파초작품(芭蕉作品)의 해학성(諧謔性)에 관한 일고찰 : 「 배해(俳諧」의 어원을 중심으로

안경자 한국일어일문학회 1985 日語日文學硏究 Vol.6 No.1

베트남

안경자 문예운동사 2023 수필시대 Vol.21 No.겨울

방학중 초등영어 캠프 프로그램에 대한 인식 및 평가 : 학생, 교사, 학부모의 관점에서

안경자,이완기 한국초등영어교육학회 2012 초등영어교육 Vol.18 No.3

This study aims to investigate how students, teachers, and parents perceived and evaluated the intensive primary English camps implemented during school vacations. These camps were run across South Korea in a variety of ways with support and guidance from regional education authorities. For this study, the guidelines and instructions issued by the 16 regional education authorities were closely analyzed, and a total of 5,800 students’, teachers, and parents were surveyed. Most respondents expressed their satisfaction with the camp program: They had a high opinion of the variety of program activities, the opportunities to speak with English native speakers, and the students enhanced interest and confidence in learning English. On the other hand, numerous respondents wanted the program to be improved particularly in the areas of textbooks, materials, and level-insensitive student placement. Overall, the respondents turned out to have rather negative feelings about the educational effects (i.e., improving English ability and understanding foreign cultures) of the short-term intensive programs. In particular, the parents were doubtful that the camps would reduce private education costs. These results show a discrepancy between policy and implementation. Finally, this study provides some important implications for policymakers, teacher educators, and teachers themselves regarding intensive primary English camps.

영어교육에 게재된 영어 교사교육 관련 연구 분석

안경자 한국영어교육학회 2015 ENGLISH TEACHING(영어교육) Vol.70 No.5

This study investigates 95 articles on English teacher education published in English Teaching for the past 50 years. Remarkable changes have been made in research methodology and research focus. In particular, six themes emerged from the selected articles and were discussed: (1) teacher qualifications and roles, (2) teacher training and professional development, (3) teacher cognition and perceptions, (4) teacher professional identities, (5) teacher talk, (6) teacher evaluation. Finally, pedagogical implications and directions for the future research are suggested.

Professional Development through Action Research: A Case Study of an EFL Teacher Learner

안경자 한국영어어문교육학회 2010 영어어문교육 Vol.16 No.2

This case study explores how conducting action research affected a teacher learner’s professional development within the English language curricular reform context in Korea. The subject of this study was a high school teacher participating in a graduate seminar that was taught by the researcher. The participant’s action research paper, reflective journals, and group work projects were collected as data, and the subject was also interviewed by the researcher. The Vygotskian notion of concept development was adopted as a theoretical lens to understand the teacher learner’s development. The findings indicate the positive influence of action research on her professional development in the area of understanding diverse research methods, externalizing her perceptions about the curricular reforms, applying theory to classroom realities, and attempting to transform her instruction. However, her instructional practices were not fully transformed due to contextual constraints such as an exam-oriented setting. As such, action research revealed the status of her concept development and helped to identify areas in which she needs support for further professional growth in the context of curricular reforms. Appropriately structured and supported action research has the potential to promote teacher learners’ concept development by linking scientific knowledge (theoretical knowledge) to their everyday concepts (experiential knowledge), and thus should be included in teacher education programs in the educational reform context. Further implications are provided for L2 teacher education programs and L2 teacher educators as well as for teachers themselves.

예비 영어교사의 영어 학습 및 영어 능력 신장: 영어 학습일지 활용 사례 연구

안경자 한국현대영어영문학회 2013 현대영어영문학 Vol.57 No.1

Ahn, Kyungja. “Developing Pre-service EFL Teachers` Language Learning and Skills: A Case Study Using English Learning Logs” Modern Studies in English Language & Literature 57.1 (2013): 139-66. This paper aims to examine the effects of keeping English learning logs on the development of pre-service EFL teachers` language learning and skills. The participants were 22 pre-service primary English teachers enrolled in an undergraduate course at a Korean university. The data include the participants` English learning logs and follow-up surveys. The findings indicate the positive effects of keeping the English learning logs on the participants` language learning: Keeping the logs promoted participants` (1) planning, evaluating, and reflection on their English learning (metacognitive aspects), (2) motivation to study English, (3) interest and confidence in learning English (affective aspects), and (4) English teacher mindset. Also, the participants felt that their language skills developed. However, the follow-up survey showed that the participants` English study decreased after the log-keeping activity ended and that the majority of the participants did not carry out their study plans. This study offers important implications regarding pre-service EFL teacher education. (Seoul National University of Education)

