읽기 그룹 활동에서 그룹원간의 역할활동과 교사의 역할에 대하여

나경희(Rha Kyeong-Hee),이선(Lee Sun) 한국영어어문교육학회 2004 영어어문교육 Vol.10 No.1

This study aims to investigate how the four college students interact with one another to discuss and construct meaning in a small reading group. Additionally, this study attempts to examine how the participants played their roles in the group. Data sources consisted of transcripts of the students' interactions, questionnaires and informal interviews, and the researchers' observation notes. The data revealed that the participants contributed fairly steadily to the interactions by checking with own grammatical knowledge, providing lexical information, understanding the micro level context, and presenting the macro level context. Several pedagogical implications are presented for the practical classroom. Findings of the study suggest effective ways to implement group activities in reading classes and a teacher's role for optimum group learning.

Reading Miscue Analysis for an English Language Learner"s Reading Comprehension - A Case Study

Rha Kyeong-Hee(나경희) 한국영어교과교육학회 2002 영어교과교육 Vol.1 No.2

  The purpose of this paper was to gain insight into the reading process and literacy proficiency of a third-grade English as a Second Language (ESL) learner, through the way of Reading Miscue Analysis (RMA) which was initiated by Y. Goodman, Watson and Burke (1987) and developed and supported by Teachers Applying Whole Language (TAWL). This study attempted to provide a case study of one English learning reader"s reading miscues, and to suggest instructional directions for her literacy development based on the data analysis of reading miscues, stating that the participant has demonstrated her comprehension ability to understand narrative text by reading the story (90.47%) and retelling it through the way of reading miscue analysis.

상호작용 읽기전략을 통해서 본 한국 대학생들의 독해과정에 관한 연구

나경희(Rha Kyeong-Hee),이선(Lee Sun) 한국영어어문교육학회 2005 영어어문교육 Vol.11 No.4

The purpose of the present study was to investigate the effectiveness of reciprocal teaching procedure for improving Korean college students' reading comprehension of English text. In particular, this study sought to explore the qualitative features, if any, in students' use of reading comprehension strategies presented in the process of Reciprocal Reading Procedure (RRP). In order to accomplish the goal of the study, transcripts of the students' dialogues, open-ended questionnaires, and researchers' observation notes were examined. The results of the study showed that the participants used different four kinds of reading strategies in the process of RRP (questioning, clarifying, predicting, summarizing). The findings also suggested that the readers with limited knowledge of vocabulary had difficulty in moving on to the next level. Additionally, future research direction and some pedagogical implications are presented for the practical EFL classroom.

전문계 학생의 영어 학습 동기와 전략 유형이 성취도에 미치는 영향 분석

나경희(Rha, Kyeong-Hee) 한국외국어교육학회 2019 Foreign languages education Vol.26 No.1

The purpose of this research is to examine the relationships among English learners’ motivation, strategies and achievement, with a group of 51 Korean three-year college students. The students responded to the questionnaire of learning motivation and strategies. Also they took a mock TOEIC. Multiple regression analysis allowed for the analysis of learners’ motivation and strategies to predict a single dependent variable, their English achievement. The findings revealed that, first, ‘internal motivation’ was found the highest predictor of their English study, while ‘instrumental motivation-individual’ was the lowest motivation type for students. Second, participants used ‘social strategies’ most frequently in studying English, and they used the others in the order of ‘compensation strategies’, ‘affective strategies’, ‘cognitive strategies’, ‘memory strategies’ and ‘metacognitive strategies’. Last, the impact of learning motivation and strategies on the TOEIC scores was not statistically significant, but the relationship of learning motivation and strategies was found to be positive. Implications for the practical classroom and suggestions for further research are suggested.

예비영어교사의 단기 참관실습 경험을 통한 교직미래설계에 대한 성찰 분석

나경희(Kyeong-Hee Rha) 한국중원언어학회 2018 언어학연구 Vol.0 No.46

The purpose of this study was to find out what kinds of experience pre-service English teachers have undergone during their teaching practicum. Accordingly, the following questions were constructed; 1) Was there any change of their opinions toward their English proficiency, instructional knowledge, and English-mediated classes after their practicum, 2) How did they recognize their goals and vision as future English teachers during their practicum? Seven pre-service teachers majored in English education participated in this research. The survey was conducted to collect information about the pre-service teachers’ reflection on teaching practicum, and an in-depth interview was carried out after the practicum. The results of data analysis showed that most of them thought that their confident English skill was ‘reading comprehension’, and their least confident skill was ‘writing’ and ‘speaking’ skills as future English teachers. Second, some pre-service teachers still wondered if they wanted to become teachers even during the practicum. Some showed firm resolution to become English teachers. Furthermore, this study makes its suggestions and implications from the pedagogical perspective on teacher development policy.

