The Cognitive Analysis of Child Language Acquisition and Its Limitations

선규수 ( Kyu Soo Sun ) 21세기영어영문학회 1990 영어영문학21 Vol.7 No.-

키팔 활동이 초등학생들의 영어 문자 학습에 미치는 효과

선규수 ( Kyu Soo Sun ),김윤주 ( Yun Joo Kim ) 글로벌영어교육학회(구 호남영어교육학회) 2009 Studies in English education Vol.14 No.2

This study aims to examine the effects of keypal activities on elementary students` interest in English learning and their reading and writing skills. For this purpose, we set up the two hypotheses: (1) Keypal activities will positively influence elementary students` interest in English learning; (2) these activities will positively affect their reading and writing ability. For sixteen weeks, thirty-two elementary children participated in keypal activities with the Canadian students. Then, these children were given a test and a questionnaire, The data were collected and analyzed using the SPSS. The results showed that kepal activities influenced the students` interest in English learning. In addition, the advanced- and intermediate-level students who participated in keypal activities showed a significant improvement in their reading and writing skills. If they have more opportunities to use English in meaningful ways for communication, elementary school children would greatly improve their reading and writing skills.

영어수업에서 목표 언어구조의 지도에 관한 연구

선규수 ( Kyu Soo Sun ) 글로벌영어교육학회 2003 Studies in English education Vol.8 No.1

영어 수업에서 과제 중심 문화 학습을 통한 초등학생들의 자기 주도적 능력 신장 연구*

선규수(Sun Kyu-Soo) 경인교육대학교 교육연구원 2018 교육논총 Vol.25 No.2

이 연구는 영어 과제 중심 문화 학습을 통한 초등학생들의 자기 주도적 능력을 신장하기 위한 방안을 모색하는데 그 목적이 있다. 자기 주도적 능력의 계발과 관련하여, 교사는 교육 계획, 교수, 평가, 학습 관리와 조직, 상담과 지원 등을 구체적으로 실행해야 한다. 특히 교사는 학습자들이 과업 중심의 활동을 통해 자기 주도적 능력을 기르도록 촉구해 야 한다. 이 연구에서는 문화 활동은 영어 학습자들이 자기 주도적 능력을 기를 수 있다 고 보고, 이 능력을 기르기 위한 몇 가지 방안을 제안한다. 첫째, 기존 교과서의 문화 활 동의 내용은 영어로 제시되어야 한다. 둘째, 목표언어의 형태(예: 어휘와 구조)는 명시적 으로 제시되어야 한다. 셋째, 문화 활동의 방법이 구체적으로 제시되어야 한다. 넷째, 문 화 활동을 수행하면서 문화와 언어의 통합이 일어나야 한다. 다섯째, 문화 활동은 입력 활동과 상호작용 활동, 출력 활동으로 구분할 필요가 있다. 문화 활동은 기본적으로 의 미 중심 활동이지만 영어교사는 (1) 전통적인 활동과 의사소통 활동(정보 차이 활동)을 제공할 때, (2) yes/no-질문(or-질문)과 wh-질문을 물을 때, (3) 이해 기능과 표현 기능을 계발할 때 균형 잡힌 태도를 유지할 필요가 있다. The purpose of this study is to investigate how EFL teachers improve the self-directed ability of elementary students through task-based activities in the classroom. EFL teacher agree that learners need to improve both their communicative competence and their self-directed ability while conducting task-based activities. In order to develop the two abilities, EFL teachers must consider the five aspects: (1) designing their syllabus, (2) implementing their syllabus design, (3) managing and organizing their students’ learning, (4) evaluating their students, and (5) giving counseling and support. In particular, EFL teachers may find it difficult to improve learners’ communicative competence and self-directed abilities by using the cultural activities listed in current English textbooks. EFL teachers should modify these cultural activities to suit their own situations. Here are some suggestions for EFL teachers to modify these cultural activities. First, the content of cultural activities should be presented in English, not L1. Second, the forms of the target language (eg, vocabulary and structures) should be explicitly presented. Third, the methods of cultural activities should be specifically addressed. Fourth, the integration of culture and language should take place while performing cultural activities. Fifth, cultural activities need to be divided into input-, interaction-, and output-based activities. In a word, cultural activities are basically meaning-focused ones, but EFL teachers should take a balanced stance while conducting the following techniques: (1) providing both meaning- and form-focused activities; (2) asking both yes/no-questions (or or-questions) and wh-questions; (3) developing both productive and receptive skills of learners.

