원어민 영어교사와 초등학생 간의 의사소통단절 유형과 보완 전략 연구

최희경(Choi, Heekyong),최수미(Choi, Su Mi) 한국초등영어교육학회 2010 초등영어교육 Vol.16 No.2

The purpose of this study is to investigate communication breakdowns between a native English teacher and Korean elementary school students and thus to explore effective strategies that they can use to minimize or repair communication breakdowns. The participants of the study were five elementary school students and their native English teacher at a small English camp. The data consists of class observation, interviews, and learning journals of the students. The analysis of the data revealed the followings. First, major sources of communication breakdowns were the teacher’s use of difficult words or sentence structures, his lack of knowledge about Korean culture, and the students’s lack of knowledge about English words, grammar and pronunciation. Second, repairing strategies used by the teacher were, in order of frequency, circumlocution, approximation, repetition, message abandonment, non-linguistic cues, encouragement of student’s utterance, and clarification request. On the other hand, the ones used by the students were message abandonment, non-linguistic cues, repetition of one’s own or other’s utterance, signaling of their lack of understanding, requesting repetition, approximation, etc. Third, while the quantity and types of communication breakdowns did not change much over the course of the classes, repairing strategies of the students showed some significant changes. Their use of message abandonment was decreased and signaling of their lack of understanding, requesting repetition, non-linguistic cues were increased. Based on the findings several suggestions were made regarding ways of making interactions between a teacher and students in English classes successful.

초등 영어 읽기 교육에 대한 교사와 학생들의 인식 연구

최희경(Choi, Heekyong) 한국초등영어교육학회 2013 초등영어교육 Vol.19 No.4

The purpose of this study is to investigate how elementary school teachers and students perceive English reading education with regard to its quantity, degree of difficulty, and interest level. Questionnaires were administered to 134 teachers and 384 students. In addition written interviews with 21 teachers were done through e-mail. Major findings from the analysis of this survey are three-fold. First, more than half of the teachers considered that the quantity of reading materials in English textbooks is not sufficient and their level of difficulty and interest is low. Second, many teachers thought that the reading materials of the 3rd to 6th grade textbooks are neither well-graded nor well-sequenced with respect to their quantity and difficulty level. Third, there is a gap in perception between teachers and students with respect to the level of difficulty and interest in reading: many teachers perceived elementary school students have difficulty and little interest in reading, but about half of the students thought that the difficulty level of reading is appropriate and reading activities are interesting. Based on these results, several suggestions for improving English reading education in elementary schools are made.

2015 개정 교육과정 기반 초등영어 교과서의 파닉스 내용과 지도 방법 분석

최희경(Choi, Heekyong),박선호(Park, Seon-Ho) 한국초등영어교육학회 2020 초등영어교육 Vol.26 No.3

The purpose of this study is to analyze the phonics activities of the English textbooks which are currently being used in elementary schools, and thus to find out what needs to be improved in order to develop textbooks for better phonics teaching and learning. For this, all textbooks for grades 3~6 containing phonics activities were analyzed and compared to each other regarding how the phonics contents were presented, the number of phonics sound types and tokens, and the features of phonics teaching and learning activities. The results are as follows. First, the ways in which the phonics contents are presented differed considerably depending on the textbook, such as when to start teaching phonics and the grades and units where phonics instruction is conducted. Second, the number of phonics sound types and tokens presented varies significantly from textbook to textbook. Finally, the types of phonics teaching and learning activities were quite limited as in the previous National Curriculum-based textbooks. Based on the results, some suggestions are made to ensure that elementary school students are given sufficient, more systematic, and equal phonics learning opportunities no matter what textbook they use.

2015 개정 교육과정 기반 초등영어 디지털교과서에 대한 교사의 인식 및 활용 실태

최희경(Choi, Heekyong) 한국초등영어교육학회 2022 초등영어교육 Vol.28 No.1

The purpose of this study was to investigate the teachers’ perception of English digital textbooks and how they are being used in elementary schools. For this, a questionnaire was administered to 48 elementary school teachers. For open items of the questionnaire, frequency analysis was performed and for closed ones, qualitative analysis was carried out. The results of the study were as follows: First, most of the teachers considered that they had an average or high level of confidence in their knowledge and use of digital textbooks. Second, about half of the teachers were positive about the readiness of their schools and students to use digital textbooks, but the majority of teachers did not believe that their students would engage in self-directed learning at home. Thirdly, about three-fifths of the teachers reported that digital textbooks were being used in their schools and more than half of them started using digital textbooks after the COVID-19 outbreak in 2020. Finally, many teachers said that digital textbooks should contain interesting and useful contents that are differentiated beyond the CD-ROM titles and e-books, and an easy-to-use online platform linked to digital textbooks to manage learning and interact with students. Based on these, some suggestions were made for the development and implementation of English digital textbooks for elementary English education.

제 7차 교육과정에 따른 초등 영어 교사용 지도서의 활용 실태 및 개선 방안

최희경(Choi Heekyong),임연미(Lim Yeonmi) 한국초등영어교육학회 2005 초등영어교육 Vol.11 No.1

The purpose of this study is to analyze how elementary school teachers utilize the English teacher's guide book and to suggest ideas for its improvement. A questionnaire and in-depth interviews were conducted to examine English teachers' opinions and perceived problems of using the teacher's book. In addition, teacher's books of two ESL course books published abroad were analyzed in terms of their contents and structure. The results of this study show that, while an absolute majority of teachers reported that they referred. to the teacher's book for their English lessons, not many teachers read in detail the introduction and appendix of the guide book. It is also revealed that teachers with English major or fully charged English teachers tended to be less satisfied with the contents of the guide book due to their high expectations on the book than teachers with other majors or homeroom teachers. Among the reported. problems of the teacher's book were as follows: 1) an unclear explanation of games, 2) classroom English and types of games which were not diverse enough to apply in various classroom situations, and 3) teaching techniques which were repetitiously offered throughout the guide book It is also pointed out that detailed guidelines for multi-level classrooms and supplementary materials like songs and chants are needed. Based on these findings, some suggestions for improving the teacher's guide book are made.

