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이자원(Lee Ja won) 영상영어교육학회 2000 영상영어교육 (STEM journal) Vol.1 No.-
Using movies to teach English has become popular of late. The appeal of movies is understandable given that so many students enjoy watching film. However, if the EFL lecturer is to satisfy the goal of teaching English, then 3 criteria need to be satisfied in selecting films for use in the classroom. First, the movies considered should be popular and current so that they appeal to students. Second, the movie scripts should be interesting and contain usable English language. At this point in the selection process, some movies will have been discarded and others added. Third, the instructor needs to examine the films in terms of what I want students to learn from this film and how the items can selected for learning be practiced ; the final stage of sorting takes place in consideration of this last criterion. After working out activities for the third criterion, the instructor has a film lesson that satisfies popular demand and interest and is based on sound pedagogical objectives.
이자원(Lee Ja won) 영상영어교육학회 2005 영상영어교육 (STEM journal) Vol.6 No.2
The use of "authenticity" in teaching foreign languages has been accepted as an effective teaching method. It is believed that such authentic texts provide learners with a language-rich environment and they play a key role in promoting communicative skills. McGarry (1995) argues that authentic texts can enable learners to work independently of the teacher if used extensively and appropriately. In other words, authentic texts are useful self-study materials. McGarry calls this "leaner autonomy," which means that learners should take more responsibility of their own study of the foreign language than done otherwise before. Taking consideration of the unique characteristics of the individual learner and the student-centered method of study, further research on this authenticity will be compared with these new trends in education. In this paper, therefore, one suggestion made is that movies are the best way to foster an authentic language-rich environment and to understand the relationship between language form and the communication function in an EFL setting like in Korea. In order to accomplish this, this paper will first clarify the definition of "authenticity." Second, it will examine why authentic texts are useful in language acquisition. Third, it will explain why contrived language texts are not appropriate materials in the development of communicative skills as defined in terms of authenticity. And lastly, the following three questions about the use of movies will be discussed: why, what and how.
이자원(Ja Won Lee),윤덕미(Duck Mi Yoon),오흥근(Hun 대한통증학회 1994 The Korean Journal of Pain Vol.7 No.1
Neurolytic splanchnic nerve block is effective for treatment of intractable upper abdominal cancer in. The possibility of neurologic complication cannot be completely precluded. A 53 year-oldofemale patient with hepatoma and lung metastasis was submitted for splanchnic nerve b1ock with alcohol. Splanchnic nerve block was performed under radiologic control by image intensifier without any difficulty during procedure. One day after the block, she com- plained 0f numbness with sensory deficit in bilateral inguinal area. Neurologic examination re- vealed that asymmetrical anesthesia, hypoesthesia at T,-L. She was discharged 70 days after the block with partial improvement. The possibility of alcohol spreading to the low theracic and upper lumbar somatic nerves cannot be excluded.
이자원(Lee Ja won),이기정(Lee Kee Jung) 영상영어교육학회 2009 영상영어교육 (STEM journal) Vol.10 No.1
This paper sheds light on how American soap opera can be used in language classes by suggesting a teaching model. The model helps dispel the belief that words used in American soap opera are too difficult for students with low intermediate proficiency. More specifically, the model largely focuses on the use of nouns for two reasons: (a) nouns are readily accessible even for students with low intermediate proficiency, and (b) first and second language acquisition theories support that nouns are typically acquired first in the process of language learning. In addition, the model promotes different skills of language, i.e., speaking, listening, and reading. For speaking, simple and easy routines and expressions are given to students who are then instructed to practice and internalize them. For listening, a cloze test is provided with emphasis on nouns with which students are already familiar, followed by dictation of the short routines and expressions. For reading, students are asked to read the drama's script accompanied by translation, with focus on grammar and pronunciation. The pedagogical suggestion rooted in whole language learning can offer an instructive and enjoyable learning experience.