청소년 문학작품을 이용한 다독 프로그램과 영어도서관 운영을 통한 대학교양 영어교육

권수옥(Soo-Ok Kweon) 한국영미문학교육학회 2010 영미문학교육 Vol.14 No.2

This paper presents a case of implementing the Extensive Reading (ER) program and establishing an English library for the purpose of ER in running the English language courses at a university in Korea. The purpose of using ER program and English library is to encourage students to read as many books as possible and improve their English ability to become competent in English use. ER program has not been used commonly in university curriculum, let alone English library. Thus, it is intended in this paper that a pioneering implementation of ER program using young adult literature through English library will shed light on the idea of using literature in English teaching and learning and on the English education in general at a university level in Korea. ER can be defined as reading in great amounts for the purpose of a general understanding of the text or for the enjoyment of reading experience. ER has been beneficial for not only children learning their native language but adult second language learners, especially when considering the limited amount of input exposure of the Korean learners of English who encounter English for periods of only 150-200 minutes a week. The leisure time reading of English language books is an excellent means of increasing their exposure to English. To encourage students to read as much as possible, the most important component of ER program is easy access to a library containing titles that meet the readers’ interests and reading levels. For the successful implementation of the ER program, the existence of the English library is indispensable. In this paper, the use of English library at a particular university in Korea is specifically focused for its introduction.

청소년 문학작품을 이용한 다독 영어수업 사례

권수옥(Soo-Ok Kweon) 한국영미문학교육학회 2012 영미문학교육 Vol.16 No.2

This paper presents a case study of a class using Extensive Reading (ER) program implemented in an English language course at a university in Korea for the purpose of enhancing the four English skills of the Korean learners of English. The purpose of using ER program is to encourage students to read as many books as possible and improve their English ability to become competent in English use. ER program has not been used commonly in university curriculum, although it is believed as an effective way to improve students' English ability. Thus, it is intended in this paper to introduce a reading class conducted in English using ER program, in which students were strongly encouraged to read, write and speak both at home and in class. ER has been beneficial for not only children learning their native language but adult second language learners, especially when considering the limited amount of input exposure of the Korean learners of English who use English only in a classroom environment. Students who took an ER course reported in this paper read four books as required class texts and three or four books as self-selected books during a semester. They wrote response journals after finishing reading done with silent reading and listening to audio books and had a conversation with other students based on their response journals, by which students practiced the four English skills in a course. Students reported through a survey that their English ability improved through the class and showed changes of their recognition of different English skills after taking the class compared to before taking it.

플립 러닝이 문학작품을 이용한 영어교육에 미치는 효과

권수옥(Soo-Ok Kweon) 한국영미문학교육학회 2017 영미문학교육 Vol.21 No.3

Flipping the classroom has got attention as an innovative teaching method that emphasizes student-centered learning in various fields of subject across different levels of education. This study shows the effects of flipped learning using literature to engineering majors at a university. Students in a flipped learning (FL) class watched a video material related to the content of the novel as a flipped learning process and prepared for particular roles for various class discussion activities before they came to a class. In contrast, students in a non-flipped learning (NFL) class did not watch a video and class discussion topics were provided by the instructor in class. Other class procedures, such as novels used and quizzes, were the same in the two classes. The cloze test scores for testing English ability improved more for the FL class (13%)than for the NFL class (51%) in the posttest. Surprisingly, however, the score of class satisfaction was lower for the FL class (3.7) than for the NFL class(4.1). The results show that although the FL class was more effective to improve students’ performance than the NFL class, students’ satisfaction for the class showed the opposite results. This suggests that the pre-class video watching and preparation for the next class seem to provide a heavier burden to the FL students, leading to less satisfaction for the class, even though FL was more effective to improve their English ability. The discrepancy between student performance and satisfaction in the FL setting needs to be considered for its effective implementation.

