고등학교 영어 교과서 듣기 과업의 학년별 연계성 연구

송해성(Sohng, Hae Sung) 한국영어어문교육학회 2013 영어어문교육 Vol.19 No.4

The purpose of this study is to examine the connectedness of listening task difficulty in three Korean High School English textbooks. To achieve the purpose, a corpus which consists of 262 unicode text files was built. The tool for analysis was Coh-Metrix, an automated web-based software tool which was designed to measure and evaluate the coherence of texts. Coh-Metrix was applied to investigate differences among the textbooks according to each grade and differences among the units of each textbook. The measured value of each text was compared and classified into the surface linguistic features (the basic count and readability) and the deep linguistic features (co-referential cohesion, lexical diversity, semantic cohesion, and syntactic complexity). The findings were as follows: First, there was no significant difference among the textbooks according to grades. The case of the 1st grade textbook and 2nd grade textbook in B was the only exception. Therefore, we can't say that there is some connectedness among the textbooks according to grades. Second, there was no systematic connectedness among the chapters in all English textbooks. All these results suggest that more systematic and objective criteria should be applied to the development of English textbooks.

중학교 1학년 영어 교과서의 영어 형태소 도입 순위와 자연적 순서 가설과의 상관관계 연구

송해성,Sohng, Hae-Sung 한국영어어문교육학회 2003 영어어문교육 Vol.9 No.1

The purpose of this study is to investigate the correlation between the introduction order of 9 English morphemes in the English textbook used in the middle school and the learning order of the morphemes by the 7th graders learning English as a foreign language. The subjects are 139 students in two middle schools, who learn English with different textbooks. The introduction order of each morpheme in two textbooks was examined according to its quantity and frequency. Data on the real learning order were collected through the written SLOPE test, and each morpheme was ranked by its group score. The introduction order of each morpheme in the textbook and the real learning order were analyzed by Spearman rank order correlation. It was shown that the correlation between the two was very low. This means that those textbooks do not take the learning order of English morphemes into account. Also it was shown that in the earlier stage of learning English the introduction order of each morpheme in the textbook had much influence on its learning order, but in the later stage such influence reduced gradually. This means that the learning order of English morphemes approaches the natural order as time passes by.

학습자의 수준에 따른 의미단위별 앞에서부터 읽기 파워포인트 프로그램 개발

송해성(Sohng Hae-Sung) 한국영어어문교육학회 2004 영어어문교육 Vol.10 No.2

In the comprehension of English texts, Korean students generally try to translate English into Korean in accordance with the word order of Korean language, As a result, the comprehension of English texts is made in a regressive way, which results in slower reading. In order to enhance the reading speed, it is necessary for students to practice progressive reading. Also, while reading English texts, most readers' eyes tend to look at one word at a time, which actually cuts down on the reading speed. Reading by the sense group of as many words as possible at a glance, however, can help a reader more efficiently in less time. This research aims at developing the Powerpoint program for progressive reading by the sense group according to the student's level. In this program, as for methodology, the technique of making it fade-away is introduced to force a reader's eyes to move fast. Through this technique, it is possible to make a line of the texts disappear on the screen and make another line appear, which enables a reader to sweep the words across each and every line of the reading material smoothly without regression.

Reading-Writing Integration in Enhancing L2 Speaking Ability

Su zy Kim,Hae Sung Sohng,Michael Diehl 한국영어어문교육학회 2017 영어어문교육 Vol.23 No.2

The purpose of this study was to investigate whether reading-writing integration can contribute to L2 speaking improvement, which has never been attempted. In order to examine its influences on speaking, quantitative study was conducted with 24 university students for fifteen weeks. The participants were randomly assigned to two groups: an experimental group, reading-writing integration in a regular class, and a control group, mainly focusing on reading instructions. The students in the experimental group was provided with basic writing skills and writing tasks connected to reading such as writing summaries and responses in journals, whereas those in the control group went through the procedure of a typical institute class in which they read and work on comprehension check-up exercises. The two groups’ performances in the pre-and post-test were compared and analyzed to explore any difference in improvements in speaking performance and any qualitative change in language domains between the two groups over the period. The study found that the students who regularly participated in reading-writing activities significantly improved their overall speaking ability and significant differences were also found in language domains. The results of the study indicate that reading-writing integration had a positive effect on speaking performance and could be an alternative method to improve speaking skill in Korean EFL settings.

