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과정 중심의 절차적 수업을 통한 영어 쓰기능력 향상의 질적 연구
송명석(Song Myeong Seok) 한국열린교육학회 2004 열린교육연구 Vol.12 No.1
이 연구는 고등학교 교실 현장에서 실시할 수 있는 영어 쓰기 능력의 신장 방안으로 쓰기 지도 교수·학습 방법, 영어 쓰기 능력 질적 평가 및 반영 방법, 평가 결과의 기록 및 활용 방법을제시하고, 그 실용성을 영어 쓰기 능력 신장 방안 가능성에 중점을 두어 검증하는 데 목적을 두었다. 영어 쓰기의 이론적 배경과 실제의 방법들을 토대로 우리의 교육 과정에서 제시하고 있는 영어 쓰기 능력 신장 방향과 지침에 맞추어 고등학생들을 위한 현실성 있는 과정 중심 영어 쓰기 능력 신장 방법을 소집단을 편성하여 적용하였고, 과정 자체를 예의 주시하면서 관할한 결과물을 포트폴리오 처리한 질적 연구이다 기존의 결과중심의 천편일률적인 영어 쓰기 능력 평가에서 동료가 함께 머리를 맞대고 숙의하고, 질의하고, 토론하는 과정 속에서 생산적인 문장이 생성되는 순기능적인 쓰기 능력 질적 향상을 얻을 수 있었다. 따라서 이 연구는 기존의 쓰기 방식에서 탈피하여 새로운 패러다임으로 전환되는 교수 학습과정에 여러 영역과 기능면에서 상당한 질적 변화를 가져오게 된 연구이다 The purpose of this research is to promote writing ability of students by an ideal test model of English writing based on strategies of procedural learning stages. Writing instruction should be most emphasized. The most forceful method of busting writing instruction is to utilize the so-called wash-back effect of testing. So, to develop a good test model of writing, the first thing that is required is to inspect writing strategy in steps and, then, testing itself. In conclusion, guidance and evaluation of English writing through in steps are really indispensable to increase student's practical ability and, accordingly, we are in need of the development of a testing method of useful writing practiced in school class above anything else. So, it is necessary to further the study on methods to assess writing ability on the bases of participation and fluency of students with their keen interest in English. Also, to intensify the effect of the test model, more accommodating reorganization of syllabus is required in our education. For instance, we need a flexible operation in organizing time units from the current 50 minutes to 100-130 minutes
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학습자 중심 수업이 영어 학업 성취도와 자기 주도적 학습태도에 미치는 효과
송명석 한국영어어문교육학회 2001 영어어문교육 Vol.7 No.1
The purpose of this study is to verify the effect of the method of English teaching and learning through the student-centered environmental instruction. I've been skeptical about the traditional instruction, which is composed of the teachers-centered instruction, because of the lack of creativity. Until now, I've always wished to have an alternative method that can be substituted for routine's style. To achieve it, I selected 90 students from 2 classes, in the 3rd year at a girls' high school in Chungnam as the subject of study. I divided them into two groups, the student-centered environmental instruction and the teacher-centered traditional instruction. The tools used in this study are a preliminary English achievement test, a self-directed learning attitudes test and two teaching plans. For this test, a high school text book was assigned. I have treated 20 times of the test each for two groups using two types of teaching-learning plans which I made for this purpose. To verify the hypotheses after administrating the test, I selected t-verification for post test result. Based on this test result, I could conclude that there was a significant improvement of English proficiency and a change in the self-directed learning attitudes; also the student-centered environmental instruction is more effective than teachers-centered instruction.
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송명석 한국영어어문교육학회 2002 영어어문교육 Vol.8 No.1
The purpose of this research is to improve the writing ability of students by an ideal test model of English writing based on strategies of procedural learning stages enhancing the level of students' writing ability. Assessment of writing in the field of English education has been limited so far to very restricted areas with no appropriate scientific scrutiny. Assessment is really meaningful only when it exactly estimates the ability of students. Since English writing competence has become indispensable in this era of global village, writing instruction should be most emphasized. The most forceful method of busting writing instruction is to utilize the so-called washback effect of testing. So, to develop a good test model of writing, the first thing that is required is to inspect writing strategy in steps and, then, testing itself. First of all, analyzed with a special reference to the 6th high school English curriculum were the goals and contents of the syllabus reflected in one kind of junior high text book and eight different kinds of senior high textbooks. The questionnaires on the whole area of writing and tendencies of English writing classes were given to 100 English teachers, 300 students. The results of questionnaires were statistically analyzed. Then, some suggestions and opinions about the questioning method were made: the procedural strategy in steps, English writing instruction and test model of assessment were applied to the syllabus referring to teaching plans. On the bases of the results of the questionnaires, three pretests and a final test of English writing were administered to verify the effect of enhanced English writing were administered to verify the effect of enhanced English writing competence which had been gradually promoted and, through the promotion, produced the test criteria of English writing. In conclusion, guidance and evaluation of English writing through in steps are really indispensable to increase student's practical ability and, accordingly, we are in need of the development of a testing method of useful writing practiced in school class above anything else. So, it is necessary to further the study on methods to assess writing ability on the bases of participation and fluency of students with their keen interste in English. Also, to intensify the effect of the test model, more accommodating reorganization of syllabus is required in our education. For instance, we need a flexible operation in organizing time units from the current 50 minutes to 100-130 minutes.
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