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      • KCI등재

        중등 영어과 교과서 집필의 실제

        임병빈(Im, Byung-Bin) 한국영어어문교육학회 2011 영어어문교육 Vol.17 No.2

        '스콜라' 이용 시 소속기관이 구독 중이 아닌 경우, 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

        This study is to explore one of efficient procedures in producing English textbooks for secondary school students. According to a series of changes in the National Curriculum, new textbooks have been selected and used in English classes. Textbooks are one of the fundamental factors in teaching and learning languages together with learners and teachers. So this study emphasizes the significance of textbooks and presents the practical model of producing English textbooks including activity books, from major aspects such as planning, writing, editing, selecting, etc. The current government has made continuing efforts to improve English education development by administrating innovative policies [strategies]. However, there still remain lots of difficulties in this gigantic task, which is not an exception in the matter of textbooks. Therefore, to provide students with better textbooks, the government should not only invest great funds but also renovate the present polluted system of selecting textbooks.

      • 규칙 빈칸 메우기 과정을 통한 영어독해력 향상 방안 : 코스웨어의 활용을 중심으로

        임병빈(Byung Bin Im),김성은(Sung Eun Kim) 공주대학교 교육연구소 2000 교육연구 Vol.16 No.-

        '스콜라' 이용 시 소속기관이 구독 중이 아닌 경우, 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

        The purpose of this study is to design and develop a CALL courseware based on cloze procedures and to test it in the English classes so as to provide both the teachers and the students with an effective teaching and learning tool. New and highly efficient computer technologies are providing us with faster and multi-functioning computers, and text-oriented education softwares are now being rapidly replaced by multimedia CAI. There are also increasing needs for computer-literate teachers and more effective CAI materials. Based on the Gestalt concept of closure, the cloze procedure is constructed easily by omitting every nth word in a continuous passage of discourse and it can be used to assess both feeling for the language and knowledge of detail. Generally the cloze procedure can provide both the teachers and the students with a stimulating way to acquire and apply language skills. Moreover, testing and teaching are so closely interwoven and interdependent that it is difficult to divide them. Theoretical reviews on cloze procedures, multimedia and authoring tools were made before designing and developing this CALL courseware and the courseware was used in English classes. The result of this study shows that this CALL courseware significantly increases the students’ interest and attitude in English as well as students’ achievement in English reading comprehension tests. In addition, this courseware has been proved to be useful for both individualized learning and middle or large sized classes. Computers are expected to replace many of teacher roles in the coming years. Thus, teachers should be given more chances to train themselves in developing and using CAI materials, and more useful CAI materials should be developed for more effective language teaching and learning.

      • KCI등재

        우수 교사 양성을 위한 영어교육 전공학과 교육과정 편성 및 운영방안

        임병빈(Im, Byung-Bin) 한국영어어문교육학회 2008 영어어문교육 Vol.14 No.4

        '스콜라' 이용 시 소속기관이 구독 중이 아닌 경우, 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

        This study aims to propose an alternative approach to optimal curriculum design and management for better qualified English teachers commensurate with the educational goal for department of English education. The fundamental principle of the educational goal is to cultivate students as qualified teachers capable of performing their tasks skillfully for future use. This goal is discussed according to the following factors: i) the qualification for becoming English teachers, ii) the system of curriculum in College of Education, iii) the analysis of the current curriculum and its management, iv) the analysis of questionnaires related with the alternative curriculum and its management. The results of this study show that to produce excellent future English teachers, English education department in College of Education should revise the present curriculum toward the optimal model and further manage it more effectively than ever, considering the educational goal of the teaching institutes as well as that of students.

      • KCI등재후보

        발음 연계 어휘 학습을 통한 중학생의 어휘 기억 신장 방안

        임병빈(Im, Byung-Bin),윤상돈(Yoon, Sang-Don),안희성(Ahn, Hee-Seong),안미숙(Ahn, Mi-Sook) 한국영어교과교육학회 2011 영어교과교육 Vol.10 No.1

        '스콜라' 이용 시 소속기관이 구독 중이 아닌 경우, 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

        The purpose of this study is to examine the effect of pronunciation-related vocabulary learning on middle school students' ability to memorize vocabulary. For this study 24 students in the third grade were selected as subjects. They were divided into two even numbered groups. For the students in the experimental group, pronunciation-related vocabulary learning program was implemented while the activities for the students in the control group were less related to the pronunciation. Three tests were conducted. To verify the effectiveness of pronunciation-related vocabulary learning program for short-term memorization, two types of test were carried out before and after the experiment. Test 1 was based on word list 1 and test 2 on word list 2. And test 3 was administered three weeks after the experiment to find out the effectiveness of pronunciation-related vocabulary learning program for long-term memorization. The analysis of three tests suggested that the pronunciation-related vocabulary learning on middle school students' ability to memorize vocabulary proved to be remarkably positive on both short-term and long-term memorization.