제2언어 교사의 정체성 연구: 한국의 영어 교사를 중심으로

안경자 서울대학교 외국어교육연구소 2014 외국어교육연구 Vol.17 No.-

This study aims at exploring the theoretical perspectives and research related to second language teacher identities. In particular, this paper focuses on the studies on the identities of English teachers in the Korean educational system. Major findings are as follows: First, based on the previous literature on teacher identities, teacher identities are defined as dynamic, multidimensional, and changing, as they continuously interact with individual, social, and cultural contexts. Second, it was found that studies have focused on (1) the meta-analyses of English teacher identities, (2) native-speaking English teacher identities, (3) the identities of non-native-speaking English teachers co-teaching with native-English-speaking teachers, (4) the identities of non-native-speaking English teachers including pre- and in-service teachers, and (5) teacher identity development through teacher education activities. Lastly, this paper brings up issues and suggestions on the formation and development of English teacher identities. It also offers directions for the future research on professional identities of second language teachers.

Learning to Write Academic English: A Sociocultural Perspective on L2 Learners’ Writing Portfolios

안경자 한국응용언어학회 2009 응용 언어학 Vol.25 No.2

This case study examines how ESL writing portfolios act as an effective tool for documenting the development of ESL writers and act in support of reflective practice. Sociocultural theory was adopted as a theoretical lens to understand the growth of L2 writers. Two ESL students and their instructor participated in this study. The data sources included writing portfolios, a survey, course materials, class observation, and notes from informal communication with the teacher. The findings indicated that, mediated by writing portfolios, the students were able to reflect on their writing process and progress over the semester and thereby obtain insights into their own writing. However, the results revealed different developmental paths for the two writers. One student focused on the teacher and the grade within the writing classroom and his internalization of the concepts taught in the writing class had only begun to emerge. In contrast, the other student was highly aware of audience and writing principles, expanding her outlook beyond the classroom. She showed more complete internalization and carried new understandings about English writing from one instructional context to another. The findings have important implications for using portfolios in writing classes as well as teaching and learning second language writing.

羅 稻香과 그의 作品世界

安京子 이화여자대학교 문리대학 한국어문학회 1962 韓國語文學硏究 Vol.4 No.-

초등영어 예비교사 정체성 및 이에 영향을 미치는 요인: 현직교사의 관점에서

안경자 한국영어학회 2018 영어학 Vol.18 No.4

Ahn, Kyungja. 2018. Pre-service elementary English teacher identities and factors that affect them: Perspectives from in-service teachers. Korean Journal of English Language and Linguistics 18-4, 562-585. This paper aims to investigate the identities of pre-service elementary English teachers and factors that affected their identities, especially from the perspectives of in-service teachers. The participants were 18 in-service elementary teachers who were graduate students enrolled in the second language teacher education course taught by the researcher. Pre- and post-survey responses, autobiographic essays, and reflective journals were collected and qualitatively analyzed using content analysis. The findings are as follows: most of the teachers had positive pre-service elementary English teacher identities, whereas some had negative or weak English teacher identities, homeroom teacher identities, and English learner identities. Various institutional factors affected their identities the most, followed by individual and macro-structural factors. Institutional factors were pre-service English teacher education programs, English teaching practicum, native English-speaking teachers, and peer pre-service teachers. Individual factors included the participants’ English skills, English teaching skills, and experiences studying and travelling abroad. Lastly, macro-structural factors covered the Teacher Employment Test and the English subject teaching system. The findings revealed the importance of institutional mediation and human mediation by teacher educators, mentor teachers, and peers in pre-service teacher identity development. Further important implications regarding pre- and in-service English teacher education, development of English teacher identities, and English teachers’ professional development are discussed.