국내외 영어교과서 분석을 통한 영어과 교육과정의 능숙도 목표 수준 설정에 대한 고찰

이문복,신동광 한국중등영어교육학회 2019 중등영어교육 Vol.12 No.2

This study attempted to explore the Target Levels of English Proficiency (TLEP) in the National Curriculum of English. For this, dozens of English textbooks from ten countries were analyzed in lexical uses and readability. The research questions addressed in the present study are twofold: 1) How do the English textbooks of the same grade or the same age differ in the readability index? 2) How does the level and amount of vocabulary used in English textbooks vary? As a result, the readability index of Korean English textbooks is set at a lower level by and large, but the readability index of Korean high school 3rd grade English textbooks is almost the same as that of the English-speaking countries’English textbooks. In the case of Japan, the readability index is relatively low, and the readability index of Chinese primary, middle, and high school English textbooks is moderate, ascending gradually in accordance with school level. In addition, most of the domestic and foreign English textbooks include more than 90% of the vocabulary used in the BNC-COCA 4000, however, in the foreign textbooks, various kinds of vocabulary were used beyond the level of the Korea National Curriculum of English. Based on the results of this study, we are to suggest the development of CEFR-K like CEFR-J in Japan.

2030 미래 영어교육 방향 전망 : 영어 교수학습 방향을 중심으로

이문복 한국영어독서교육학회 2018 한국영어독서교육학회 학술대회 자료집 Vol.2018 No.11

문·이과 통합 영어과 교육과정 개발을 위한 방향 탐색

이문복 현대영어교육학회 2014 현대영어교육 Vol.15 No.3

This paper aims to lay out a curriculum blueprint for developing the National English Curriculum for the integration of the Liberal Arts and the Sciences, and report on some suggestions for its development and implications for teaching. First, English as an International Language (EIL) should be adopted as “an established variety of English” among the three options proposed by Matsuda and Friedrich (2011). Second, learning goals in the new English curriculum should reflect its some connections to social studies, math, science, the arts, and other disciplines. Third, achievement standards for English in the curriculum should be restructured to consider its constituents as well as its presentational format. Fourth, the scope of the subjects of communication and vocabulary level are discussed. Last, teaching and learning, and assessment methods that focus upon students’ engagement and collaboration in class are addressed.

대면·비대면 혼합 수업 환경에서의 학생평가 지원 방안 탐색 : 컴퓨터 기반 영어 의사소통 역량 평가도구 개발 및 시범적용

이문복 한국영어독서교육학회 2020 한국영어독서교육학회 학술대회 자료집 Vol.2020 No.11

본 연구는 역량 중심 2015 개정 영어과 교육과정에 따라 중학교 학생의 영어 의사소통 역량 함양을 위한 컴퓨터 기반 영어 의사소통 역량 평가 도구 프로토타입을 개발하여 학교 현장에 시범적용 하는데 목적이 있다. 컴퓨터 기반 영어 의사소통 역량 평가 도구 개발을 위해, 교육과정의 핵심역량과 영어 교과 역량 간 관계, 영어 교과 역량별 하위 요소를 분석하였으며, 교과 역량별 하위 요소와 성취기준 간 연계성을 탐색하였다. 네 언어 기능(듣기, 읽기, 말하기, 쓰기)을 상호 연계하고 다양한 기술공학적 기능(편집기, 피드백, 녹음, 메신저 등)을 구현한 역동적 평가도구 프로토타입을 개발하여 영어 수업에 시범 적용하였다. 시범 적용 결과 교사 및 학생들의 컴퓨터 기반 영어 의사소통 역량 평가 도구에 대한 만족도가 매우 높게 나타났다. 이같은 시범적용 결과를 바탕으로 실질적인 영어 의사소통 역량 함양을 위한 영어 교육에 대한 시사점을 제시하였다.

