Preliminary Considerations on Functional Features of Written Code-Switching

Shin, Changwon(신창원) 미래영어영문학회 2017 미래영어영문학회 학술대회 자료집 Vol.2017 No.6

지역수준의 영어교육정책 분석: 제주특별자치도 교육청을 중심으로

신창원(Shin, Changwon) 미래영어영문학회 2021 영어영문학 Vol.26 No.3

The purposes of this study are twofold: to identify the characteristics of local-level English education policies and to analyze their relevance to national-level policies. To this end, English education plans implemented in Jeju Special Self-Governing Province were examined by looking at their objectives and specific plans, comparing them with 2015 revised National Curriculum and national-level policies, and by identifying the differences from English education policies in other provincial offices of education. The results of this study showed that the objectives and specific plans for English education in Jeju seem to be consistent with the aims of the National Curriculum such as enhancing communicative competence and understanding international cultures, and national policies for English education such as retraining in-service English teachers and reducing English divide. Furthermore, it was revealed that various English education programs which approve to be closely related to national-level English education policies have been implemented systematically and continuously in Jeju although their effectiveness still needs to be verified by an appropriate evaluation system. Finally, the English education programs implemented only in Jeju were found to be ‘Parents’ Club for English Learning’ for self-directed English learning and ‘Best English Teacher Program’ for improving teachers’ English ability, both of which are considered to contribute to enhancing English education at public school.

예비 영어교사의『영어교과 논리 및 논술』 과목에 대한 인식

신창원(Shin, changwon) 미래영어영문학회 2016 영어영문학 Vol.21 No.1

The current national level qualifying tests for English teacher candidates of secondary school include an essay test to evaluate pre-service teachers’ logical thought and English writing skills. Accordingly, universities have offered ‘Logic and Writing in English Education’ courses for them. However, it still remains an ongoing problem to decide what the course objectives should be and what it should cover since this course, in fact, should deal with various areas such as academic English writing, logical thinking related to English education field, and English linguistics and literature. Thus, this study aims to explore how to design ‘Logic and Writing in English Education’ course by investigating pre-service teachers’ perception on the curriculum of the classes they took in 2014–2015. For this, data were collected from 41 students majoring in English Education at J university using a questionnaire about the course objectives, the curriculum, English writing skills, and the teaching method and feedback used in the course. As a result, most of the pre-service teachers perceived that the important course objectives should be to improve academic English writing skills, to help them prepare for the qualifying tests for English teachers, and to enhance their teaching skills for English writing. They also agreed that the curriculum of the course contributed to improving their English writing ability as well as achieving the specific course objectives. However, they reported that the most difficult parts in an essay writing test are to come up with appropriate supporting ideas to make their essays more convincing and interesting, and suggested that this content area should be more emphasized in designing this ‘Logic and Writing in English Education’ course. Finally, some pedagogical implications were discussed.

고등학교 영어교과서 어휘의 진정성 분석

신창원(Shin, Changwon) 미래영어영문학회 2017 영어영문학 Vol.22 No.3

This study aims to investigate the authenticity of vocabulary used in the reading texts of high school English textbooks. To this end, a corpus was compiled, comprising all the reading materials from 16 high school English textbooks. From this corpus, wordlists and positive and negative keywords were extracted using AntConc, a corpus analysis program to see how authentic English words selected in the high school English textbooks are in reference to British National Corpus(BNC). The results of this analysis showed that the number of words used in English textbooks varies across different textbook publishers despite the Guidelines for the Use and Selection of Vocabulary for English Textbooks issued by Ministry of Education. It was also found that the reading texts of high school English textbooks failed to provide sufficient examples of how function words should be used in a real situation. Furthermore, a keyword analysis revealed that negative keywords, i.e. words used less frequently compared with their frequency in BNC, are also different from textbook to textbook. Finally, some pedagogical implications about how to utilize the results from the keyword analysis were suggested.