The Effects of a Phonological Awareness Instruction with Phonetics on the Oral and Aural English Proficiency

Chulwoong Bae,Yong-Koo Kahng,Hae Sung Sohng 한국영어어문교육학회 2012 영어어문교육 Vol.18 No.1

This study explores the effects of phonological awareness instruction with phonetics on listening comprehension and speaking. For the test of measuring the improvement of listening comprehension, two nationwide listening comprehension tests were used for pre-test and post-test. To find out the improvement of speaking ability, students were required to take the Level-3 NEAT speaking tests. There was a notable correlation between phonological awareness instruction with phonetics and listening ability. Also a significant correlation between phonological awareness instruction with phonetics and speaking ability was found. The group with phonological awareness class with phonetics received higher scores in listening and speaking test than the group without phonological awareness class with phonetics in the post-test. This study implies that phonological awareness class with phonetics is helpful for the improvement of listening and speaking ability. With this research, we can also say that students’ communicative competence increased.

The Effects of a Phonological Awareness Instruction with Phonetics on the Oral and Aural English Proficiency

Bae, Chulwoong,Kahng, Yong-Koo,Sohng, Hae Sung The English Teachers Association in Korea 2012 영어어문교육 Vol.18 No.1

This study explores the effects of phonological awareness instruction with phonetics on listening comprehension and speaking. For the test of measuring the improvement of listening comprehension, two nationwide listening comprehension tests were used for pre-test and post-test. To find out the improvement of speaking ability, students were required to take the Level-3 NEAT speaking tests. There was a notable correlation between phonological awareness instruction with phonetics and listening ability. Also a significant correlation between phonological awareness instruction with phonetics and speaking ability was found. The group with phonological awareness class with phonetics received higher scores in listening and speaking test than the group without phonological awareness class with phonetics in the post-test. This study implies that phonological awareness class with phonetics is helpful for the improvement of listening and speaking ability. With this research, we can also say that students' communicative competence increased.

한국 영어교육의 문제점과 발전 방향

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.

The effects of a phonological awareness instruction with phonetics on the oral and aural English proficiency

Chulwoong Bae,Yong-Koo Kahng,Hae Sung Sohng 미래영어영문학회 2012 미래영어영문학회 학술대회 자료집 Vol.2012 No.12

This study explores the effects of phonological awareness instruction with phonetics on listening comprehension and speaking. For the test of measuring the improvement of listening comprehension, two nationwide listening comprehension tests were used for pre-test and post-test. To find out the improvement of speaking ability, students were required to take the Level-3 NEAT speaking tests. There was a notable correlation between phonological awareness instruction with phonetics and listening ability. Also a significant correlation between phonological awareness instruction with phonetics and speaking ability was found. The group with phonological awareness class with phonetics received higher scores in listening and speaking test than the group without phonological awareness class with phonetics in the post-test. This study implies that phonological awareness class with phonetics is helpful for the improvement of listening and speaking ability. With this research, we can also say that students’ communicative competence increased.

중등 1급 정교사(영어) 자격 연수 만족도에 관한 연구

김용오(Kim Yong-oh),강용구(Kahng Yong-koo),송해성(Sohng Hae Sung) 한국영어어문교육학회 2008 영어어문교육 Vol.14 No.1

  This paper surveyed the satisfaction with in-service training for the first grade English teachers in a secondary school from seven regions selected at random. The study was concerned mainly with two categories; the general attitude towards the training and the quality of the English education training. The survey was carried out to English teachers who had completed a session of in-service training. The survey revealed the following: 1) Most participants weren"t satisfied with the training. 2) The reason why they joined the training was not to improve their teaching ability, but to improve their employment classification. 3) Those who attended training sessions at regional training centers were more satisfied than those who went to university training centers. 4) The teachers who participated in the training preferred various types of practical techniques to theoretical ones on English education. Based on the above findings, to improve the efficiency of the training and enhance the satisfaction of those involved, this paper suggests the following: 1) Training should be conducted in a participant-centered fashion in order to improve teacher involvement and satisfaction. 2) Every region should set up a regional training center to better provide in-service training to its teachers. 3) The training centers should be jointly run by participant teachers, center faculty, and administration through the prior survey of English teachers who will participate in the training.

과업중심의 소집단 협동학습을 통한 대학생들의 영어독해력 향상 방안

이남미(Lee, Nam-Mi),강용구(Kahng, Yong-Koo),송해성(Sohng, Hae Sung) 한국영어교과교육학회 2012 영어교과교육 Vol.11 No.2

This study was designed to demonstrate the effect of using TBI in small cooperative groups of university students. For the study, the research was implemented for 16 weeks with 80 university students. The subjects were engaged in small cooperative group activities during their English reading classes. The groups met on a regular basis for one semester. For these study two groups, at the same level of English ability, were observed and tested. The first group, the experimental class, was guided in performing small group reading activities to complete their task. The group activity was student-centered. Students participated in their group work actively and cooperatively. The second group, the controlled class, was teacher-centered. In this class the same information was taught but students were not separated into small groups. The results of this study are as follows: First, the students in the experimental class significantly improved their reading ability by using TBI in small cooperative groups. Second, these students showed increasing ability in self-directed learning more than that of the controlled class. This study showed that implementing TBI in small cooperative groups would benefit Korean university students’ in improving their reading proficiency.