초등영어 교사의 교실영어 사용 실태 분석

선규수 ( Sun Kyu-soo ) 글로벌영어교육학회(구 호남영어교육학회) 2016 Studies in English education Vol.21 No.3

This study aims to investigate elementary school English teachers’ use of classroom English in English classes. To achieve this aim, it administered a questionnaire to 91 elementary school teachers who work at G City and C Province. The results from this study were as follows. First, a large number of the teachers used various strategies in introducing English expressions. Second, most teachers gave priority to the form of language. Third, a majority of the teachers felt that it is desirable to use the students’ L1 during their lessons. Fourth, most teachers thought that they should change the number, the difficulty, and the length of English expressions according to the learners’ grades and proficiency. As many SLA researchers note, the use of the learners’ L1 may help promote the acquisition of an L2. L2 teachers should therefore take a balanced approach to their L2 instruction, based on the bilingual-teaching principle.

교실영어 사용 전략

선규수 ( Kyu Soo Sun ),조초희 ( Cho Hi Joh ) 글로벌영어교육학회 1999 Studies in English education Vol.4 No.2

초등영어교사의 언어적 스캐폴딩과 상호작용 유형 변화

정미란 ( Mi Ran Jhung ),선규수 ( Kyu Soo Sun ) 글로벌영어교육학회(구 호남영어교육학회) 2013 Studies in English education Vol.18 No.2

This study aims to investigate the changes of two EFL teachers` verbal scaffolding and interaction patterns which they used in the classroom. For this purpose, two target teachers were selected to take part in the peer coaching project, and their classes were observed and videotaped four times, each during a three-month period, from September through November 2012. This project were conducted in 3 stages: (1) a planning conference in which the plans were given to the two teachers; (2) collecting and analyzing the data from the classes observed; and (3) a feedback conference in which the two teachers reflected on the data obtained and analyzed. The two teachers wrote their reviews about this peer coaching project and had a semi-structured interview with the researcher to see how their perceptions had changed. The results of this study are summarized as follows. First, they learned to use a variety of verbal scaffolding and interaction patterns in class. Second, the uses of "IRF" patterns increased a lot in comparison with those of "IR" or "IRE" patterns. Third, there were some changes in their conscious awareness: they reflected on how they should conduct classroom discourse in the classroom; they recognized the importance of their empathy with students, their self-respect, and their collaboration with other colleagues.

초등영어 수업에서 영어 일기 쓰기 지도의 효과

박지영 ( Ji Young Park ),선규수 ( Kyu Soo Sun ) 글로벌영어교육학회(구 호남영어교육학회) 2011 Studies in English education Vol.16 No.2

The purpose of this paper is to examine the effectiveness of using diary writing in the elementary school EFL classroom. For this purpose, the authors of this paper designed the model for providing diary-writing activities using mind maps, which is based on Rivers (1981)`s five stage writing model. Sixty sixth-grade students were divided into an experimental group and a control group and were taught for fifteen weeks, with the former group doing mind-map-based diary writing in class. The results of the study indicated that the experimental group showed better English writing scores than the control group and that the former were more enthusiastic and confident in learning about English writing. That is, mind-map-based diary writing had positive effects on the students` writing ability as well as their interest and attitudes.

초등영어 게임 활용 연구: 학생들의 반응을 중심으로

조윤정 ( Yoon Jung Cho ),선규수 ( Kyu Soo Sun ) 글로벌영어교육학회 2005 Studies in English education Vol.10 No.2

교실영어의 효율적인 사용 전략

선규수,조초희,조복희 광주교육대학교 초등교육연구소 2000 初等敎育硏究 Vol.15 No.1

This article proposes some strategies for effective use of classroom English in the EFL classroom. For this purpose, it argues the relationships between the use of classroom English and classroom language teaching. Through the use of classroom English, teachers of English should, whether native or non-native, help pupils progress from dependence on the book and on the teacher to independence, which is often called autonomy. The present article also analyzes the problems of current studies of classroom English. Particularly, the teachers of English who they think have limited proficiency of English and who teach young pupils in the EFL context may find that those studies rarely provide them with relevant information on classroom language teaching. A coherent, principled framework of classroom English needs to be proposed so that non-native speaker teachers of English can effectively use it for their English language teaching, depending on their students' age. The strategies thus developed are strongly supported by communicative language teaching in the EFL context.