문화간 의사소통 능력과 지구어로서의 영어교육

박약우(Park Yakwoo) 한국외국어교육학회 2004 Foreign languages education Vol.11 No.1

This paper aims to make some suggestions for the direction and objectives of teaching English as a global language (EGL). To this end, the examination reveals that the number of people who use English as a second or foreign language is much more than that of people who use English as the primary language. Moreover, in many parts of the world the status of English is shifting, being used within the country as well as for international communication. Thus, it will be more likely for the learners to communicate in English with other people than English natives. Communication across cultures demands mutual intelligibility and speaker’s identities. The objective of EGL is to provide intercultural learners with intercultural communicative competence, which is a knowledge of one or more cultures and social identities, and which is also a capacity to discover and relate to new people from other contexts for which they have not been prepared directly. Teaching English as a global language will be effective and prosperous under due consideration of local situations around learners. Several ideas are suggested for the new direction for EGL education.

초등 영어 교재 개발 연수 프로그램 개발과 운영

박약우(Yakwoo, Park),박기화(Kihwa Park) 한국외국어교육학회 2009 Foreign languages education Vol.16 No.3

This study aims to contribute to the improvement of teacher training programs by developing, applying and assessing a customized in-service teacher training course in teaching English in elementary schools. A 60-hour, 10 day intensive training program was planned for one class of 30 elementary school teachers. Its syllabus consisted of the lectures, teaching demonstrations with supplementary materials, and practical work necessary to analyze, assess, produce, apply and adapt materials. The course proceeded with the intention to include as little lecture as possible. The assessment of the training program showed the following: the trainees' evaluations of individual lectures and their self-evaluations were mostly up to and above the degree of 'Good', but the evaluations of the course's general management were lower. Responses did not show significant differences when viewed through the lens of variables such as gender, the type of English teaching experience and the academic background of the participants. Differences in responses did show when accounting for variables such as the teaching career of the trainees and their motivation to attend the training. The group with a long teaching career and the group that attended voluntarily were not respectively satisfied as much as the group with a short teaching career and the group that was forced to attend. The reasons for the variances in satisfaction were analyzed in order to contribute to the improvement of teacher training programs.

영어가 어떻게 지구어로 발전할 수 있었는가?

박약우(Park, Yakwoo) 한국초등영어교육학회 2014 초등영어교육 Vol.20 No.2

This study aims to examine the conditions in the history of the English language on which English has developed into a global language. It is examined from such points of view as Anglo-Saxons as users of English, the loan words of English, the spread and the variants of English, the number and the distribution of English users, and the simplification of English. Anglo-Saxons well adapted themselves to the situations confronted, assuming a vicious or obedient disposition to maintain England as a homeland. English has borrowed so much vocabulary from other languages that it has a hybrid and cosmopolitan vocabulary. Lots of French loan words in Middle English indicate the first step towards English becoming a global language. English spread to the whole British Isles in the Middle English period, spread to the world through British colonial policy from the 17th century onward, and has further spread on the economic and military power and culture of the United States since the 20th century. English has spread widely and has given birth to variants through contact with indigenous languages. English has developed into a global language and is now the most ubiquitous language on earth. The use of English by such a large number of people is due partly to the simplification of the English language. The more English is simplified, the more likely it is for English to be viewed as a basic skill for living on earth since people find it ever easier to learn and use English.

지구어로서의 영어교육과 문화교육 방안

박약우(Park Yakwoo) 한국외국어교육학회 2005 Foreign languages education Vol.12 No.4

Effective foreign language learning accompanies the learning of the target language’s culture. But English is said to be not a foreign language, but a global language. What should culture learning be like in teaching English as a global language (EGL)? This paper aims to make some suggestions for the directions of cultural learning in EGL. First, the features of EGL learning are explored in comparison with those of EFL learning. Second, it is discussed why EGL learning does not match the communicative competence on which the communicative approach has been based. Instead EGL learning needs intercultural communicative competence (ICC). Third, it is considered what culture education should take into account for ICC. The main section seeks out the ways in which cultural contents involved in teaching materials contribute to develop ICC. Four (4) series of Korean middle school English textbooks are analysed in respect of the ownership of cultures, the types of culture and the cultural activities, from the intercultural perspective. The result admits the cultural contents of the textbook are not suitable for developing ICC. Finally, some directions will be deduced on how and what teaching materials are equipped to develop ICC in teaching English as a global language.

지구어로서의 영어교육 방안에 관한 연구

박약우(Park, Yakwoo) 경인교육대학교 기전문화연구소 2009 기전문화연구 Vol.35 No.-

본 논문의 목적은 저효율적인 영어교육의 문제점을 찾아서 개선할 수 있는 방법을 제시하고자 한다. 이를 위해 우리가 실시하고 있는 영어교육의 이론과 실제의 제 문제를 고찰하였다. 우리의 영어교육은 원어민 모형을 지향하고 있다. 원어민 모형의 영어는 지구어 시대에 여러 가지 문제점을 가지고있었다. 원어민 중심의 영어교육은 의미협상을 무의미하게 하고, 좌절과 실 패를 낳게 한다. 지구어로서의 영어교육에서는 의사소통 능력 대신에 문화간의사소통 능력이 도입되었다. 서로 다른 문화를 전제로 하는 지구어의 의사 소통에서 상황, 화자 그리고 청자가 제각기 중요한 역할이 요구되고, 이들간에 유기적이고 협조적인 관계가 성공적인 의사소통의 결과를 가져온다. This study aims to find out and improve the problems of English language education that gives rise to low-efficiency but high-cost. To this, the issues were examined which we confront when the theories of language education are put into practice. The current English language education orients to the native-centered English, which brings out lots of problems such as the invalid meaning negotiation, and frustration and failure forced to the learners. The English as a global language needs the communicative competence to be replaced by the intercultural communicative competence. The intercultural communication using English as a global language is well established on the balanced relationship among the context, the speaker and the listener.

초등학교 조기 영어교육 확대 방안에 관한 연구

박약우(Park Yakwoo),박기화(Park Ki-Hwa),최희경(Choi Heekyong),이의갑(Lee Euikap) 한국초등영어교육학회 2007 초등영어교육 Vol.13 No.1

  The purpose of this study was to investigate current situations of early English education in Korea and to suggest ways of implementing English education in the elementary school curriculum of the first and second grade. For this, seven groups" perceptions and opinions on earlier implementation of English education in the elementary school were surveyed through a questionnaire and interview. Seven groups included English education expertises, elementary school teachers, parents of first and second graders, first and second graders, kindergarten teachers, kindergarten pupil"s parents, and laymen. From the analysis of the data it is revealed that most of kindergartens were offering English education and over two thirds of the first and second graders had English learning experience before entering elementary schools. The analysis also shows that more than half of the respondents agreed on the introduction of English education into the first and second grade"s curriculum of the elementary school. In particular, the rate of the agreement by the kindergarten pupils" parents were the highest(70.40%), followed by the elementary school parents (64.10%). Based on the results of the study, suggestions for the ways of implementing English education in the first and second grader"s curriculum were made.