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RISS 인기검색어
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- 저자 : 임찬빈(Imm, Chanbinn) (검색결과 2 건)
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임찬빈(Imm, Chanbinn),장경숙(Chang, Kyungsuk),이문복(Lee, Moonbok),이혜원(Lee, Hyewon) 한국초등영어교육학회 2011 초등영어교육 Vol.17 No.1
The aim of the present research is to develop a tool for evaluating teaching English in English(TEE) with emphasis on primary teachers’ professional development. The review of the relevant literature shows that teacher evaluation results should be fed back into teaching to improve effectiveness, and that assessor training should be provided to get valid and reliable feedback for improving teaching. A questionnaire survey was conducted to find out how primary English teachers perceive 55 performance criteria from the analysis of the existing evaluation tools. The analysis of the responses by 534 teachers revealed that the teachers perceived 51 items out of 55 criteria to be significant in evaluating TEE at the primary. Based on the survey findings, the first draft of TEE evaluation tool was made and applied to 8 schools in different districts. 64 English classes were observed and assessed by using the first draft tool, followed by in-depth interviews with teachers and assessors. The results of the application and interviews were fed back into revising the draft tool. Revision was made at the levels of performance criteria, scales and weight. The revised tool was applied to evaluate the selected 10 TEE primary classes by 13 assessors and its reliability and practicality was tested. Implications and suggestions were drawn for dissemination, further research, teacher education and policy-making.
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임찬빈(Imm, Chan-Binn),장경숙(Chang, Kyung-Suk),신동광(Shin, Dong-Kwang),박재은(Park, Jae-Eun),김유미(Kim, Yu-Mi),최보윤(Choi, Bo-Yoon) 한국응용언어학회 2011 응용 언어학 Vol.27 No.2
As part of an effort to improve the influence of education at general high schools, this paper aims to provide criteria for evaluating and selecting textbooks for advanced English classes. Specifically, we focus on two sets of criteria, on the basis of which we evaluated and graded a total of 42 English textbooks designated or authorized by the government. The first set of criteria was derived from the corpus analysis of English textbook texts. We particularly analyzed the portion of the 1st 1000 to 4th 1000 words, off-list words, and Academic Word List (AWL) words, as well as type/token ratio. The second set of criteria was obtained from the examination of textbook difficulty levels as perceived by 16 experienced teachers in several dimensions. Besides grading English textbooks available for advanced classes based on these two sets of criteria, we suggest ways of utilizing them for appropriate textbook selection.
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