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전병만(Jeon Byoung-Man) 한국영어어문교육학회 2004 영어어문교육 Vol.10 No.2
This study aims to suggest desirable directions through analyzing English test items of college entrance examinations(CEE) in Korea. China. and Japan. To achieve this, English test items of Scholastic Ability Test(SAT) in Korea were compared with those of CEE in China and Japan. and test items of TOEFL and IELTS. It was found that there were not many items for testing productive skills relatively to the tests of other countries including TOEFL and IELTS. Especially. there were integrated items for writing test in China. In case of speaking test, all the other country adopted direct ways like interview and oral test, not indirect test as in the SAT in Korea. It is suggested that there need to be included test items comprising long passages in order to measure extensive reading ability. It can be suggested that cloze test be adopted for testing integrated proficiency of English.
전병만(Jeon, Byoung-Man) 팬코리아영어교육학회(구 영남영어교육학회) 2011 영어교육연구 Vol.23 No.1
This study compares and contrasts the 7th National English Curriculum of 1997 (Ministry of Education, promulgation 1997-15), the Revised 7th National English Curriculum of 2006 (Ministry of Education and Human Resources Department, promulgation #2006-75), and the newly Revised National English Curriculum of 2008 (Ministry of Education, Science and Technology, promulgation 2008-160) by examining modifications and revisions to pinpoint key issues and implications. Through analyses of the English curriculum in Korea, the present study attempts to provide future directions for development of a more congruent primary level English curriculum. The following four suggestions stemming from the study results are offered. First, the revision of the English curriculum should not be rushed and an autonomous institution should be designated which can assess the long-term ramifications of educational effectiveness. Second, in order to achieve continuity of English education, a systematic approach needs to be adopted in sequentially revising and connecting primary, middle, and high school level curricula. Third, words including borrowings and derived words need to be appropriately selected and the number of permitted vocabulary items should be increased. Lastly, achievement standards need to be matched with appropriate communicative functions that are clearly presented with relevant examples.
전병만 ( Byoung Man Jeon ),송해성 ( Hae Sung Sohng ) 글로벌영어교육학회(구 호남영어교육학회) 2014 Studies in English education Vol.19 No.2
The purpose of this paper is to provide a framework for the future development of English education in Korea. The goals and objectives of English education, the amount of language input, language materials and textbooks, teaching and learning methods, assessment, and English education policy are discussed with suggestions for their use and implementation. First, the optimization and development of goals, objects and content of the national curriculum must be made in consideration of pedagogical practices in schools. In particular, more English classes must be secured to increase the amount of language input that learners receive. Second, there must be continuity among English textbooks which are used in primary, middle, and high schools for efficient teaching and learning. Third, teaching and learning methods and assessment must be changed to balance the cultivation of the four skills. The implementation of direct testing of productive skills is one of the proposed methods to increase this balance. Fourth, various measures for improving English teachers’ communicative competence must be taken. Lastly, English education policy must be consistent and predictable. Any policy change must be made from a long-term perspective and all factors related to English education in Korea must be examined before any change is made.
전병만(Jeon Byoung-man),이종화(Lee Jong-Hwa),손현성(Son Hyeon-Seong) 한국외국어교육학회 2004 Foreign languages education Vol.11 No.3
The purpose of this study is to examine the relationship between MI and web-based learning in elementary school English education. For this purpose, this paper first examined MI and instructional models of web-based learning, which was based on constructivism. In order to verify the effects of this experiment, we proposed a web-based English learning and teaching model and applied it to the 5th grade students in an elementary school. After the experiment, we analyzed the effects that MI affects students' English achievement. The results of the study were as followings. First, students' intrapersonal intelligence, linguistic intelligence, musical intelligence, and spatial intelligence had a positive effect to their English achievement. Second, bodily-kinesthetic intelligence, logical-mathematical intelligence, and interpersonal intelligence did not have a positive effect on their English achievement. This study indicates that all kinds of multiple intelligences should be thoroughly considered when we design and practice web-based English learning and teaching models.
중등학교 영어과 교사의 학생 평가 전문성에 대한 인식 조사
전병만 ( Byoung Man Jeon ),오준일 ( Jun Il Oh ) 글로벌영어교육학회(구 호남영어교육학회) 2006 Studies in English education Vol.11 No.2
An increasing need for accurate and valid assessment in the classroom mandates that English teachers have expertise in student assessment. Teachers are expected to be experts in student assessment, yet research on secondary school English teachers` competence in student assessment has been rare in Korea. This study surveyed what English teachers in secondary schools think of their own competence in student assessment. The results are revealed that secondary school teachers in Korea perceive of themselves as lacking competence in areas of student assessment in which they have not been trained during their pre- or in-service program. It is hoped that the results of this survey might help establish a set of competency standards for student assessment.