학교 영어교육에 대한 기대와 현실: 학생, 학부모, 교사의 인식 비교 연구

이문복,권서경 한국교원대학교 교육연구원 2019 敎員敎育 Vol.35 No.4

This paper investigated stakeholders’ perceptions regarding English education received at public schools. For this, three groups of stakeholders – students, teachers and parents – responded to a questionnaire consisting of questions that asked about their perceptions about the following: weekly English learning hours; the ultimate goal of learning English; the expected/predicted level of English proficiency when they graduated/will graduate from high school; and their preference concerning various English teaching and learning policies offered at the schools. The resulting data findings indicated that students in general were satisfied with the current weekly hours for learning English, while teachers and parents demanded an increase in overall hours. In terms of the learning goal, the expected/predicted level of proficiency, and preference for policies, students tended to have different perceptions compared to the teachers and parents, who by contrast shared similar perceptions. 본 논문에서는 학교 영어교육의 중장기 발전 방향을 모색하기 위해 학교 영어교육의 실태와 기대에 대한 학생, 교사, 학부모의 인식을 설문조사를 통해 비교 제시하였다. 설문조사에는 학생1,007명, 교사 144명, 학부모 340명이 참여하였으며, 주요 설문 내용으로는 학교급별 영어 수업시수, 최종 희망-예상 영어능력 목표, 학교 영어교육의 최종 목표, 현재 추진 중인 영어교육 정책에대한 인식을 묻는 질문이 제시되었다. 각 설문 응답에 대한 결과는 기술통계 분석을 통해 경향성을제시한 후 추론 통계를 실시하여 세 집단 간의 인식 차이의 유의성을 확인하였다. 분석결과는 다음과 같다. 첫째, 전반적으로 교사, 학부모들은 유사한 인식을 갖고 있었으나 학생은 다른 두 집단과상이한 인식을 보였다. 특히 영어 수업 시수에 있어서 대다수의 학생들은 현재 영어 수업시수가적절하다고 응답하였으나 교사와 학부모는 학생에 비해 영어 수업시수가 충분하지 않아 확대해야한다는 비율이 상당히 높게 나타났다. 둘째, 학생, 교사, 학부모의 희망 대 예상 영어능력 목표 간차이가 컸으며, 교사와 학부모는 학교 영어교육만을 통해서도 중급 이상의 영어능력 수준에 도달하게 될 것으로 기대했으나 학생들은 이보다 비교적 낮은 기대수준을 갖고 있었다. 셋째, 학교 영어교육의 궁극적인 목표로 세 집단은 각각 다른 응답 양태를 보였지만 일상생활에서 필요한 실용영어 능력 신장을 위한 영어교육을 우선순위에 두어야한다는 점에서는 동일한 의견을 나타냈다. 넷째, 영어교육 개선방안에 대한 응답으로는 ‘흥미와 자신감을 키워주는 수업 자료 보급’이나 ‘교과서 이외의 실제적 교수·학습 자료의 활용’와 같은 교수학습 자료개발 및 지원에 대한 필요성을 제기하였으며, 평가 관련 정책과 관련하여 ‘수업과 연계된 평가’ 또는 ‘과정중심 평가도구 개발’에 대한 높은 필요성을 인식하고 있었다. 마지막으로 설문 결과를 바탕으로 향후 초·중등학교의 영어교육의 내실화를 위한 정책적 시사점을 제시하였다.

2015 영어과 교육과정 기본 어휘 목록 개발

이문복,신동광 한국영어교과교육학회 2015 영어교과교육 Vol.14 No.4

In September of 2015, the Ministry of Education of Korea announced the 2015 revised national curriculum of English in which the revised Korean Basic English Word List (KBEWL) is included. The present study attempted to examine how the KBEWL was developed by applying the three vocabulary selection criteria of ‘frequency’, ‘range’ and ‘familiarity’ to an 8 million word mega-corpus. The words making up KBEWL were selected and refined through a three-step process: 1) frequency and range, 2) familiarity, and 3) experienced English teachers’ heuristic. Through the comparison of the KBEWL with 10 other representative English word lists including the 2009 KBEWL in the text coverage, this study attempted to validate the effectiveness of the 2015 KBEWL. The results show that the 2015 KBEWL reflects the authentic use of the vocabulary very well as the existing representative vocabulary lists do. In addition, in the present study, several vocabulary regulations stipulated in the 2015 national curriculum of English were introduced. Lastly, some suggestions and educational implications were provided for developing an English word list in the future.

초.중등 영어교사를 위한 맞춤형 심화 연수 모형 개발 연구

이문복,이노신,조민철,Lee, Moon-Bok,Lee, Noh-Shin,Cho, Min-Chul 한국영어어문교육학회 2010 영어어문교육 Vol.16 No.3

The present study reports on a study of the development of customized intensive in-service English teachers training programs (IIETTP) reflecting on the demands of elementary/secondary school English teachers. For the purpose of study, a survey was conducted with 1,033 English teachers at elementary/secondary schools across the country. The results showed by and large no significant differences by school level, albeit some slight differences were revealed such as in training times, training methods, the percentages of teaching English in English (TEE), and other things. Since the two IIETTP models are presented as basic formats, they can be modified and applied according to the contexts of schools and the demands of trainees.