Social Dimensions of Peer Interaction

Heekyong Choi(최희경) 한국영어학회 2003 영어학 Vol.3 No.3

원어민교사 활용에 대한 초등영어교육 현장의 목소리 - 현황과 개선 방안 탐구

최희경(Choi Heekyong) 한국외국어교육학회 2008 Foreign languages education Vol.15 No.1

  This study aims to investigate the current status regarding the utilization of native English teachers in elementary schools focusing on its benefits and problems and to explore better ways of utilizing them for elementary English education. The participants of this study were 1024 elementary school students, 80 Korean elementary English teachers, and 56 native teachers of English. The data were collected through questionnaires and interviews. Through the analysis of data the followings were revealed: 1) the native teachers of English considered that their working conditions including wages and the amount of teaching time were appropriate, but the pre-training program was not satisfactory; 2) the Korean English teachers felt that their workload related to native teachers of English was too heavy; 3) the students perceived that studying English with native teachers of English had positive effects on their English abilities in terms of cognitive and affective aspects; 4) in most schools team teaching between native teachers of English and Korean teachers were being performed and both teachers were satisfied with it; 5) however, several issues such as the role relationship between the Korean English teachers and the native teachers of English, the quality of pre-training, and reconstruction of teaching materials should be resolved in order to improve English program of utilizing native English-speaking teachers in elementary schools.

교수일지 작성을 통한 반성적 영어 교수 활동: 그 가능성과 반성의 초점

최희경(Choi Heekyong),박선호(Park Seon-ho) 한국외국어교육학회 2006 Foreign languages education Vol.13 No.1

This study attempted to explore the possibility, potential and difficulties of reflective teaching through keeping teaching journals. The focus of reflection was also examined. Six primary English teachers wrote teaching journals throughout one semester. And they were interviewed regarding keeping teaching journals at the end of the semester. Then the contents of teachers’ journals and interviews were analyzed. The analysis of teachers’ journals shows that their reflection included teachers’ beliefs about teaching and learning, their decision making process on the use of learning activities, the problems of learner differences in English ability, the effects of learning activities, the structure of lessons, their role as a fully charged English teacher, the use of classroom English, and the concern about the improvement of students’ talk. The data analysis also reveals that the teachers considered journal writing as an opportunity to reflect and improve their teaching, thus being a means for professional development as an English teacher. However, the lack of time and not being familiar with keeping teaching journals were perceived difficulties in keeping teaching journals. Further, it was pointed out that the follow-up activities such as collaboration and discussion with other teachers or teacher educators were needed for journal writing to be a more beneficial tool for teachers’ professional development.

초등 영어 교과서 이야기 자료를 활용한 교수 · 학습 모형 개발과 적용 효과

김수진(Kim, Sujin),최희경(Choi, Heekyong) 한국초등영어교육학회 2013 초등영어교육 Vol.19 No.1

The purpose of this study is to investigate the effects of a teaching and learning model using various story materials in 14 authorized elementary English textbooks on students’ English abilities and their affective attitudes towards learning English. For the study, a teaching and learning model was developed and implemented in a third grade class for 12 weeks. The students received lessons utilizing the stories during morning self-study class in school and did web-based self-directed study at home. The effects of the teaching and learning model on the students’s English abilities were investigated through pre and post tests, and those on the students’ affective domains were examined through pre and post questionnaires. In addition, learning journals, interviews, and teaching journals were collected to see the students’ responses to the activities included in the teaching and learning model. The results of the study show that the teaching and learning model using the various story materials in the elementary school textbooks had a positive effect on the students’ listening, speaking and reading abilities and it also increased the students’ interest and confidence in English. In particular, the story materials which were appropriate for the students’ level and the various online and offline activities seem to help the beginning learners of English to overcome anxiety about a new language and enjoy learning English.

초등영어 교육실습 현황과 예비교사들의 인식

정경애(Jung, Kyung Ae),최희경(Choi, Heekyong) 한국초등영어교육학회 2011 초등영어교육 Vol.17 No.2

The purpose of this study was to investigate current situations of English teaching practice in elementary schools and pre-service teachers’ perceptions on it. For this a survey questionnaire was administerd to 868 student teachers who went through teaching practice at 23 elementary schools. In addition interview data and English teaching journals were collected. The analysis of the data revealed that only half of the student teachers had the opportunity to experience English teaching and third quarters to observe model English classes during the student teaching internship. It was found out that about half of the student teachers had difficulty in teaching English due to their low level of English proficiency and lack of understanding elementary students’ level of English. As for the English teaching demonstration, more than half of the student teachers did not use classroom English enough and one third did not get any help from the English teachers before or after the class, while guidance and advice of the English teachers were considered great help for improving their English teaching skills. The analysis also showed that many student teachers had the intention to teach English when they become elementary school teachers, although they perceived that current curriculum of the university and teaching practice programs were not effective enough to prepare pre-service teachers to be able to teach English in elementary schools. Based on the results of the study, suggestions for constructing effective elementary English teacher development programs, in particular English teaching practice, were made.