대학생들의 독해전략에 관한 분석

박영예(Park, Young Ye) 한국응용언어학회 1999 응용 언어학 Vol.15 No.2

모의수업을 통한 예비 초등영어 교사의 반성적 교수활동 분석

박영예(Young-Ye Park) 신영어영문학회 2009 신영어영문학 Vol.42 No.-

The purpose of this study was to analyze reflective microteaching process by pre-service elementary English teachers. 15 pre-service teachers participated in the study, and performed a ten-minute peer microteaching practice which was video-taped. Each teacher was asked to review his or her own lesson, and encouraged to analyze his or her teaching process objectively. They were guided with reflective questions and asked to write a journal. The results revealed that the teachers had some difficulties in identifying and using the teacher talk appropriate for the target level they had to teach. Many of them appeared to lack self-confidence in use of classroom English as well as teaching practice. However, self-analysis of microteaching by reflecting on the teaching process helped the teachers to gain a deeper awareness of their own teaching behavior.

예비 초등영어 교사교육에서 모의수업의 적용 방안

박영예(Park Young Ye) 한국초등영어교육학회 2007 초등영어교육 Vol.13 No.1

  The purpose of this study was to investigate the possibility of employing microteaching as a way of providing teaching experiences to and enhancing teaching skills of pre-service elementary English teachers. Seventy-nine pre-service teachers participated in the present study. They were given a series of lectures in a preplanned curriculum. Several focused observations of experienced teachers through video recordings also took place as a pre-microteaching activity. The students" microteaching was videotaped and analyzed by their peers and the instructor in a follow-up session designed to provide students with feedback. As a post-microteaching activity, pre-service teachers responded to a questionnaire and conducted a project in which they analyzed their own teaching by watching the video recording. According to the results of the questionnaire, it was likely that microteaching helped them to become aware of the importance of the use of classroom English, teacher"s roles, and difficulties in teaching processes. Self-analysis of microteaching enabled them to realize the weaknesses as well as the strengths in their teaching behavior, and also to gain new insights into how they would approach the lesson differently or what changes they would make to improve their teaching. Microteaching was found to be valuable in promoting pre-service teachers to engage in teaching practice and to gain a deeper awareness of teaching processes.

초등학생들의 초기 읽기 능력과 구두읽기 유창성의 관계

박영예(Park, Young Ye) 한국초등영어교육학회 2010 초등영어교육 Vol.16 No.2

The current study examined the relationship between early reading ability and reading fluency of 57 sixth-grade students. The reading measures were administered individually to assess students’ reading ability and fluency. The following sub-tests were used to measure the reading ability: Alphabet ettername fluency, word reading fluency, and phonological awareness. An oral reading fluency task was given to measure students’ reading fluency. Significant correlations were observed among these variables. Alphabet letter-name fluency correlated with phonological awareness(r=.38), word reading fluency(r=.41) and oral reading fluency(r=.35). Word reading fluency more strongly correlated with phonological awareness(r=.62) and oral reading fluency(r=.80). The results of regression analyses indicated that phonological awareness(R²=.422) predicted word reading fluency, while word reading fluency(R²=.662) predicted oral reading fluency. However, many students revealed the lack of phonemic awareness in segmenting twelve phonemes and they identified better the names of upper-case letters of alphabet than those of lower-case letters. This research implied that not only is phonemic awareness necessary for developing word reading fluency, but also automatic word recognition skills should be viewed as crucial in improving reading fluency in the process of early reading. Some other potential implications for early reading instruction and future research are also discussed.

