Research on Four Variables toward the Effective Integration of Culture in the EFL Class of Korea

노승빈(Seungbin Roh) 한국영어어문교육학회 2005 영어어문교육 Vol.11 No.2

Many Korean EFL (English as a Foreign Language) students do not have sufficient opportunity to develop cultural knowledge and information in their classrooms. EFL teachers also tend to ignore the teaching of culture. Even though culture is taught, it simply tends to deliver "fact-only" information from the viewpoint of a "tourist level rather than cultural awareness by comparing native with target cultural references. Teaching target cultural knowledge and information should be delivered within the native cultural frame, and teaching of culture must be an integral part of teaching and learning English. The research methodology was quantitative. Quantitative data was gathered from 83 Korean EFL teachers and 286 EFL students by questionnaire. Findings indicated that three of these independent variables (cultural inequality, English-only instruction, and Unoism) were significantly and inversely related to integration of culture.

Currere into English Curriculum for Teaching Culture

노승빈 ( Seung Bin Roh ) 글로벌영어교육학회(구 호남영어교육학회) 2006 Studies in English education Vol.11 No.1

This article articulates the integration of "Currere" into teaching of culture in the Korean English educational setting. For the effective teaching of culture, this research suggests the imperativeness of currere-applied English class. Currere is an infinitive form of the word curriculum and it focuses more on the experience of running the racecourse than the organization of the course itself (Doll, 1995). This view is supported by Kincheloe (1995) who clarifies that Currere accentuates the meaning of curriculum as the running of the race course, while the institutional meaning of a curriculum has traditionally defined the word as a noun, the track itself. This article reviews the major themes of currere and considers three aspects for the teaching of culture in Korean English education: (1) Live experience; (2) socio-political confrontations; and (3) the identity formation of individual human beings. In regard to the implications for Korean EFL education, this article provides (1) cultural awareness through comparing/contrasting two cultural events rather than the "fact-only delivery" of the target culture; (2) sharing of native speakers` and nonnative learners` cultural similarities and differences: and (3) cross-cultural understanding through authentic materials such as TV and newspaper commercial ads.

효과적인 영어교육을 위한 이중 언어 접근의 가치에 관한 연구

노승빈(Seung-bin Roh) 한국영어교육연구학회 2009 영어교육연구 Vol.- No.39

The aim of this paper was to review some former and recent history and hidden ideology of English-only instruction which has been lead to the prospects of the ‘Americanization or Westernization.’ The issue remained whether this English-only instruction would mean the legitimation or standardization of English education’s paradigm in accord with the trends of academic, cultural, and economic Americanization or Westernization. To trace this issue occured through a critical analysis of a historical origin and ideology of the English-only instruction in the U. S. and monolingual approach and of an influence on English education in Korea. This analyzed and synthesized English-only ideology impact and function on English education curriculum, instruction, and policy from a historical-structural perspective. Finally, this study reconsidered the quality of bilingual approach of teaching English and literacy.

한국대학생들의 영어읽기와 컨셉맵 활용에 관한 연구

노승빈(Seungbin Roh) 한국영어교육연구학회 2020 영어교육연구 Vol.- No.51

This study suggests that, among the four functions of English language education, English and reading comprehension require more analytical and creative thinking than just interpretation. This course aims to cultivate students" ability to understand a given English text and visualize it through the concept map. Through the visualized concept map, we can see the relationship between new characters and events that are unknown through reading. Through reading, you can develop better and creative reading skills. After completing class instruction and assignment, the questionnaire was administered to approximately 300 students through the English Reading Class, which is a mandatory subject. It is expected to be used for improvement. The results of the survey showed that the concept map can be a great help in improving the English reading ability of college students, and it is very helpful in developing creative thinking. Therefore, the concept map needs to be used for English reading lessons and curriculum, and it can play an important role in teaching English as a foreign language for creative thinking development. To this end, this study suggested some situations and considerations, such as the diversity of curriculum and evaluation methods, for the necessity of introducing concept maps in the classroom.

