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한상택 한국영어어문교육학회 2001 영어어문교육 Vol.7 No.1
Using literary materials as resources for English learning rather than an object of literary study can be a genuine tool for the students to learn English in the form of oral and written communication. This case study treated the applications of a whole text to the overall course divided into pre-reading activities, while-reading activities, and post-reading activities and the applications of some partial passages extracted from various texts to teaching objectives with many levels of difficulty. This study found that literary texts could be good materials to teach the target language in EFL setting. The English-speaking students with little linguistic competence as a foreign language may be limited in learning English at first, but soon they can accelerate their linguistic competence by reinforcing the literary competence through the literary texts. To achieve effectively a desired goal through the use of literary texts as resources for language development several concrete techniques should be introduced: teacher-guided question strategies laying a central emphasis on the text itself, a problem-solving ability through student-centered activities, process-based and open-ended activities should be presented in a variety of ways using many appropriate activities according to teaching procedure with a careful selection of the texts.
한상택 현대영미어문학회 2009 현대영미어문학 Vol.27 No.4
The purpose of this paper is to explore if a wide variety of English literary expressions are permeated through the every day communicative language and if so, how they are presented in the practical writings and expressions. In the past on the academical theory and social tendency basis, literature and language had not had a good chemistry, regarded that they had owned their own discrete identities and functions. But now through the results of many researches and experiments the social beliefs and claims that both have many interfaced aspects in common are prevailing. Much more, re searches show that literature can be of great help in enhancing authentic and in-depth communication ability. This study found that in many kinds of vehicles and materials for English communication such as journals, news stories, reports, ads, campaign or address scripts without mentioning old sayings and proverbs etc. many types of literary expressions are being employed in the form of so-called ‘figures of rhetoric’ adding to much more meaningful messages. In conclusion, it is strongly recommendable that much portion of class time in the English classroom should be laid aside for literary materials use.
한상택 현대영미어문학회 2009 현대영미어문학 Vol.27 No.2
This study is to seek the strong probability and effective usage of literary text to build up language skills by surveying and analyzing literary works in the High School English textbooks. The literary works from each textbook have the same unit formats and similar types of language skills-getting activities compared to the other practical works. These facts explain that any kinds of literary works can be easily applicable as activity materials for language-skills getting. Given subject matters and achievement criteria in the revised curriculum, the literary works in the textbooks also meet those well. Many types of literary genres and language-based activity materials are offered by various modes respectively and discrete or integrated language skills are presented in proportion with activity materials. But the quantity of literary works are very few(less than one per textbook on average). To help literary works build up English language skills, it is strongly recommended to add more literature-related descriptions to the curriculum and add various literature-specific activities in addition to language-related activities adopted already in the textbooks.
고등학교에서 영어 의사소통 능력 신장을 위한 문학스토리 수업의 효과
한상택(Han, Sang-taek) 한국영어어문교육학회 2008 영어어문교육 Vol.14 No.4
This study is to investigate how effective it is to teach English literary story in high school English setting to let the students enhance their English communicative competence. Basically, in Korea which is one of EFL settings, using English literature as a practical material for English teaching has been neglectful and of little importance. Under the circumstance, few units related to English literature appear on the English text books which have been adopted under the control of the government-driven policy. This study was intended for first graders in high school who are preparing for the SAT. They were divided into two groups, one controlled group which was taught through general practical teaching materials, the other experimental group which was taught through teacher-adapted literary texts such as children's tales, short stories, etc. Before implementing this study, as a means of pre-diagnosis, the target students related to this study were given some English-related survey.ss and aptitude tests and preachievement tests. In view of the level of the findings, both groups were almost the same before the experiment. But later findings indicated that the group given literary texts showed better achievement in communicative competence than the controlled group given some practical materials.
은유적 인지-분석 활동에 의한 영어의 관용적 표현 이해력과 어휘력 신장
한상택 ( Han Sang-taek ) 대한영어영문학회 2009 영어영문학연구 Vol.35 No.4
This paper is to diagnose the possibilities of interpretation ability build-up by recognizing and analyzing the idiomatic expressions on the metaphoric expression basis. This study was based upon the cognitive linguistics where it is argued that every day idiomatic expressions were mostly originated from metaphoric expressions made of conceptual structure which came from human’s universal ways of thinking. To do this research, The CNN News scripts, which are a written form for oral communication, were administered as experimental materials. This study found that the experimental group which took the idiomatic expressions interpretation activities by the metaphoric cognition and analysis was better than the controlled group followed by conventional approach of literal interpretation activities with no special metaphoric cognition. Plus the words retainment ability of the experimental group was better than the controlled group. (Kongju University)