2015개정 초등영어 3-6학년 교과서의 파닉스 분석

박영예(Park, Young Ye) 경인교육대학교 교육연구원 2020 교육논총 Vol.40 No.4

본 연구는 2015개정 초등영어 3-6학년 교과서에 파닉스를 포함하고 있는 2종 교과서를 대상으로 파닉스의 학습 내용과 활동 방법을 분석하였다. 이는 향후 교과서의 파닉스 구성에 대한 시사점을 찾기 위한 목적으로 실시되었으며, 다음과 같은 결론을 얻었다. 첫째, 교과서 간 나타나는 파닉스의 양적인 편차는 지속적으로 발견되는 문제이므로 향후 교육과정에서는 파닉스 학습의 양적인 편차를 줄이기 위한 지침을 제공할 필요가 있다. 둘째, 파닉스 학습의 효율성을 높일 수 있도록 파닉스 규칙의 제시 순서에 대한 가이드라인이 제공되어야 하며 이를 위해서는 우리나라 초등 학습자들을 대상으로 한 연구가 뒷받침되어야 한다. 셋째, 소리와 철자의 관계를 쉽게 유추할 수 있는 파닉스 어휘의 사용이 용이해지려면 교육과정에서 제시하는 어휘 수 제한과 어휘 목록에 대한 검토와 보완이 필요하다. 넷째, 파닉스 학습의 부담을 줄이기 위해 파닉스를 3-4학년에만 제시하는 것보다 난이도가 높은 규칙들은 5-6학년에 제시하여 학습의 지속성과 효과를 높이도록 한다. 마지막으로, 각 학년의 발달 특성을 고려하여 차별화된 파닉스 활동의 개발이 이루어져야 하며, 또한 적절한 학습시간 확보를 위해 활동 구성을 다양하게 시도할 필요가 있다. The purpose of this study is to analyze phonics in English textbooks for Grades 3–6 developed under the 2015 Revised National Curriculum. Two textbooks were analyzed in terms of content and learning activities of phonics to determine the implications for the formation of phonics in future textbooks. Based on the results, the following conclusions were obtained. First, since the quantitative deviation of phonics between textbooks is an issue that has already been identified in previous research, it is imperative for future curriculum to provide guidance to reduce this variance in phonics learning provision. Second, guidelines on the order of presentation of phonics rules should be provided to enhance the efficiency of phonics learning, and accordingly, further studies dealing with Korean elementary school English learners should be investigated. Third, in order to make it easier to use phonics vocabulary in the textbooks that can easily infer the relationship between sounds and letters, it is necessary to review and supplement the vocabulary list presented in the current curriculum. Fourth, it would be appropriate to present phonics rules that are more difficult in terms of its hierarchy in Grades 5 and 6 to enhance continuity and effectiveness, while reducing the burden of phonics learning in Grades 3 and 4. Finally, the development of differentiated phonics activities should be conducted taking into account the developmental characteristics of each grade. It is also imperative to try various compositions of phonics activities to provide proper learning time.

6학년 영어수업에서 나타난 교육자료의 활용 분석

박영예(Park, Young Ye) 팬코리아영어교육학회(구 영남영어교육학회) 2011 영어교육연구 Vol.23 No.4

The purpose of this study is to analyze the instructional materials used in 6th grade English classrooms. English classes uploaded on the web were searched for and three 6th grade classes teaching the same unit were selected. They were compared in terms of the types and amounts of the materials employed in the following processes of the lesson: Introduction, development, and consolidation. The differences in the use of the materials depending on the teacher and the sequence of the lessons were also analyzed. The results revealed that the teachers tended to use relatively more materials in introducing the lesson than other phases of the lesson. The materials used in the introduction stage were primarily teacher-centered. In terms of the types of materials, visual materials were most frequently used while hands-on materials were least adopted. Although the textbook and CD-ROM are provided for teaching English in elementary school, they were rarely used. It was likely that the teachers regarded self-made visual materials as more useful in enhancing students’ learning despite that the English textbook included a number of pictures and photos. The amount and types of the materials varied according to the teachers’ preferences and the aims of each lesson.