2007 개정 교육과정에 의거한 고등학교 1학년 영어 교과서의 읽기 활동 분석

나경희(Rha, Kyeong- Hee),송희심(Song, Heshim) 한국외국어교육학회 2010 Foreign languages education Vol.17 No.2

The purpose of the present study was to analyze reading activities in the 10th grade English textbooks that are used in high schools in Korea under the National Curriculum revised in 2007. Reading activities of pre-, during-, and after-reading stages in the 10th grade English textbooks were analyzed and compared to those in the textbooks of the 7th National Curriculum. Findings of the study were: 1) the types of reading activities in the order of the most to the least presented in the new textbooks were “activating background knowledge”, “relating to personal experience”, “vocabulary”, and “previewing” activities in the pre-reading stage, “monitoring comprehension”, “relating to personal experience”, “understanding the structure of a passage”, and “predicting the content of the next part” for during-reading activities, and “understanding the content”, “using integrated skills”, and “figuring out logical structures and types of texts” for after-reading activities; 2) of the activity types, activities for “activating background knowledge” showed significant improvement from those in the textbooks of the 7th National Curriculum in terms of the diversity of the activities; and 3) almost all the textbooks contained reading activities that meet the achievement criteria set by the revised 7th National Curriculum. Implications are suggested for reading teachers about using the textbooks.

예비영어교사의 참관실습 경험을 통한 교사로서의 정체성 형성 과정 분석

나경희(Kyeong-Hee Rha) 한국중원언어학회 2016 언어학연구 Vol.0 No.38

The purpose of this study was to investigate how pre-service English teachers have formed and changed their identity as a teacher while participating in their teaching practicum. Ten pre-service student teachers majoring in English education participated in this study. The pre-survey was conducted in order to collect information about the teachers’ perspectives on teaching practicum before they participated in it, and the post-survey and an in-depth interview were performed after the practicum. According to the results of data analysis, it indicated that what student teachers expected from in-service teachers was different from what they actually observed in the practicum. In other words, they expected that in-service teachers would emphasize the communicationcentered class; however, they realized most in-service teachers would utilize the grammar-translation method. Also, student teachers seemed to make sure of becoming English teachers through the practicum. Finally, it is said that this practicum worked as a process of forming identity, obtaining professional knowledge, and making sure of what they have learned so far. Additionally, this study makes its suggestions from the pedagogical perspective on Korean English teacher’s identification formation.

한국 대학생들의 영어독해전략 활용 및 활용에 따른 독해능력과의 상관관계분석

나경희 ( Kyeong Hee Rha ) 한국현대영어영문학회 2008 현대영어영문학 Vol.52 No.2

어휘 지도방법이 실업계 고등학생들의 어휘학습 및 영어 성취도에 미치는 효과

나경희(Kyeong-Hee Rha),김남희(Nam-Hee Kim) 한국중원언어학회 2008 언어학연구 Vol.- No.13

The purpose of this study is to compare the effect on English vocabulary learning using two different approaches of vocabulary learning in context, and by definition. For this study, four classes were sampled out of seven classes and the classes were taught according to the mid-term exam results. Two classes were taught English vocabulary by using context while the two others were taught by using definition. The result of this study suggests that learning vocabulary in context is more effective than vocabulary learning using definition in improving English vocabulary ability. Therefore, the study concludes that vocabulary learning in context is more effective for vocational high school students to improve their vocabulary knowledge than vocabulary learning by using definition.

예비영어교사의 미래목표에 대한 도구성 인지 정도와 학습동기의 관계 분석

나경희(Kyeong-Hee Rha) 한국중원언어학회 2021 언어학연구 Vol.0 No.58

The purpose of this study was to examine relations of pre-service English teachers’ perceptions of future goals and their intrinsic and extrinsic motivations. In order to accomplish this purpose, the following questions were generated; 1) What extent of instrumentality of future goals, and of motivations the college students have. 2) How did their instrumentality affect their motivations? Forty-one students responded to a survey questionnaire consisting of 16 items, and the t-test, and multiple regression analyses were conducted. The results revealed that first, among the pre-service English teachers, female students are likely to have more interests in reaching for academic goals than getting a high grade, than male students. Second, on average, female students’ intrinsic and extrinsic motivation scores were higher than those of male students. Lastly, it was found that their endogenous and exogenous instrumentality had an influence on the intrinsic motivation by 10.5% and 4.5% on the extrinsic motivation. Also, this study makes its implications, indicating that teacher development curriculums should appropriately be aligned with pre-service teachers’ learning motivation to reach for their future goals.