초등예비교사들에 의한 실제적 영어교육자료 분석과업 사례 연구

김동규 ( Dongkyoo Kim ) 한국중등영어교육학회 2014 중등영어교육 Vol.7 No.2

This study aimed to examine pre-service elementary school teachers``perception of authentic English materials and to explore their analysis ofauthentic English material. A questionnaire was administered to the subjectsin order to describe their English learning and to identify their perception ofauthentic English materials. As an English educators, each subject selected amovie and analyzed the movie from the perspective of the following threedomains; grammar, pronunciation, and culture. According to the results ofthis study, the pre-service elementary school teachers were fond of moviesthat involve ``love`` as the main subject. From a grammar perspective, ``tense``was the area that the subjects concern themselves with the most, followedby ``modal verbs,`` ``comparatives,`` and ``relative pronouns``. They analyzed``linking`` and ``flap`` phenomena the most in the area of pronunciation, followedby ``contraction`` and ``softening`` phenomena. In regard to culture, theyanalyzed the movies in respect to ``food,`` ``parties,`` ``appellation,`` etc. After theanalysis task of each movie, they showed very positive perceptions ofutilizing movies as English teaching materials. Several implications andapplications are discussed based on the findings of the study.

주석, 영어능력 그리고 우연적 어휘습득

류혜란,최성묵 한국중등영어교육학회 2022 중등영어교육 Vol.15 No.1

Glossing has been shown to have favorable effects on incidental vocabulary acquisition in second language learners. Expanding upon this line of research, we explored whether the effects of glossing may vary as a function of learner proficiency. To this end, Korean eighth graders (N = 104) were instructed to read a short story (1,002 words) for meaning. The story included 18 glossed target words that occurred 1, 3, or 5 times. They then responded to a reading comprehension test, followed by a battery of unannounced vocabulary tests (form recall, meaning recall, meaning inference) immediately and one week after reading the story. Overall, the high proficiency (HP) learners tended to outperform their low proficiency (LP) counterparts in all measures of lexical knowledge. Interestingly, the magnitude of difference between the two groups as measured by Cohen’s d was most pronounced in meaning inference, followed by meaning recall and form recall. Taken together, our findings indicate that glossing may widen the gap between the HP and LP learners, rather than closing the difference between the two proficiency groups

영화영어에서 감정과 언어와의 관계가 학습에 미치는 영향에 관한 연구

노윤아 한국중등영어교육학회 2022 중등영어교육 Vol.15 No.1

The purpose of this case study is to investigate how interrelatedness between emotion and language influences the learning of English through movies. To do this, three advanced college students majoring in English were asked to watch a romantic movie, The Choice (2016), and then to participate in a conversation analysis, a subsequent discussion of those results with a researcher, and finally an interview. The conversation analysis showed that all the participants chose emotional expressions based on the movie storyline; however, they failed to see the relevant language patterns in the emotional expressions. The following discussion indicated that participants tended to focus on the relevant language forms or patterns of the emotional expressions. In the interview, all the participants agreed with this new emotion-based language method and mentioned that they learned pragmatic meanings from the language forms they already knew. One of the participants commented that they found it hard to find the relevant language forms in the emotional expressions without the teacher's help. However, the participants agree that interrelatedness between emotion and language would positively support their language learning.

2015 개정 초·중학교 영어과 교육과정 교육내용의 적정성 연구: 내용 조직 측면을 중심으로

배주경 ( Pae¸ Jue-kyoung ),주형미 ( Joo¸ Hyung Mi ) 한국중등영어교육학회 2021 중등영어교육 Vol.14 No.4

The study aims to analyze whether the contents of elementary and middle school English of the 2015 revised English curriculum are properly organized. To this end, a survey of elementary and middle school English teachers and qualitative analysis on the educational content section of the curriculum, "3. Content System and Achievement Standards" were conducted. The results suggested that the educational contents of the 2015 revised English curriculum are structured in consideration of the sequence and hierarchy between grade levels and among content areas. In addition, it can be said that the proportion of educational content between areas is appropriately organized. However, educational contents of certain areas or grade levels need to be adjusted in terms of function of the content scheme, the range of new vocabulary available by school levels, or achievement standards. In addition, it can be seen that some areas need improvement in terms of the proportion of educational content between areas. The results of this study are expected to contribute to the revision of the next English curriculum.

자기주도적 학습능력에 따른 영자신문 제작 활동이 고등학교 학습자의 영어 쓰기 능력 및 학습 동기에 미치는 영향: 3년 종단 연구

최현용,김수연 한국중등영어교육학회 2020 중등영어교육 Vol.13 No.4

This study aims to explore the effects of English newspaper making activity on Korean high school learners’ English writing skills and learning motivation according to their self-directed learning ability. Twelve first year high school students, who joined the English newspaper making activity, participated in three-year longitudinal study from mid-March 2017 to December 2019. The results of this study are as follows. First, the higher the self-directed learning ability, the higher improvement in the English writing skills. Second, both the self-directed learning ability upper group and the lower group showed improvement in most of the 10 measures that showed the degree of development of syntactic complexity. Finally, the higher the self-directed learning ability, the higher improvement in learning motivation. The findings of this study provide some useful pedagogical implications for teachers to understand learners better at future English education fields and balanced learning environment.