      • KCI등재
      • KCI등재

        고등학교 1학년 교과서에 나타난 문화소재 분석과 지도방안

        임병빈(Im Byung-Bin),구소영(Gu So-Young) 한국영어어문교육학회 2005 영어어문교육 Vol.11 No.1

        '스콜라' 이용 시 소속기관이 구독 중이 아닌 경우, 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

        In the EFL context, Korean students don't have enough opportunities to directly experience the target culture, prompting the need to offer some well-organized culture education in class. The goals of this study are to analyze how many cultural contents are reflected in High School English textbooks and to suggest an implication for cultural learning. These textbooks were carefully examined, focusing on the cultural contents, by four categories: ‘cultural skill section’, ‘cultural patterns’, ‘related language skills’, and ‘target countries’. The results of the analysis were like the following: First, although many of the textbooks are dealing with the culture skill sections, their contents were still wanting consistency and were small in quantity. Second, as for the cultural patterns, the pages dealing with behavioral culture were 43%, spiritual culture, 35.7%, material culture, 21.3%. Third, as for the related language skills, the cultural contents in the textbooks were organized in the order of listening, reading, speaking, writing, and cultural skill sections. Since it is impossible to separate language skills from culture, we suggest that the aspects of target culture should be incorporated in various forms into the learning situations. Fourth, as for the issue of target countries, the contents about the general or whole English culture were insufficient. So we suggest that English textbooks should play an essential role in providing students with various cultural information about various English speaking countries.

      • KCI등재후보
      • 영미문화 이해를 통한 영어 수업지도 방법

        임병빈(Byung Bin Im),김완규(Wan Kyu Kim) 공주대학교 교육연구소 2003 교육연구 Vol.17 No.-

        '스콜라' 이용 시 소속기관이 구독 중이 아닌 경우, 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

        This study discusses several points concerning teaching cultures in English classroom: Definitions of culture, objectives of teaching cultures, examples of cultural contents, various methods of teaching cultures, and evaluation of cultural learning. First, culture is defined in terms of a way of the target language people’s life and their behavioral patterns in the country. The understanding the culture in foreign language learning and teaching is justified under the assumption that language is not separated from the cultures. Second, developing intercultural communication skills and understanding native culture through target culture are main objectives of teaching culture. Without these, there are many misunderstandings, inaccuracies, confusions, and developing false knowledges in the classroom situation. Third, specific cultural contents are enumerated for the reference of English teachers. Though recent studies has been issued in this field, there would be more needs for correct introducing cultural contents. Fourth, various teaching methods are introduced, such as culture asides, culture capsules, culture assimilator, mini-drama, audio-motor unit, newspapers and magazines, songs. Besides, this paper has tried to suggest specific methods of teaching culture in high school classroom situation. Lastly, the authors feel the cultural understanding is not only a matter of objective or rationale but a matter of procedure or methodology. Teaching culture can not be left undone till language is mastered. It must be closely incorporated into the whole process of the language learning itself.

      • 영어교사 연수교육의 효율성 향상 방안

        임병빈(Byung Bin Im) 공주대학교 교육연구소 1997 교육연구 Vol.13 No.-

        '스콜라' 이용 시 소속기관이 구독 중이 아닌 경우, 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

        Every year in-service instruction programs of English teacher education have been executed all over the country. Recently in-service instruction is generally regarded as essential to becoming proficient or excellent teachers. However, the current in-service programs have a lot of problems which should be solved for the purpose of fulfilling the goal of English teaching in secondary schools. This paper is to suggest effective solutions for these problems/difficulties continuing until now: (1) The primary requirement of in-service program is that English teachers should have a good command of English language skills, i.e. they should be able to listen, speak, read, and write in English very fluently. (2) The establishment and operation of curriculums(subjects) should be carried out systematically considering the following factors: (ⅰ) the needs of teachers; (ⅱ) client-centered approach; (ⅲ) bottom-up process; (ⅳ) reflective thinking and evaluation; etc. (3) Informal training(self-study) as well as formal in-service teaching should be developed simultaneously and continuously. (4) There should be reciprocal effects between classroom teaching and in-service training. (5) The qualification of English teachers should be refined in order to meet the professionals’ level.

      • KCI등재

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