거꾸로 교실수업이 중학교 영어 학습자의 학업성취도와 정의적 영역에 미치는 영향

김민경 ( Minkyung Kim ),신창원 ( Changwon Shin ) 경북대학교 중등교육연구소 2016 중등교육연구 Vol.64 No.2

본 연구는 거꾸로 교실수업이 중학교 영어 학습자의 학업성취도와 정의적 영역에 미치는 영향을 살펴보는데 목적이 있다. 이를 위해 103명의 중학교학생을 대상으로 ‘거꾸로 교실’ 집단과 비교집단으로 나누어 4주간에 걸친 거꾸로 수업의 결과를 통해 그 효과성을 조사하였다. 중간과 기말고사 영어성적을 통해 살펴본 영어 학업성취도에는 거꾸로 교실수업이 영향을 미치지 못한 것으로 밝혀져 그 효과성을 볼 수 없었으나 영어읽기와 대화와 같은 영역에서는 다소 도움이 되는 것으로 나왔다. 하지만 흥미도, 목적의식, 성취동기와 같은 정의적 영역에는 거꾸로 수업이 긍정적인 영향을 준 것으로 밝혀졌다. 이를 바탕으로 거꾸로 수업의 보다 효과적인 적용을 위한 방안을 논의하였다. This study aims to investigate the effects of flipped classroom on middle school students’ English academic achievement and affective domains. To this end, 103 middle school English learners were selected and divided into experimental and control groups. This experiment was conducted over 4 weeks with a total of 8 sessions. The data from the learners’ English achievement test and affective domain survey were statistically analyzed. The results of this analysis showed that the flipped classroom failed to improve the students’ English academic achievement. However, compared to the control group, the experimental group performed better on some of the specific areas such as reading and conversation. It was also found that the flipped classroom had a positive effect on learners’ affective domains such as interest, objective, and achievement motivation. From the learners`` reflections, it was found that most learners were satisfied with flipped classroom and they gained a good relationship with their teacher. Finally, some pedagogical implications were discussed.

중학교 1, 2학년 영어 교과서의 어휘 활동 분석

고정희 ( Ko Joung Hee ),신창원 ( Shin Changwon ) 글로벌영어교육학회(구 호남영어교육학회) 2016 Studies in English education Vol.21 No.2

The purpose of this study is to analyze vocabulary activities in first and second year middle school English textbooks to investigate how each type of vocabulary activities is presented and whether a variety of contents is included in each activity type. For this study, three first year middle school English textbooks and three second year textbooks were randomly chosen, and seven types of vocabulary activities-definition, contextual inferencing, lexical relations, word formation, free association, audio-visual aids and vocabulary games-were used as criteria for identifying the activities. The result showed that the vocabulary activities are proportionally unbalanced. Thus, a few types of vocabulary activity, like contextual inferencing and audio-visual aids, are more frequent than other types. It was also found that there are differences between first and second year textbooks in the number of each vocabulary type. Finally, it was shown that most of the vocabulary activities fail to provide varied content in that some activity types, such as contextual inferencing, employ only one or two activities like “fill in the blank” or “choose an appropriate word.”

영어학습부진 학생의 학습 경험 탐색

김경미(Kyungmi Kim),신창원(Changwon Shin) 한국영어어문교육학회 2023 영어어문교육 Vol.29 No.4

코퍼스 기반 중학교 영어 교과서 be 동사 부정 축약 분석

강혜선 ( Kang Hye-sun ),김민경 ( Kim Minkyung ),신창원 ( Shin Changwon ) 글로벌영어교육학회(구 호남영어교육학회) 2019 Studies in English education Vol.24 No.1

When be-verb negation is contracted, either verb contraction or negative contraction can be selected, based on the types of preceding subjects. Thus, a pronoun subject tends to be with verb contraction more frequently (e.g. She’s not/They’re not), while a full noun subject is more likely to occur with negative contraction (e.g. The classroom isn’t). In this regard, the current study aims to investigate if middle school English textbooks provide sufficient examples of English native speakers’ preference in using be-verb negative contraction. To this end, a small corpus was compiled, comprising all the listening materials from 14 middle school English textbooks. From this corpus, all the sentences including verb contraction and negative contraction each were extracted using a concordancer program to see what type of subject each contraction form occurs with more frequently. The results of this analysis showed that when the subject is a pronoun, verb contraction is favored over negative contraction, whereas negative contraction is more likely to be with a full noun phrase, suggesting that the English textbook present language input similar to English native speakers’ preference in using be-verb negative contraction.