영어 능숙도, 작용기억력, 메타인지, 영어 쓰기, 한국어 읽기가 사실적 및 추론적 영어 읽기에 미치는 영향 연구

배태일 ( Pae¸ Tae-il ) 한국중등영어교육학회 2021 중등영어교육 Vol.14 No.2

The present study reports on the effects of English proficiency, working memory, meta-cognition, English writing, and Korean reading on English literal and inferential reading. To this end, a total of 256 high school students participated in the study, and the relationships between the predictors and English reading were analyzed using structural equation modeling. Results of the study indicate that Korean literal reading, English proficiency, and working memory made a significant impact on English literal reading, whereas English narrative writing and meta-cognition failed to explain the significant proportions of variances in English literal reading. For English inferential reading task, Korean inferential reading, English argumentative writing, English proficiency, and meta-cognition significantly affected English reading, while working memory made a non-significant effect on English reading. Pedagogical implications were provided.

영어교과 교육과정 이수 기준 설정에 대한 연구

이병천 ( Lee¸ Byeong Cheon ) 한국중등영어교육학회 2021 중등영어교육 Vol.14 No.2

The purpose of this study was to investigate the perceptions of Korean teachers and supervisors in local office of education on curriculum completion standard setting for elementary and lower secondary school period. Curriculum completion standards consisted of two main elements, attendance rate and subject content completion criteria in English education, on which three research questions were focused. For this study, a questionnaire was administered to 1187 research participants including 1059 school teachers(elementary 602, secondary 457) and 128 supervisors in charge of curriculum implementation in 17 provincial office of education. An independent t-test and a One-way ANOVA were performed to explore whether there was a statistically significant difference between the teacher-supervisor groups and among four teacher groups. The results showed that, even though significant differences were found in some parts, most of all teachers and supervisors had favorable opinions towards setting both attendance rate and subject content completion criteria as curriculum completion standards in relation to English education. Noteworthy was that the result revealed that the higher the level of school year grade, the more setting of curriculum completion standards were required. The findings of this study will contribute to an understanding of the perceptions of teachers in elementary and secondary schools and supervisors in the local office of education, which can be utilized when setting standards of curriculum completion as national educational policy in Korean context.

한국 대학생의 영어 문법 습득 난이도

고현숙 ( Ko¸ Hyunsook ) 한국중등영어교육학회 2021 중등영어교육 Vol.14 No.2

The purpose of the present study is to investigate the difficulty of English grammar features by Korean EFL learners such as past tense of verbs, passive, 3^rd person singular -s, comparative adjectives, yes/no question, auxiliary verbs, many/much, for/since, articles, subjunctive mood, dative alternation, infinitives. gerunds, participles, and relatives. To this end, a fill-in-the-blanks test of English sentences and a set of English proficiency tests were administered for 67 college students in Ulsan, Korea. The results showed significant differences in accuracy for gerunds between high and intermediate levels of learners. In the comparison of accuracy by high and low levels of learners were found significant differences for passive, 3^rd person singular -s, yes/no question, auxiliary verbs, many/much, for/since, dative alternation, infinitives, gerunds, participles, and relatives. On the other hand, no significant difference was found for past tense of verbs, comparative adjectives, articles, and subjunctive mood across the groups of learners. Based on these findings, the study suggested that pedagogical priorities should be established to help Korean EFL university learners, particularly with past tense of verbs, subjunctive mood, and 3^rd person singular -s, articles, and relatives. Finally, the study discussed difficulty in comparison with those of Rodriguez Silva(2017) and Cheng and Lee(2020).

대학수학능력시험 영어 영역에 나타난 파생 접사에 관한 코퍼스 연구: 기본 어휘 관련 지침을 중심으로

이현우 한국중등영어교육학회 2022 중등영어교육 Vol.15 No.1

The present study first investigated whether the distribution of derivative affixes is the same across the four recently conducted English exams of College Scholastic Ability Test (CSAT), irrespective of the fact that a headword and all of its inflectional and derivational forms were defined to belong to a single word by the 2015 Revised National Curriculum of English. It was shown that this new definition did not affect the distribution of dervatives in the exams. The study then explored how to define representative derivative affixes that are currently used in the English exams of CSAT. Calculation of the coefficient of usage of derivative affixes showed that the following 13 suffixes are representative: -al, -ly, -ation, -ion, -er, -ity, -ive, -ment, -able, -ic, -ize, -ful, and un-. These affixes are in contrast with the representative affixes used in elementary and middle school English textbooks. Some implications of these findings are briefly discussed.

인공지능과 빅데이터 관련 영어 전공 수업에 대한 한국 대학생 학습자의 인식

김성희,신정아 한국중등영어교육학회 2022 중등영어교육 Vol.15 No.1

This study examined Korean undergraduate students’ perceptions toward English major courses on artificial intelligence and big data. Twenty-one Korean undergraduate students participated in an online survey designed to observe their interests in new technologies based on Artificial Intelligence (AI), perceptions toward newly developed English major courses on practices and applications of AI and big data, and other wide-ranging concerns about such developing technologies. In addition, two students participated in an in-depth interview on the topic. The results of the survey revealed the participants’ keen interests in the field of technologies evidencing the needs and desires for basic and substantial knowledge on new technologies pertinent to their major. In addition, they demonstrated very low to no anxiety in acquiring new AI-technologies and applications; rather, they expressed an extensive motivation to engage in learning them. However, the interview results showed that the curriculum should be revised to create more courses considering students’ levels towards new technologies. Overall, these results may suggest the demands for modifying the current English major courses to better meet the students’ needs in such rapidly-changing 4th industrial revolution era.