한국 대학생들의 발산적 영어 학습 활동에 관한 연구

노승빈(Roh, Seungbin) 한국영어교육연구학회 2017 영어교육연구 Vol.- No.49

본 연구는 2년의 기간을 거쳐 한국 대학생 398명에게 창의적 사고기법 중의 하나인 발산적인 영어 학습 활동들을 학기 프로젝트 7개를 집중적으로 작성하도록 지도하고 개별활동지마다 점수와 피드백을 주었다. 이러한 발산적인 영어 학습 활동들을 통하여 학습자 스스로 창의적인 사고행위를 촉진하도록 격려하였으며 학습자 자신의 생각과 의견을 영어로 과감하게 표현하는 능력을 함양하도록 지도하였다. 일련의 발산적 영어활동들의 단계적 난이도를 적용하여 실시함으로써 학습자 스스로가 발산적 사고행위를 할 수 있는 능력함양과 환경 조성을 제공하였다. 수강학생들은 대부분 대학교 1학년과 2학년들로 구성되어 있고 11개의 설문문항을 질문하였고 각 문항별로 응답유형(주관식, 자유형식)으로 답하도록 하였다. 발산적인 영어활동의 목표가 학생들의 자유로운 아이디어와 의견을 도출될 수 있도록 질문과 워크시트를 통해 유도하는 활동이므로 설문지 형식도 학생들의 자유로운 의견을 질문에 서술하도록 하였다. 본 설문결과의 분석은 주로 학생들의 주관적인 설문 응답을 텍스트 분석하였기 때문에 문항 간 교차 분석하는 부분은 크게 의미가 없었다. 긍정적으로 답하는 학생들은 대부분 일관성 있게 긍정적이고 모르겠다/아니다 라는 부정적인 답변을 한 학생의 경우에는 대부분 부정적이었다. 그리고 과별/학년별/성별 차이에도 별다른 특이점은 나타나지 않았다. 그러나 상당부분의 발산적 영어 활동을 경험한 학생들은 창의적인 영어 학습을 위해 발산적인 영어 학습활동의 중요성을 인정하였으며 교실 현장에서의 수렴적 영어 학습활동과 더불어 발산적 영어 학습활동의 통합적용의 필요성을 인식했다. 발산적 영어 학습활동의 발전과 적용을 위해 학생들은 다양한 여러 가지 방법들과 제안을 하였으며 발산적 영어 학습활동들이 현장에서 적용되기 어려운 이유와 환경을 조목조목 설명하기도 했다. 설문 결과를 집계하면서 향후 발산적 영어 학습활동의 적극적인 도입을 위한 교과과정과 정책의 변화, 평가방법의 다양성 등 해결해야 할 사항들에 대한 고찰의 필요성도 제안하며 7가지 고찰해야 할 사항들을 제시하였다. This research asked 398 Korean college students to write down 5 or 7 worksheets as team work projects and homework regarding divergent English learning activity and gave feedback on their responses per each semester. Through these divergent English learning activities, learners themselves were encouraged to facilitate creative thinking behavior and guided to express their ideas and opinion in English. By applying the gradual degree of difficulty, divergent English activities helped students think creatively and provided the environment they were able to freely express what they thought. The survey respondents mostly consisted of 1st and 2nd year college students from three universities located in one capital and two local areas. At the end of each semester after completing divergent English activities, students were asked to response the questionnaire including open ended 11 questions. Since the purpose of the divergent English activity was to induce students free ideas and opinions via questions and worksheets, the style of the questionnaire was to describe their unconstrained ideas and opinions. Because the results of this research mostly focused on text analysis of the open-ended responses, there were no meaning to analyze the correlation analysis among each question. However, many survey respondents acknowledged the importance of divergent English learning activity for the creative English education. They also recognized the necessity of integrating divergent and convergent English learning activity. To develop the divergent English learning activity, each student understandably suggested variable methods and strategies and sharply explained the difficult reasons to apply divergent English learning activity and the educational environment oriented the convergent English learning activity as well as system of an college and company entrance examination. By reviewing the results of the research, this study stressed the necessity of consideration regarding the change of curriculum and educational policy, the variability of evaluation and so on for introducing divergent English learning activity in the future.