Students’ Perceptions of EMI in Higher Education in Korea

Inyoung Kym,Moon Hyun Kym 아시아영어교육학회 2014 The Journal of Asia TEFL Vol.11 No.2

Comparative Genre Analysis of English and Korean Advertisements: Corpus, Comparison and Culture

Inyoung Kym 한국외국어교육학회 2006 Foreign languages education Vol.13 No.1

This paper aims to compare generic features of a specific genre in Korean and English language. For this purpose, written advertisements from magazines in two languages were compiled and small corpora of equivalent genres were analyzed from a perspective of comparative genre analysis. The focus of analysis was given to the ‘lexical’, ‘structural’, and ‘other choices’, by exploring the discourse values within a specific context. The case is to raise foreign language learners’ awareness of language form within a meaningful context, represented in a relevant genre. In this study, the comparison is narrowed down to written advertisements through cross-linguistic comparison. It shows that comparative corpora of familiar genres can be used to help learners realize the ways FL is explored to achieve particular communicative goals. Furthermore, it can lead naturally to the discussion of cultural and social aspects reflected in the language.

The Effect of Focus-on-Form on the Acquisition of English Grammatical Morphemes by a Korean EFL Learner

Inyoung Kym 한국초등영어교육학회 2006 초등영어교육 Vol.12 No.2

  Although the effect of grammar instruction in second and foreign language learning has been strongly questioned since the advent of the Communicative Language Teaching (CLT) approach, recent research reveals that L2 learners develop limited grammatical competence without appropriate focus-on-form. In particular, as English learning starts at an earlier age, the role and effect of grammar instruction is again brought into discussion to prevent or minimize early fossilization by young learners. This paper aims to investigate the effect of focus-on-form on the acquisition of English grammatical morphemes by a young Korean EFL learner. For this purpose, firstly, the incremental development of the VP and NP structure was investigated using two years" writing data of a six-grade Korean boy. Then error types salient in the learner language were identified and the effect of focus-on-form was examined after corrective feedback was given six times over the period of six weeks. Focus-on-form through corrective feedback was mainly given to the use of the English article system (zero/a/the/plural -(e)s) and subject-verb agreement (third person singular -(e)s).

캡스톤 디자인 교육과정을 적용한 영작문 수업모델의 개발

김인영(Kym Inyoung) 학습자중심교과교육학회 2017 학습자중심교과교육연구 Vol.17 No.15

Teaching engineering design through capstone design courses has increased in recent years in an effort to better prepare students for the engineering industry. The trend toward helping students for the industry practices is now not limited in engineering majors, but expanding into nearly every discipline, including arts, social science and humanities. This article aims to develop a project-oriented capstone design course for English major students to enhance their practical English writing skills and key vocational competency. For course development, ADDIE instructional model was adopted, and five steps were taken starting from analysis, design and development to implementation and evaluation. First, the analysis of environment and educational needs shows that English major students need to improve both their English productive skills and key vocational competence since they tend to start their career in diverse industries. Second, based on the needs analysis of the first step, course design adopts dual tracks of individual portfolio task and team project task. For the individual task, the process-based writing approach was taken, students completing six topics of essay writings following brainstorming, first draft writing, revision, peer feedback, and final writing. For the team task, the Project-Based Learning(PBL) approach was taken, each team producing story-telling based digital contents for young children. Third, evaluation tools were developed to measure students’ learning achievement and writing skills. Evaluation tools included written tests, writing performance tests, portfolio check and team-project evaluation. After implementing the instructional model, lastly, the educational effect was investigated, and suggestions for better teaching and learning model were given. 본 연구는 외국어전공 대학생의 실무능력 함양을 위한 교육과정 개발의 필요성에서 출발한다. 전문대학 외국어전공학과에서는 전공역량과 함께 직업기초능력의 신장을 위한 특성화된 교육과정으로 재학생의 취업역량 강화를 지원하고 있다. 본 연구는 이러한 교육목표에 부합하는 수업모델을 개발, 적용하고 그 효과를 검증하는데 그 의의를 두고 있다. 이를 위해 ADDIE 모형을 활용하여 영작문 수업모델을 개발한 후 이를 연구자가 진행한 2015년도 1학기 H 여대 영어과 전공수업에 적용하였다. 수업은 듀얼트랙으로 진행되었고 첫 번째 트랙에서는 학습자가 개별적으로 영어 에세이 쓰기과업을 수행하며 각 단계별 과정을 담은 영작문 포트폴리오를 제작하였다. 두 번째 트랙에서는 캡스톤 디자인 교육과정을 적용하여 팀 단위로 스토리텔링 형식의 영어컨텐츠를 개발하고 이를 디지털화하는 작업에 참여하였다. 수업모델의 효과는 학기 중 각각 2회에 걸쳐 진행된 영작문 수행평가와 직업기초능력 진단평가를 통해 검증하였다. 수행평가 결과를 분석한 결과, 학습자의 영작문 수행능력은 내용과 구성, 문법과 어휘영역에서 긍정적 변화가 있었다. 또한 학기초와 학기말의 진단평가에서는 문제해결능력과 대인관계능력 등 7개 영역의 직업기초능력에서 긍정적 변화가 있었다. 이를 토대로 본 수업모델의 교육적 효과와 활용가능성을 제안한다.