Locative PPs in L2 English Argument Structure Acquisition

Soo-Ok Kweon(권수옥) 한국영어학회 2002 영어학 Vol.2 No.1

읽기책략 사용과 메타인지적(metacognitive) 의식

권수옥(Kweon Soo-Ok) 한국영어학회 2009 영어학 Vol.9 No.1

The Acquisition of Contraction Constraint by High-proficiency Learners of English

Soo-Ok Kweon(권수옥) 신영어영문학회 2001 신영어영문학회 학술발표회 자료집 Vol.2001 No.1

Syntactic Ambiguity Resolution in L1 and L2 Korean: A Study of Relative Clause Attachment

권수옥(Soo-Ok Kweon),이다미(Dami Lee) 한국외국어교육학회 2004 Foreign languages education Vol.11 No.2

The present study examines the interpretation of Korean relative clauses (RC) by English speakers of L2 Korean. The purpose of the study is to see if these learners employ the same parsing strategy as native Korean speakers in the processing of a complex NP followed by a RC. Processing strategies were investigated with two different conditions, which were distinguished from each other by animacy presence in the second NP of a complex NP (e.g., chayk-ul ilk-nun apeci-uy atul ‘the son of the father who is reading a book’: [+ani, +ani] condition vs. kyosil-ey iss-nun haksayng-uy chayk ‘the book of the student who is in the classroom’: [+ani, -ani] condition). Korean speakers showed equal preference in the [+ani, +ani] condition, while they showed low attachment (LA) preference in the [+ani, -ani] condition. On the other hand, English speakers showed LA preference in both conditions. We assume that this LA preference by the English speakers might have been due to either the universal processing principle (recency) or influence from their L1, both of which make the same attachment site. The source of the Korean speakers diverging behavior is discussed on the basis of difference in verb meaning used in each condition. The discrepancy between the two language groups leads us to propose that English speakers do not rely on the same processing strategies as Korean speakers.

A Sentence Processing Study of Relative Clauses in Korean with Two Attachment Sites

Dami Lee(이다미),Soo-Ok Kweon(권수옥) 담화·인지언어학회 2004 담화와 인지 Vol.11 No.2

In the literature of relative clause (RC) attachment preferences with two antecedents, cross-linguistic differences have been reported. While abundant empirical studies have confirmed that English shows low attachment preference (LA), research on Korean, theoretically predicted to prefer high attachment preference (HA) has been scarce. Empirical support of the theory is in need for this language. Regarding the methodology, it has been shown that online and offline experiments produce consistent attachment preference for head-initial languages (e.g. English, Spanish). However, Japanese, a head final-language has shown an asymmetry between online and offline experiments. The purpose of the present study is twofold: First, to determine whether Korean is indeed an HA preference language, as is predicted by general psycholinguistic processing principles. Second, whether different kinds of methodology provide different attachment preferences in Korean, as in Japanese, but not in English. In the current study, a written survey test (offline) and a self-pace reading task (online) provided consistent results: HA preference for Korean. Therefore, we suggest that Korean indeed prefers HA and does not show the asymmetry to attachment preference, observed in Japanese. Cross-linguistic differences based on word order and test methodology are discussed.

아동문학 기반 총체적 언어학습을 위한 초등영어 교실수업모델 개발 및 적용

김혜리(Kim, Hae-Ri),권수옥(Kweon, Soo-ok) 한국초등영어교육학회 2011 초등영어교육 Vol.17 No.1

The purpose of this paper is to develop a program for elementary literacy enhancement through children’s literature, and to examine the possibility of implementing in primary English classrooms. To accomplish the objective, we used three theoretical foundations based on TPR storytelling (Ray & Seely, 1999), whole language learning (Freeman & Freeman, 1998), and content-based instruction (Brinton, Snow, & Wesche, 1989). First, we developed three different teaching-learning models (TPRS Model, WLL Model, and CBL Model) to educate diverse learners with different grade levels and language abilities. Based on the three different teaching-learning models, we selected 40 literary texts for developing teaching-learning materials for the elementary English classroom and additional 40 matching texts for outside classroom usage. The teaching materials include a lesson plan, worksheets, PPT materials, and a teacher’s manual for each selected text. We tested the models to students through actual classes in which one text from each model is fully demonstrated and to teachers through a teacher training program. The survey results from both students and teachers show that the program was successfully implemented to help increase the elementary English teaching-learning efficacy in Korean context.

Integrating Four Language Skills in a Response-Oriented EFL Reading Course

Hae Ri Kim(김혜리),Soo Ok Kweon(권수옥) 언어과학회 2006 언어과학연구 Vol.39 No.-