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- 저자 : 권오량(Oryang Kwon) (검색결과 9 건)
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권오량(Kwon, Oryang) 한국영어평가학회 2013 영어평가 Vol.8 No.1
This paper reviews and discusses the development and current status of English language assessment in Korea and presents some missions for English testing professionals. This paper first reviews the development of college entrance examinations, noting that they had traditionally focused on vocabulary, grammar, and reading before the introduction of the College Scholastic Ability Test (CSAT), which emphasizes communicative competence and introduced a listening comprehension section. The paper then discusses English language testing in school settings. The national curriculums had not put much weight on testing prior to the 2011 curriculum. As for English language assessment in Korean society, the paper describes the extraordinary fever for English language testing by the general public. Next, several issues surrounding English language testing in Korea are discussed, including the government’s control of the difficulty level and content of the CSAT, the National English Ability Test, and productive skills assessment in schools. Finally, the paper discusses the dilemmas that English language testing professionals are faced with, suggesting that professionals have the mission of educating both the government and society for the improvement of English language assessment.
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권오량(Oryang Kwon) 서울대학교 교육종합연구원 2013 교육연구와 실천 Vol.79 No.-
이 논문은 한국의 중등학교의 외국어 교육과정의 역사를 제1차 교육과정부터 최근의 교육과정까지 검토한다. 검토는 각각의 교육과정에 대하여, 그 틀, 교과목, 어휘, 문법, 목표, 교수법, 그리고 평가를 분석한다. 1955년에 도입된 외국어 교육과정은 그간 총 8차의 개정작업이 이루어졌는데, 최근의 교육과정은 2011년에 공표되었다. 교육과정은 대체적으로 대부분의 측면에서 발전이 있었으나, 어휘만은 줄어들었는데, 이는 학습부담을 줄이려는 의도였다. 논문은 현재의 교육과정의 몇 가지 문제점을 지적하고 있는데, 지나치게 세분화된 교과목, 성취기준 진술의 애매성, 의사소통기능과 성취기준 사이의 연계의 부족, 개발 기간의 부족, 개발자들의 전문성 부족 등을 들 수 있다. 논문은 앞으로의 교육과정 개발을 위한 몇 가지 제언을 하고 있다. The present paper reviews the history of the development of the curriculums for foreign language education in Korean secondary schools for the past 57 years. The review discusses the framework, courses, vocabulary, grammar, objectives, teaching methodology, and testing embodied in the curriculums. Since its beginning in 1955, the foreign language curriculums have been revised eight times, with the latest one promulgated in 2011. In general, the curriculums have made progress in most aspects of curriculum, except vocabulary, which has kept shrinking in its size over the years for the alleged purpose to alleviate the students burden of studying. The paper addresses some problems of the current curriculum, such as overly diversified courses, ambiguity in achievement standards, lack of connection between communicative functions and achievement standards, insufficient time for curriculum revision, and lack of expertise of the curriculum developers. The paper made some suggestions for the future direction of curriculum development.
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제2국어로서의 영어 습득과 학습 과정에 관한 사례 연구
권오량 충남대학교 어학연구소 1990 언어 Vol.11 No.-
This is a longitudinal study on the acquisition and learning processes of English as a second language. The subject of the study is a six-year-old Korean boy who started learning English when he first arrived in the U.S. The study was conducted for 10 months, during which time the subject started and finished his first-grade education in a U.S. elementary school. Descriptions of each developmental stage are presented in terms of linguistic, congnitive, and psychological changes that the child experiences. The study indicates that Krashen's distinction between "acquisition" and "learning" does not correctly reflect what happens to a child who learns ESL both in a natural and a formal environment ; "learning" in the formal environment can facilitate the child's acquisition of the second language. Suggestions and implications for language teaching are given.
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권오량 충남대학교 어학연구소 1987 언어 Vol.8 No.-
Cultural connotations (i.e., supplementary sociolinguistic values people attach to words or expressions ) are one of the most important aspects of language to be learned for successful cross-cultural communication. For example, a word can have connotations of foreign form and learned form, or it can have a slangy and tabooed connotation. These kinds of connotations are usually very difficult for students of a foreign language to learn, yet lack of knowledge about them can cause misunderstandings and embarrassment in cross-cultural communications. The present study identifies how close Korean students are to native speakers in their understanding of English cultural connotations. The study involves three groups of subjects: 38 American graduate and undergraduate students. 102 Korean graduate students (who had finished their undergraduate program in Korea ) in an American university. and 42 Korean undergraduate students in a Korean university. The instument used in the study was a Cultural Connotation Differential Questionnaire developed by the researcher. The results revealed that Korean students were generally quite different from the native speakers in their understanding of English cultural connotations. In several cases. the Koreans' understandings were opposite to those of the native speakers. These misunderstandings could lead to possible damage to future communications between the native speakers and the English learners. The study also revealed that the Korean students in Korea were significantly inferior to the Koreans in America in their understanding of English cultural connotations. Implications of the study were presented and suggestions were made.
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On Context-Free Questions and Requests
Kwon, Oryang 충남대학교 어학연구소 1985 언어 Vol.6 No.-
이 論文은 영어에서 문맥없이 주어진 Can you 및 Can't you로 시작되는 문장들이 어떻게 의문문이나 요청문으로 판단되는가를 규명하고자 하였다. 이를 위해 다음과 같은 가설을 설정하였다. 첫째, 문맥은 外的文脈과 內的文脈으로 나눌 수 있다. 둘째, 의문문이나 요청문의 內的文脈은 문장에 內在하는 단서를 통하여 해석할 수 있다. 즉 요청문의 단서로는 話者의 이익·自意的行動·聽者의 능력에 대한 前題·과업의수행용이성·과업의 친숙감·시간의 명시 등이 있고, 의문문의 단서로는 話者에 대한 無利益·非自意的行動·聽者의 능력에 대한 非前題 혹은 前題의 확인·과업의 수행곤란성·과업의 생소감·시간의 비명시 등이 있다. 셋째, Can't you는 Can you보다 聽者의 능력에 대한 前題와 관련이 더 많다. 넷째, 수행할 과업의 수효는 문장의 해석에 영향을 주지 않는다. 이상의 가설을 확인하기 위해 Texas대학교(Austin)의 대학원생 61명(미국인 37명, 비미국인 24명)에게 20쌍의 Can you 및 Can't you 문장을 外的文脈없이 제시하여 각각이 의문문인지 요청문인지를 판단하게 하였다. 조사의 결과, 의문문과 요청문으로 판단된 문장들이 모두 위에서 제시한 가설들을 증명함을 논증하였다. 또 이 결과가 외국어 교육에 주는 암시점도 논의하였다.
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