6학년 학생들의 영어 일견어휘 읽기능력 분석

박영예(Park Young Ye) 한국초등영어교육학회 2008 초등영어교육 Vol.14 No.1

  The purpose of this study was to analyze 6th graders" ability to read English sight words. 566 elementary school students participated in the present study. The results revealed that they recognized content words relatively more easily than function words. Many students misread the high-frequency word ‘would" in various ways and some students were unlikely to identify the word "when" while listening. The students" ability to read English sight words was relevant to their capacity to both identify and pronounce them, being more affected by the latter. The students" attitude toward reading and their previous experiences in English learning, such as length of study and types of private learning, were significantly related to their ability to read the sight words. The findings suggest that the elementary English curriculum should attempt to provide reading instruction according to the students" reading developmental process, and include remedial materials for those with reading difficulties. It is also implied that there must be a variety of learning activities in which students can develop their ability to read English sight words.

초등학생들의 학습 전략과 학습 스타일의 관계 분석

박영예(Young Ye Park) 한국초등영어교육학회 2006 초등영어교육 Vol.12 No.1

  This study investigates how language learning strategies and learning styles of the students in 6<SUP>th</SUP> grade are interrelated. Three hundred sixty two elementary school students learning English participated in the study. Strategy Inventory for Children(SIC) was used to measure their strategy use, and Style Analysis Survey(SAS) as well as the Learning Channel Preference Checklist(LCPC) was administered to measure their learning styles. The results revealed the following findings: 1) The most frequently used strategies were metacognitive strategies, whereas the least used ones were social strategies; 2) Gender differences were found in both strategy use and style preferences. Female students used strategies relatively more frequently than male students. The female students preferred visual learning styles, while the male students preferred haptic learning styles; 3) The students" choice of learning strategies was significantly affected by their learning style preferences. The students who preferred visual and auditory learning styles used overall learning strategies most frequently. In contrast, the students with haptic learning style preferences employed the overall strategies least actively.

초등영어 전담교사들의 자료 활용 실태와 인식 분석

박영예(Park, Young Ye),박정원(Park, Jeong Won) 한국초등영어교육학회 2012 초등영어교육 Vol.18 No.3

The purpose of this study is to analyze English teachers’ use of teaching materials and their perceptions of teaching materials in primary teaching. Four English teachers participated in the study and each of their classes was videotaped for analysis. They were interviewed after their lessons to investigate their perceptions in terms of preferences, preparations, and evaluations on teaching materials. The results revealed that the teachers were likely to prefer certain materials during different stages of the lesson. For example, the teachers preferred to use teacher-created PPT materials with images and video clips when they introduced and consolidated the lesson. In contrast, CD-ROM titles were used more frequently when they involved the students in language practice, while game boards were more preferred in the production stage. Although the teachers found it difficult to prepare extra resources when they replaced activities to suit the students’ interests and proficiency levels, they perceived it as important. There was also a tendency to use relatively more materials in teaching speaking skills and upper grades. Finally, when compared to teachers with less experience, experienced teachers were observed to improve the effectiveness of the materials by recycling and complimenting them. Based on the results of the study, some suggestions for use of teaching materials and further study are made.

7차 초등영어 교재의 읽기 내용 분석

박영예(Park Young Ye) 한국외국어교육학회 2005 Foreign languages education Vol.12 No.3

The purpose of this paper is to analyze the reading contents in the elementary English textbooks developed for the 7th national curriculum. The analysis is focused on the appropriateness of the reading contents in terms of the following criteria: the quantity of the reading contents, the level of the reading contents, the sequence of the reading contents, and the relevance of the reading contents to the curriculum. The results of the analysis reveal that the quantity of the reading contents in 5th and 6th grade are relatively larger than that of 4th grade compared to the time allotment for teaching. The levels of the reading contents in 4th and 5th grade are likely to be appropriate, whereas the level of reacting contents in 6th grade is remarkably difficult because the reading contents are not graded at a gentle pace; there is a large jump from reading a word to reading a sentence between 5th grade and 6th grade. The sequence of the reading contents lacks a reasonable amount of repetition of frequently-used vocabulary, and it thus causes the learning difficulty in upper grades. Although reading contents in 4th and 5th grades reflect the achievement goals in the curriculum adequately, those in 6th grade are less likely to be relevant to the curriculum. Some implications and suggestions for development of reading contents in the process of further curriculum design are included.