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초등영어교육과정과 연계한 유아영어교육교재의 분석과 개발방향
강후동(Kang, Hoo Dong) 팬코리아영어교육학회(구 영남영어교육학회) 2014 영어교육연구 Vol.26 No.1
The purpose of this study is to improve the quality of preschool English education textbooks based on the elementary English curriculum. The study reviews the current issues of preschool English education and analyzes previous studies on preschool English education for the purpose of identifying the realities of preschool English textbooks as well as preschool English education in Korea. After reviewing eight preschool English textbooks, the study found many textbook series and their teacher's guidebooks do not contain detailed development criteria such as the number of vocabulary and the limit of sentence length according to different preschool pupil age categories in their developing textbooks. The study indicates many words, expressions, and dialogues included in the preschool textbooks are inappropriate for their levels. The study finally insists that preschool textbook developers should consider detailed criteria in closer connection with elementary school textbooks. Related government organizations as well as publishing companies should have the proper reviewing system for better preschool English education textbooks.
재량활동시간을 이용한 초등영어 심화ㆍ보충활동이 4학년 아동의 흥미도 및 듣기 이해력에 미치는 영향
권영환,배숙정 팬코리아영어교육학회(구 영남영어교육학회) 2003 영어교육연구 Vol.15 No.3
The purpose of this study was to examine the influence of advanced and additional activities on listening comprehension ability and interest in elementary school learners, to identify ways of increasing language input by using such enrichment activities, and to provide some guidance to teachers for the application of discretionary activities. The study was administered to fifty-one fourth graders with an experimental and a control class on the basis of the students' interest and listening abilities in English. The results of this study are as follows; there was no significant effect in the children's interest; however. in both groups, the advanced group of children demonstrated enhanced listening comprehension. In particular, the experimental group using advanced and additional activities had a better result in listening comprehension. It is argued that more systematic management of the advanced and additional activities for language teaching is needed when the quantity of language input is insufficient in elementary school classrooms.
초등학생용 영어도서 선정을 위한 한국형 Lexile 개발
김정렬,이은혜 팬코리아영어교육학회 2010 영어교육연구 Vol.22 No.2
The purpose of this study is to develop an appropriate method to measure the difficulty of a particular text or document for effective English reading ability when teachers and parents choose English books for various levels of EFL (English as a foreign language) students at an elementary school in Korea. One major difference between EFL students and those students whose mother tongue is English is the different amount of exposure to English vocabulary. This study has reorganized the difficulty of vocabulary according to the 7th national curriculum. Another major factor is sentence difficulty. To measure sentence difficulty a syntactic complexity formula was utilized. The difficulty of English vocabulary and sentence complexity was multiplied according to the proposed Korean lexile formula. To test the appropriateness of Korean lexile, the students’ comprehension of English books is measured. To this end, comprehension tests were developed for the books and given to 140 students from the third to sixth grades in an elementary school. According to the results, the correlation of students’ comprehension rate turned out to be much higher with Korean lexile than American lexile. This study sets a formula for differentiating reading texts appropriate to Korean learners of English. In addition, this study provides a basis for developing a tool to accurately measure English readability of Korean children learning English.
이병천(Lee Byeong-Cheon) 팬코리아영어교육학회(구 영남영어교육학회) 2007 영어교육연구 Vol.19 No.4
The purpose of this study was to investigate English teachers" perceptions of the English learning Experience Zone (ELEZ) and draw their pedagogical implications for applying the practical application to English learners" study. To achieve this purpose, a questionnaire was distributed to 50 head teachers in sixteen provinces and cities in Korea nationwide who were in charge of the project in each school called "Research on the Introduction of English as a Subject into the Primary School Curriculum". In-depth interviews were also conducted with some of the teachers. The results showed that, first, the teachers who participated in the project were satisfied with the ELEZ. Second, situation-based facilities were preferred to function-based ones such as supermarkets, restaurants, and homes. Third, the rate of students" use of the facilities during after-school time or lunch time was relatively low. The teachers suggested the following; the consideration of a flexible design for using the facility, the development of programmes for students with differential levels, the suitability of facilities to the ELEZ curriculum, the expansion of English teacher training for professional development, and the guarantee of constant working teacher in the zone. Further research is therefore needed in these areas.
Analysis of Task Complexity in Middle School English Textbooks
Boo-Yeon Kim 팬코리아영어교육학회(구 영남영어교육학회) 2006 영어교육연구 Vol.18 No.3
The purposes of the analysis presented in this paper are threefold. The first is to determine how task dimensions - task type and task complexity - are sequenced from easy to difficult. The second is to contribute to a deeper understanding of the relationships among accuracy, fluency and complexity in textbooks. Finally, based on the research findings, it offers suggestions for an improved model of task types. In order to analyze the factors related to task design, three government-authorized textbooks that were published in 2001 were selected for this study. The textbooks were published with the aim of improving middle school students’ ability to listen to, speak, read, and write English. A particular emphasis on oral tasks was evaluated for the purposes of this study, but overall, it was found that the textbooks under review failed to meet the curriculum objectives, most likely due to a lack of consideration for sequencing and grading of tasks in syllabus design. The study addresses two major research questions for reviewing the textbooks under analysis: Is task complexity sequenced from easy to difficult tasks? If it is not, then what is the alternative? Is task type sequenced from easy to difficult tasks? If it is not, then what is the alternative? In addition, in order to ensure a systematic analysis, this paper has modified the standard framework using three factors that measure the characteristics of each of the three textbooks: task type, task complexity and task condition.