2030 미래 영어교육 방향 전망 : 영어 교수학습 방향을 중심으로

이문복 한국영어독서교육학회 2018 한국영어독서교육학회 학술대회 자료집 Vol.2018 No.11

국내외 영어교과서 분석을 통한 영어과 교육과정의 능숙도 목표 수준 설정에 대한 고찰

이문복,신동광 한국중등영어교육학회 2019 중등영어교육 Vol.12 No.2

This study attempted to explore the Target Levels of English Proficiency (TLEP) in the National Curriculum of English. For this, dozens of English textbooks from ten countries were analyzed in lexical uses and readability. The research questions addressed in the present study are twofold: 1) How do the English textbooks of the same grade or the same age differ in the readability index? 2) How does the level and amount of vocabulary used in English textbooks vary? As a result, the readability index of Korean English textbooks is set at a lower level by and large, but the readability index of Korean high school 3rd grade English textbooks is almost the same as that of the English-speaking countries’English textbooks. In the case of Japan, the readability index is relatively low, and the readability index of Chinese primary, middle, and high school English textbooks is moderate, ascending gradually in accordance with school level. In addition, most of the domestic and foreign English textbooks include more than 90% of the vocabulary used in the BNC-COCA 4000, however, in the foreign textbooks, various kinds of vocabulary were used beyond the level of the Korea National Curriculum of English. Based on the results of this study, we are to suggest the development of CEFR-K like CEFR-J in Japan.

Students' Differences in Self-Regulated Learning: EFL Achievement and Gender

이문복 한국응용언어학회 2008 응용 언어학 Vol.24 No.2

This paper reports the results of a study that investigated students' differences in self-regulated learning (SRL) strategies among students of three different EFL achievement levels and between males and females. The subjects for this study were 16,526 first-year high school students who took the 2005 English Achievement Test (EAT) nationwide. Research results revealed significant differences by achievement level in the use of overall SRL strategies and of the three subcategories: behavioral control, cognitive strategy, and self-efficacy. More specifically, the high-achieving students reported greater use of SRL strategies than the mid-achieving students, who in turn reported greater use than the low-achieving students. In addition, girls surpassed boys in the use of overall SRL strategies and of the two subcategories: cognitive strategy and self-efficacy. This study suggests that girls as well as high-achieving students use the full spectrum of SRL strategies rather than one particular type.

An Investigation into the Effects of Integrative and Instrumental Orientations on Language Learning Strategies

이문복 한국영어어문교육학회 2005 영어어문교육 Vol.11 No.1

This study examines the effects of two motivational orientations on the use of language learning strategies at overall, category, and specific-item levels. 184 students (males and females) from a Korean university responded to the following two questionnaires: the Motivational Orientation Questionnaire (MOQ) developed by the author and Oxford's Strategy Inventory for Language Learning (SILL). The results showed that both integratively- and instrumentally-oriented students were moderate strategy users overall. Integratively-oriented learners were found to use learning strategies more often and a broader spectrum of strategies than instrumentally-oriented learners. A noteworthy finding, however, is that strategy use was not motivation orientation-specific. In other words, the two motivational groups were found to share the similar patterns of strategy use. Independent samples t test results revealed that integratively-oriented students exhibited significantly greater use of overall strategy than instrumentally-oriented students. This phenomenon held true for the use of cognitive, metacognitive, and social categories. At the specific item levels, 13 of the total 50 individual strategies were shown to be employed significantly more often by integratively motivated learners than by their instrumentally motivated peers.

문·이과 통합 영어과 교육과정 개발을 위한 방향 탐색

이문복 현대영어교육학회 2014 현대영어교육 Vol.15 No.3

This paper aims to lay out a curriculum blueprint for developing the National English Curriculum for the integration of the Liberal Arts and the Sciences, and report on some suggestions for its development and implications for teaching. First, English as an International Language (EIL) should be adopted as “an established variety of English” among the three options proposed by Matsuda and Friedrich (2011). Second, learning goals in the new English curriculum should reflect its some connections to social studies, math, science, the arts, and other disciplines. Third, achievement standards for English in the curriculum should be restructured to consider its constituents as well as its presentational format. Fourth, the scope of the subjects of communication and vocabulary level are discussed. Last, teaching and learning, and assessment methods that focus upon students’ engagement and collaboration in class are addressed.

Online Corpus Consultation in L2 Writing for In-service Teachers of English

이문복,신동광,전유아 한국영어교육학회 2009 ENGLISH TEACHING(영어교육) Vol.64 No.2

Use of corpus has traditionally been of interest for syllabus designers and lexicographers. However, the recent paradigm shift in research on corpus has shifted to how corpus consultation may have an affect on the writing performance of L2 writers. In the study, using a repeated measures design, two groups of in-service English teachers were asked to write two compositions on two writing prompts where subjects were provided with online referencing at Concord Writer 2 to help writers solve their lexical and grammatical problems. When the writing products were rated, compositions from the post-training writing tasks showed significant improvements in vocabulary, but not for grammar. Comments made by raters in the written feedback for the compositions imply that L2 writers may notice their problems more immediately if the lexical and grammatical errors can be pointed out to them for independent corpus consultation. Results of the study indicate importance of training in online corpus consultation skills for the different types of errors that may occur during the process of writing. The study is expected to provide implications for training in online corpus consultation skills in L2 writing.

교과교실제, 우리 교육의 스프링보드

이문복 한국교육과정평가원 2009 교육광장 Vol.32 No.-