CLT makes one of the most appealing approach nowadays. Although we cannot say that CLT is a final solution to foreign language teaching, it can not be doubted that it made another new era in language teaching. Although CLT may have some new information and insights to contribute, it may be difficult to adopt a whole new approach to the teaching of foreign language. Most language teachers, I suppose, will agree intuitively to the claim that language students should be exposed to appropriate samples of language and given relevant and motivating activities to help them learn. I believe this is what CLT should do and I think that there is something important in this. Although its philosophy is a little confused nowadays, its heart is firmly-rooted, and in some ways it has done a lot of good for language teaching methodology. However, theoretical confusion can lead to practical inefficiency, and this can do a lot of harm, with time and effort being wasted on unprofitable activities while important priorities are ignored, We need to ask ourselves in order to get clear answers to the various qustions; whether it is suited to EFL situations, whether it requires existing grammar-based syllabus to be abandoned or merely revised, how it can be adopted in situations where students must continue to take grammar-based tests. Solving such kinds of questions may mean to a large degree a success of CLT in Korea. At the same time we need to try to fashion an integrate and comprehensive understanding of how learners acquire the ability to communicate clearly and effectively in EFL situations.