김영태(Kim Young-Tae),김정화(Kim Jeong-Hwa) 팬코리아영어교육학회(구 영남영어교육학회) 2005 영어교육연구 Vol.17 No.3
The purpose of this study is to evaluate Korean primary school English materials and to suggest more effective ways for adapting primary school English materials. According to the survey, teachers from different school areas and English teaching careers expressed different needs for adapting these materials. Students from different school areas also showed different needs for adapting the materials. Based on the model of adapting the materials, an experimental study was conducted, using 30 primary school students as subjects. Classroom observation and interview were carried out in and after class, and both students’ self-evaluation and students’ diaries were obtained after class. The results of this study are as follows: first, advanced and intermediate level subjects showed more interest and participated in all kinds of classroom activities better than before. Second, and more significantly, subjects of limited English abilities gained confidence and tried to participate in the activities, even though there were many errors in their utterances. The study suggests that it is necessary to conduct other studies for adapting primary English materials, based on different learning and teaching contexts.
질문 구상 활동이 EFL 학습자들의 영어 듣기 능력에 미치는 영향
김동규(Kim, Dongkyoo),진경애(Jin, Kyung-Ae) 팬코리아영어교육학회(구 영남영어교육학회) 2013 영어교육연구 Vol.25 No.3
The purpose of this study was to investigate the effects of thinking question tasks on EFL college students' listening comprehension. Forty-one college students took part in this study and were divided into a control group and an experimental group. While students from the control group received a general listening lesson, students from the experimental group participated in the task of thinking questions based on listening scripts over 12 weeks. Thinking question tasks involved making three questions based on the listening scripts and answering their own questions. A questionnaire and two sets of listening tests were administered to each group for the analysis of their improvement on listening comprehension proficiency. According to the results of the study, the experimental group students showed significant improvement in comparison to that of the control group students on the posttest of listening comprehension proficiency. It was assumed that they would improve their comprehension in the process of thinking questions based on the listening scripts. They also perceived the positive role of thinking question tasks in the enhancement of their communicative competence. Several applications are presented and discussed based on the findings of this study.
고등학생들의 학습자 변인에 따른 디지털 영어학습전략 사용 양상에 관한 연구
정대연(Jung, Dae-Yeon),배지영(Bae, Jiyoung) 팬코리아영어교육학회(구 영남영어교육학회) 2021 영어교육연구 Vol.33 No.1
The purpose of this study is to examine high school students digital English learning strategies and analyze the interrelations between their use of digital English learning strategies and individual learner variables such as gender, grade, exposure and experience of digital devices, and English learning experience. The participants of the current study were five hundred fifty-seven students selected from one public high school located in Chungnam area. A questionnaire was developed to investigate the use of digital English learning strategies based on Oxford’s (1990) SILL and Bae and Kim’s (2018a) instruments. Data collected from 557 participants were statistically analyzed, and the results are as follows. As a result of analyzing the differences in the use of digital English learning strategies in grade and gender among individual learners variables, in all strategy types, girls showed statistically higher use of strategies than boys at lower grades. Additionally, it is shown that the frequency of use of digital devices and the use of digital English learning strategies are not necessarily in direct proportion. Finally, all of the general English learning periods had a statistically significant effect on the use of digital English learning strategies of high school students. In general, it was found that learners with a longer period of English learning use digital English learning strategies more actively. The suggestions and implications for the further study are presented. (225 words)
이경랑(Lee, Kyoung Rang) 팬코리아영어교육학회(구 영남영어교육학회) 2011 영어교육연구 Vol.23 No.1
This study aimed to provide an overview of the research on second language learning strategies which has been conducted for about 30 years. Based on the representative researchers’ works in the field of second language learning strategies, such as Rubin (1975, 2005), Stern (1975), Oxford (1990, 1993a, 1996), O’Malley and Chamot (1990), and Chamot (1999, 2005), this study outlined the previous research classifying the characteristics of it as beginning (from the mid-70s to the mid-80s), growing (from the mid-80s to the mid-90s), and maturing (from the mid-90s to now). While the researchers were interested in the differences between good language learners and poor language learners in the beginning period, they made great efforts to create objective tools to classify and assess learners’ language learning strategies in the growing period. In the maturing period, they tried to triangulate various methods to understand learners’ use of learning strategies, as well as to teach what strategies to use and how to use them appropriately for a given task in a more individualized way. Descriptions and discussions of respective periods are given, as are further potential research directions.