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          아동문학 텍스트 기반 초등영어 읽기 전략 지도

          김혜리(Kim, Hae-Ri),김영미(Kim, Young-Mi) 한국초등영어교육학회 2010 초등영어교육 Vol.16 No.3

          '스콜라' 이용 시 소속기관이 구독 중이 아닌 경우, 오후 4시부터 익일 오전 7시까지 원문보기가 가능합니다.

          The purpose of this study was to investigate the reading process of primary school children through teaching reading strategies using children's literature. The use of children's literature as the reading material is proposed herein as it is believed that the materials match the learners’ interests and will effectively promote the use of reading strategies and reading comprehension among primary school students. To attain the objectives, the following research questions were proposed: 1) What are the aspects of reading comprehension when children are taught reading strategies through children's literature? 2) What are the impacts of reading strategies through literature on children’s English learning? To find the answers to the research questions, lesson transcriptions, students’ artifacts, students’ reading logs, teacher's field notes, think-aloud protocols, tests, interviews, and children’s comments on the lessons were used as major sources for qualitative data. English reading comprehension tests, questionnaires, and think-aloud tests were used as tools for quantitative data collection and analysis. The data analysis yielded the following results. The first finding is that the students showed dynamic reading comprehension processes while using the reading strategies. The second finding is that the students showed growth as English learners through reading children's literature. Based on the results of this study, several suggestions on the teaching of reading strategies using children's literature are provided.

        • KCI등재

          아동문학 텍스트와 영화를 활용한 영어 교수

          김혜리(Kim, Hae-Ri) 한국외국어교육학회 2014 Foreign languages education Vol.21 No.1

          '스콜라' 이용 시 소속기관이 구독 중이 아닌 경우, 오후 4시부터 익일 오전 7시까지 원문보기가 가능합니다.

          The aims of this study were to explore the value of integrated use of the related literary texts and movies through teachers' awareness toward them, and to develop English teaching-learning method using them. Thirty-four primary school teachers who enrolled a graduate course participated in the study. The teachers read a literary text, Because of Winn-Dixie written by Kate DiCamillo, and watched the movie based on the text. Data collected were analyzed through a mixed method which used both qualitative and quantitative techniques. The result of the study emerged in two steps. First, experiences of participating teachers were investigated in terms of understanding literary texts and movies, participants' experience as both English learners and teachers, and the understanding of complementary aspects of a literary text and the movie based on the text. Then, teaching-learning method for English learners were developed. For example, the study suggested how to develop four language skills through integrated use of the literary texts and movies, and provided a list of related literary texts and movies applicable in diverse EFL contexts. Based on the results, the study suggested teachers to apply methods and techniques to other literary texts and movies in the teaching of English in EFL settings.

        • KCI등재

          영어-과학 교육연극 활동을 통한 초등영어 통합수업 모형 개발에 대한 연구

          김혜리(Kim, Hae-Ri),전은정(Jeon, Eun-Jeong) 한국외국어교육학회 2008 Foreign languages education Vol.15 No.3

          '스콜라' 이용 시 소속기관이 구독 중이 아닌 경우, 오후 4시부터 익일 오전 7시까지 원문보기가 가능합니다.

          The purpose of this study is to develop an integrated instruction model in primary schools by exploring the process of science theater in English. To accomplish the objective, the researchers set up a program which includes science experiments, drama games, and performance in English by primary school students. The data collected from diverse sources were analyzed using both quantitative and qualitative techniques. There were four results found from this study. First, the scholastic achievement both in Korean and English was improved. In addition, the students' interest and learning style influenced the test scores. Second, children in this study achieved real accomplishment through diverse student-centered activities. For example, they experienced accomplishment by getting over their mistakes in experiments, fostered a collaborative attitude through process-based tasks, and realized responsibility in their learning by leading their own learning. Third, students experienced a new type of integrated learning in English and science. In other words, they recognized English as a means of learning a subject and regarded science experiments as activities for exploring knowledge. They also considered science theatre as an opportunity for self-realization. Fourth, a model for integrating English and science in primary schools through science theater is presented. Finally, based on the results, the researchers provided several suggestions for future studies.

        • KCI등재

          내용중심 초등영어 통합교육 준비를 위한 교사교육과정 개발에 대한 연구

          김혜리(Kim Hae-Ri),이노경(Lee Noh-Kyung) 한국초등영어교육학회 2008 초등영어교육 Vol.14 No.2

          '스콜라' 이용 시 소속기관이 구독 중이 아닌 경우, 오후 4시부터 익일 오전 7시까지 원문보기가 가능합니다.

          This study aims at developing and suggesting a guiding model for teacher training programs in which elementary teachers meet the current demand for teaching English by integrating it with other school subjects. In order to guide the direction of developing primary English teacher training programs, the researchers reviewed relevant literature and then set up a new program for professional development. The program implemented for the study was a three-week intensive course for elementary teachers who wanted to develop both English and English teaching skills in a school environment. The data came from two surveys, an observation journal, and in-depth interviews with teachers. The data analysis revealed 1) that teachers who participated in the program developed communicative language skills; 2) that there was a close relationship between the teachers language ability and the recognition of the need for integrating content-based English instruction in elementary schools; and 3) that teachers in training changed their perspectives on and enhance their knowledge of content-based integrated English instruction. Finally, the study suggests guidelines for a new teacher training program which can be implemented in EFL teacher training curricula.