특성화고에 인성·기초학력의 매직을 더하다

이문복 한국교육과정평가원 2017 교육광장 Vol.66 No.-

초.중등 영어교사를 위한 맞춤형 심화 연수 모형 개발 연구

이문복,이노신,조민철,Lee, Moon-Bok,Lee, Noh-Shin,Cho, Min-Chul 한국영어어문교육학회 2010 영어어문교육 Vol.16 No.3

The present study reports on a study of the development of customized intensive in-service English teachers training programs (IIETTP) reflecting on the demands of elementary/secondary school English teachers. For the purpose of study, a survey was conducted with 1,033 English teachers at elementary/secondary schools across the country. The results showed by and large no significant differences by school level, albeit some slight differences were revealed such as in training times, training methods, the percentages of teaching English in English (TEE), and other things. Since the two IIETTP models are presented as basic formats, they can be modified and applied according to the contexts of schools and the demands of trainees.

2015 영어과 교육과정 기본 어휘 목록 개발

이문복,신동광 한국영어교과교육학회 2015 영어교과교육 Vol.14 No.4

In September of 2015, the Ministry of Education of Korea announced the 2015 revised national curriculum of English in which the revised Korean Basic English Word List (KBEWL) is included. The present study attempted to examine how the KBEWL was developed by applying the three vocabulary selection criteria of ‘frequency’, ‘range’ and ‘familiarity’ to an 8 million word mega-corpus. The words making up KBEWL were selected and refined through a three-step process: 1) frequency and range, 2) familiarity, and 3) experienced English teachers’ heuristic. Through the comparison of the KBEWL with 10 other representative English word lists including the 2009 KBEWL in the text coverage, this study attempted to validate the effectiveness of the 2015 KBEWL. The results show that the 2015 KBEWL reflects the authentic use of the vocabulary very well as the existing representative vocabulary lists do. In addition, in the present study, several vocabulary regulations stipulated in the 2015 national curriculum of English were introduced. Lastly, some suggestions and educational implications were provided for developing an English word list in the future.

Students' Differences in Self-Regulated Learning: EFL Achievement and Gender

이문복 한국응용언어학회 2008 응용 언어학 Vol.24 No.2

This paper reports the results of a study that investigated students' differences in self-regulated learning (SRL) strategies among students of three different EFL achievement levels and between males and females. The subjects for this study were 16,526 first-year high school students who took the 2005 English Achievement Test (EAT) nationwide. Research results revealed significant differences by achievement level in the use of overall SRL strategies and of the three subcategories: behavioral control, cognitive strategy, and self-efficacy. More specifically, the high-achieving students reported greater use of SRL strategies than the mid-achieving students, who in turn reported greater use than the low-achieving students. In addition, girls surpassed boys in the use of overall SRL strategies and of the two subcategories: cognitive strategy and self-efficacy. This study suggests that girls as well as high-achieving students use the full spectrum of SRL strategies rather than one particular type.

교과교실제, 우리 교육의 스프링보드

이문복 한국교육과정평가원 2009 교육광장 Vol.32 No.-

An Investigation into the Effects of Integrative and Instrumental Orientations on Language Learning Strategies

이문복 한국영어어문교육학회 2005 영어어문교육 Vol.11 No.1

This study examines the effects of two motivational orientations on the use of language learning strategies at overall, category, and specific-item levels. 184 students (males and females) from a Korean university responded to the following two questionnaires: the Motivational Orientation Questionnaire (MOQ) developed by the author and Oxford's Strategy Inventory for Language Learning (SILL). The results showed that both integratively- and instrumentally-oriented students were moderate strategy users overall. Integratively-oriented learners were found to use learning strategies more often and a broader spectrum of strategies than instrumentally-oriented learners. A noteworthy finding, however, is that strategy use was not motivation orientation-specific. In other words, the two motivational groups were found to share the similar patterns of strategy use. Independent samples t test results revealed that integratively-oriented students exhibited significantly greater use of overall strategy than instrumentally-oriented students. This phenomenon held true for the use of cognitive, metacognitive, and social categories. At the specific item levels, 13 of the total 50 individual strategies were shown to be employed significantly more often by integratively motivated learners than by their instrumentally motivated peers.