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영어 교과서 검정에 적합한 어휘 검색 프로그램에 관한 연구
정규태(Jung Kyutae),이용훈(Lee Yonghun),장경숙(Chang Kyungsuk) 한국외국어교육학회 2007 Foreign languages education Vol.14 No.1
The present study aims to examine vocabulary analysis programs suitable for English textbook authorization in the amended version of the national curriculum. The analysis of WordLister 2002, a conventional vocabulary analysis software, reveals that it fails to meet the needs necessary to authorize textbooks in terms of user-friendliness and limited uses of the vocabulary analysis output. The design of WordLister 2002 is too complicated to be used without special training. While it provides useful information on new vocabulary, it fails to provide information in comparison with the existing research on vocabulary. NLPtools, on the other hand, applies corpus analysis techniques to the analysis of textbook vocabulary. In this program, texts in the textbook are seen as a corpus. Another characteristic is that NLPtools employs analysis methods based on dictionaries. It is found that NLPtools processes special characters in the text, so that the user does not need to process them by using specified input codes as in WordLister 2002. Wordlister 2002 requires its user to register a number of words in the process of vocabulary analysis, whereas the user with NLPtools does not need to register words as its built-in dictionary has a wide range of information on words. NLPtools also provides its users with functions, by which they can get and analyze the information they need. With these advantages over the conventional software, it is suggested that NLPtools can be used as a vocabulary analysis program for textbook authorization in the amended curriculum.
정규태(Jung Kyutae),장경숙(Chang Kyungsuk) 한국외국어교육학회 2006 Foreign languages education Vol.13 No.2
The present study aims to design a web-based syllabus for teaching college English. The theoretical premises underlying the study are drawn from recent developments in relevant fields including web-based instruction, classroom observation and supervision, in-service teacher development, and program evaluation. The model is characterized by its learner-centeredness, teacher observation and supervision for professional development, and process-oriented program evaluation. Data for the program evaluation are gathered from various sources such as questionnaire responses, observation records, supervisory notes, teacher diary entries, and assessment. The information from the evaluation is then fed back to improve the course in a cyclical process. Through a small-scale application of the model some suggestions for its effective implementation are made in terms of institutional support, copyright, student autonomy, teacher roles, and e-learning course evaluation.
거꾸로 교실을 적용한영어과 교과 원격기반 토론 수업 사례 연구
변지현 ( Ji Hyun Byun ),정규태 ( Kyutae Jung ) 한국현대언어학회 2015 언어연구 Vol.31 No.3
The purpose of this study is to apply the flipped classroom model to a college level English course with online-based discussion framework. In this research, the flipped learning model was applied to the course titled ‘World Englishes and Miscommunications’ throughout a semester. The researchers attempted to yield the learners` reactions toward online-based discussion class as well as flipped classroom model. According to the result, the participants of the present study showed their favors toward the application of flipped classroom model. However, they also pointed out some drawbacks and pedagogical suggestions. The findings of the study will shed some light on the actual application of online-based discussion class and flipped classroom model in the field of English education. (Hannam Univesity)
장경숙(Chang Kyungsuk),정규태(Jung Kyutae),최보윤(Choi Boyoon) 팬코리아영어교육학회(구 영남영어교육학회) 2008 영어교육연구 Vol.20 No.2
This research addresses two key issues surrounding the curriculum for training pre-service secondary English teachers: ‘What information, skills or knowledge are to be taught or learnt?’ and ‘How are they to be conveyed, trained, or taught?’ It aims to investigate beliefs and attitudes student teachers and trainers hold about the current secondary English teacher training curriculum, medium of instruction, microteaching and field experience. In the present survey parallel questionnaires were designed and answered by 48 professors and 426 students from English education department of 17 universities. According to the findings, teacher and student groups agree that teaching practice has been neglected in the current curriculum. The results also reveal that both groups believe that students can benefit from teaching subjects in English, but they do not agree that all the subjects need to be taught in the target language. It is found that there is a gap between teacher feedback and students’ need for supervision. It is suggested that the findings of the survey provide training course designers and policy makers with implications for making decisions on initial English teacher education.
스리랑카 사례 분석을 통한 출,퇴근형 영어교사 심화연수 프로그램 개발을 위한 제언
장경숙 ( Kyungsuk Chang ),이병천 ( Byengcheon Lee ),정규태 ( Kyutae Jung ),정구창 ( Koochang Jeong ),( David Hayes ) 한국중등영어교육학회 2010 중등영어교육 Vol.3 No.1
There has been a general agreement that English teachers and their professional development are at the heart of improving English education in the given context. Efforts have been made at the national level to meet the demand for high-quality in-service teacher training programs. Thepresent research was carried out to provide some suggestions through the close examination of an INSET case in Sri Lanka. Data was gathered from an analysis of its underlying principles and programmes. The findings suggest that INSET should be thought of as part of lifelong learning. Long-term, holistic approaches to in-service teacher development are more likely to be effective than short-term skills-based, training approaches. Effective INSET is school-focused but not necessarily school-based. Best practice in INSET goes beyond training and development for teachers to include training and development for in-service trainers. It is suggested that effective INSET practice isreflexive and it should not always focus on ``new`` methods, rather its central concern should be with effective methods in terms of their impact on student learning. INSET programs should incorporate evaluation components that go beyond reactions to the programs themselves to encompass classroom implementation of what has been learnt by teachers on the programs as well as institutional development. Time and opportunities to reflect on one``s own teaching and to share practice with colleagues are important means of professional development.