        • KCI등재

          아동문학 텍스트 기반 학년 교차 읽어주기가 초등학생들의 영어 학습에 미치는 영향

          김혜리(Kim, Hae-Ri),안정원(Ahn, Jung Won) 한국초등영어교육학회 2014 초등영어교육 Vol.20 No.2

          '스콜라' 이용 시 소속기관이 구독 중이 아닌 경우, 오후 4시부터 익일 오전 7시까지 원문보기가 가능합니다.

          The purpose of this study was to investigate the effects of cross-age reading by using literacy texts for children. The following research questions were proposed: 1) How does cross-age reading using children's literature impact primary school learners' literacy learning? 2) How does cross-age reading influence on children's attitude toward English learning? To find the answers to the research questions, 24 second- and 24 fifth-graders participated in this study. Data from various sources such as students' comments, questionnaires, interviews, teacher's field note, test results and students' journals were collected and analyzed in a qualitative manner. The data analysis yielded the following results. The first finding is that the students' literacy had gradually developed through cross-age reading program. The fifth graders engaged in the repeated reading because they had to perform their oral readings for a real audience, and it helped them build reading fluency and also positively affected comprehension. Additionally, through discussion of the text and writing journals after reading, the students showed their English development. The second finding is that the students had a chance to understand others and improved self-directed learning capability. By taking the roles of the teacher, the fifth graders had responsibility and leadership, and the successful experience stimulated their internal motivation that became the basis of self-directed learning. This process provided the fifth graders an opportunity to understand their teacher, friends and second graders to whom they read stories. Based on the results, suggestions for further studies are made.

        • KCI등재
        • KCI등재

          대화식 저널쓰기를 기반으로 하는 초등영어 문자교육 증진 방안에 대한 연구

          김혜리(Kim Hae-Ri),경지숙(Kyung Ji Suk) 팬코리아영어교육학회(구 영남영어교육학회) 2008 영어교육연구 Vol.20 No.3

          '스콜라' 이용 시 소속기관이 구독 중이 아닌 경우, 오후 4시부터 익일 오전 7시까지 원문보기가 가능합니다.

            The purpose of this study is to suggest an alternative direction in the teaching of primary school level English literacy through dialogue journal writing. To accomplish the objective, the researchers designed a program in which the classroom teacher and her students exchanged dialogue journals on a regular basis. The teacher also gave a variety of mini-lessons to facilitate students’ writing. Dialogue journals written by 4th graders, teacher’s field notes, questionnaires and interviews were major sources for qualitative data collection and analysis. There were three results found from this study. First, children employed diverse writing strategies such as using their mother tongue, drawing pictures along with their written English, incorporating their teacher’s feedback and topics from mini-lessons. Second, students wrote to communicate with their teacher with a real purpose. Third, students expanded their life experience in the process of writing multiple responses to the teacher. Finally, the study suggests 1) that there should be subsequent long term studies in this area with different levels and grades of students; 2) that teachers should have a positive attitude about early literacy and there should be training programs for teachers to adopt dialogue journal writing; and 3) that various teaching methods and the development of instructional materials are needed for utilizing dialogue journal writing in an EFL (English as a Foreign Language) context.

        • KCI등재

          문학텍스트 기반 반응저널쓰기를 통한 초등영어쓰기에 대한 연구

          김혜리 ( Hae Ri Kim ),김소종 ( So Jong Kim ) 글로벌영어교육학회(구 호남영어교육학회) 2010 Studies in English education Vol.15 No.1

          The study is to investigate the effect of using literary texts on students` writing in primary English education. To accomplish the objective, the researchers designed a program in which students wrote double-entry journals as their responses to literary texts on a regular basis. The following research questions were proposed: 1) What effect does the utilization of literary texts have on reaction-centered writing activities? 2) What changes can literary text-based writing activities bring about in learners` and their parents` awareness of English education? Data collected from students` journals, classroom teachers` observation diaries, surveys, and interviews, were encoded and categorized. Data analysis revealed the following results. First, students experienced diverse literary texts, and tried to write their own journals creatively utilizing such texts. Second, students and their parents developed a positive attitude about reading and writing in English through writing-activity utilizing literary texts. Based upon positive results of the study, several suggestions are provided for future studies.

        • KCI등재

          전래동화 활용 극화반응활동 기반 영어 수업이 초등 고학년 학습자에게 미치는 영향

          김혜리(Kim, Hae-Ri),김태영(Kim, Taeyoung) 팬코리아영어교육학회 2010 영어교육연구 Vol.22 No.4

          '스콜라' 이용 시 소속기관이 구독 중이 아닌 경우, 오후 4시부터 익일 오전 7시까지 원문보기가 가능합니다.

          The purpose of this study is to explore the process of implementing a response-based primary English class for upper graders through Readers' Theater (RT). To accomplish the objective, the following research questions were set up: 1) What are some aspects of students' literacy experience through RT? 2) How does the RT influence the participants' behavior and attitude toward English learning? For this qualitative study, data were collected from scripts and questionnaires written by the participants, interviews, teacher's field notes and video-taped classes. First, the students' new experience of written English had led to the literacy development through RT. That is, the students made a progress in their writing by having been motivated to write as well as in their reading fluency through the partner reading. Second, students showed positive changes in their behavior and attitude toward English learning by growing as independent learners. Based on the results of this study, several suggestions are provided for further studies.

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