문헌연구를 통한 영어전용강좌(EMI)의 교육적 효과 분석

김인영(Kym. Inyoung) 학습자중심교과교육학회 2019 학습자중심교과교육연구 Vol.19 No.21

본 연구는 비영어권 EU 국가와 아시아 EFL 국가를 중심으로 각 국의 언어정책과 그 파급효과를 살펴보고, 대학 수준에서 진행되고 있는 영어전용강좌의 교육적 효과성을 분석하였다. 이를 바탕으로 영어전용강좌의 효과성을 증진시킬 수 있는 방안을 제안하고자 한다. 이를 위해 우선, 유럽과 아시아 주요 국가의 영어전용강좌 관련 연구를 분석하면서 그 효과를 긍정적 측면과 부정적 측면에서 살펴보았다. 특히, 2010년 이후 국내에서 진행된 연구를 중심으로 EFL 환경인 한국에서 영어전용강좌가 성공하기 위해 고려되어야 할 사항을 교수자와 학습자 관점, 교육과정과 교재 관점, 그리고 사회 경제적 관점에서 각각 살펴보았다. 영어전용강좌는 교육환경에 따라 그 효과성이 상이하게 나타나고 있지만, 영어수준이 낮은 학습자에 비해 상대적으로 영어수준이 높은 학습자에게 더욱 유익하다는 점에는 대부분의 연구에서 큰 이견이 없다. 즉, 영어전용강좌가 영어활용능력뿐만 아니라 지식습득 측면에서도 학습자 간격차를 야기하고 있는 것으로 파악되었다. 본 연구는 영어전용강좌가 야기하는 문제 를 해결함으로써 그 교육적 효과성을 증진시킬 수 있는 방안과 고등교육기관에서 내용언어통합교육(CLIL)을 활용할 수 있는 가능성을 제안한다. English has become the World language by the influence of globalization and internationalization, and many EFL (English as a Foreign Language) countries have adopted diverse educational policies to support students acquire higher English proficiency for better jobs. In particular, EMI (English as a Medium of Instruction) policy has been broadly implemented at higher educational institutions around the world to enhance the competitiveness of individuals and nations. This paper examines the educational effect of EMI class at higher educational institutions, based upon the earlier studies on language policy and its impact. For that purpose, firstly studies about the implementation of EMI class in Europe and other Asian countries were briefly reviewed, and its positive and negative effects were compared. Then, domestic studies in the related field were more comprehensively reviewed and analyzed. From these analyses, issues crucial for EMI success were addressed from the perspectives of participants (instructors and students), curriculum & materials, and socio-economic impact. The analysis of the earlier studies revealed that EMI policy has been broadly adopted in EU countries and Asian EFL countries since early 1990s, and its practice has brought about controversies over its educational effects at individual level and societal level as well. Although the effects of EMI class were reported differently in different contexts, most studies agree that English proficient students benefits more from EMI class while less proficient students gain less from it, which causes widening achievement gaps in both English ability and knowledge-specific ability among students. Problems and possible solutions were briefly suggested to facilitate Korean EFL students integrated learning of field-specific contents and English language through EMI class.