비디오를 활용한 학습자 및 과제 중심의 학습지도 방안

한종임,차경애 한국영어교육학회 1996 ENGLISH TEACHING(영어교육) Vol.51 No.2

地方自治團體의 行政에 대한 住民統制制度에 關한 硏究 - 住民鑑査請求制度 活性化 및 市民옴부즈만導入을 中心으로 -

韓宗任 고려대학교 지방자치법학연구회 2000 지방자치법연구 Vol.1 No.-

영어 디지털교과서 활용 학습 모형이 중학교 학습자의 영어 학습 및 태도에 미치는 영향

한종임 한국멀티미디어언어교육학회 2014 멀티미디어 언어교육 Vol.17 No.1

The purposes of this study are to develop learning models of the English digital textbook, and to examine the effects of the learning models on Korean middle school students` English learning and attitudes toward English. Toward this end, an experimental study was carried out and a total of 106 participants involved in the study. The major results of the study are as follows. First, three kinds of learning models were developed for the effective use of English digital textbooks: 1) an activity-based reading model, 2) a corpus-based discovery model, and 3) a wiki-based collaborated writing model. Second, no significant difference was found between the digital textbook group and the traditional textbook group on the English tests, indicating that the digital textbook can be used to supplement or replace the traditional textbooks. Third, the participants preferred the digital textbook to the traditional, giving positive and high evaluations. Based on these findings, some pedagogical suggestions are made on the effective use of English digital textbook in Korean English classroom settings.

The Economy of LF Movement and Its Implication on Language Acquisition

한종임 한국응용언어학회 1996 응용 언어학 Vol.- No.11

테크놀로지 기반 영어과 창의성 교수·학습 방안

한종임 한국멀티미디어언어교육학회 2019 멀티미디어 언어교육 Vol.22 No.3

The advent of the 4th industrial revolution and the accompanying technological developments are posing new challenges to language educators worldwide. Among the wide array of 21st-century skills required in this fast changing world, creativity is deemed one of the most important core components. The purpose of this study is to present effective ways to incorporate creativity education into EFL classrooms through the use of technology. To this end, the study first outlines theories on creativity education, specifically focusing on the thinking skills that can effectively enhance Korean EFL learners’ creativity: divergent and convergent thinking, imagination, and critical thinking skills to inspire new and innovative ideas. Based on the theoretical foundation of creativity education, this study introduces technology that can be applied to develop creative thinking skills in EFL contexts: brainstorming tools, digitally-mediated collaborative writing tools, web-based infographic tools, virtual worlds for creative reading, and digital story telling tools. This study attempts to provide English educators with insight on the subject of infusing technology into English and creativity education, while fostering technology pedagogical knowledge needed to foster digitally-fluent and creative students in preparation for the upcoming fourth industrial revolution era.

제7차 교육과정에 근거한 영어 구두의사소통능력 수행평가 방안

한종임,전지현 한국외국어교육학회 2001 Foreign languages education Vol.8 No.2

중학교 영어학습자의 듣기능력 신장 방안 연구 : 받아쓰기 훈련을 중심으로

한종임,최세라 이화여자대학교 교과교육연구소 1998 교과교육학연구 Vol.2 No.1

본 연구의 목적은 우리 나라 중학생들의 영어 듣기 능력을 향상시킬 수 있는 교수·학습 방법의 일환으로 듣기 지도를 위한 받아쓰기 활용 방안을 모색하는 데 있다. 받아쓰기가 영어 듣기 능력 신장에 미치는 학습 효과를 실증적으로 검증한 결과, 첫째, 받아쓰기 연습은 듣기 능력을 향상시킬 수 있으며, 둘째, 듣기 능력이 떨어지는 하위집단 학습자에게는 부분 받아쓰기가 더 효과적이고 듣기 능력이 비교적 좋은 상위집단 학습자들에게는 문장 전체의 이해를 요구하는 전체 받아쓰기가 더 효과적이라는 것이 입증되었다. 이리한 연구 결과가 영어교육 현장에 주는 시사점은 다음과 같다. 첫째, 영어교사들은 받아쓰기를 주로 평가로만 활용해 오던 종래의 방식에서 탈피하여 영어학습 초기 단계부터 듣기능력을 향상시킬 수 있는 방법으로 활용할 수 있으며, 둘째, 듣기와 연계된 받아쓰기의 효과를 극대화하기 위해서는 영어 학습초기 단계에서는 부분 받아쓰기의 비율을 전체 받아쓰기보다 더 많게 하고, 학생들의 듣기능력이 높아짐에 따라 점차 전체 받아쓰기에 역점을 두는 것이 바람직할 것으로 사료된다. The goal of Korean English education lies in the development of Korean EFL learners' communicative competence. Listening has been regarded as the most important and essential component in developing communicative competence since listening comprehension was proved to be an active skill. However, most English teachers do not know how to teach listening effectively in their class and students say that listening is the most difficult part among the four language skills. Therefore, research on improving listening ability is most needed in order to develop Korean EFL learners'communicative competence. The purpose of this study is to investigate the effect of dictation on the development of Korean middle school students' listening comprehension. The subjects of this study were first-year middle school sdents and they were divided into two groups: two experimental groups and a control group. The experimental groups were further divided into two groups: a spot dictation group and a full dictation group. The two experimental groups were given a dictation task in the consolidation stage of every En81ish class, while the control group was given the traditional consolidation stage without any dictation task. The main results of the study are as follows. First, the experimental groups showed significant improvement in listening comprehension, but the control group did not. Second, there was no significant difference between the spot dictation group and the full dictation group with respect to the improvement of listening comprehension. This indicates that the type of dictation is not a significant factor in improving listening skill. Third, the full dictation was proved to more effective to the high listening proficiency level learners, whereas the spot dictation was more effecsve to the low listening proficiency level learners. These results suggest that dictation can be used as one of the effective methods for improving Korean EFL learners' listening comprehension ability and the types of dictation should be determined according to learners' listening proficiency levels: the spot dictation is recomuended for the low level learners and the full dictation is recommended for the high level learners.

타이포그래피 및 웹기반 저작 어휘 활동이 중학교 영어 학습자의 어휘학습 및 정의적 측면에 미치는 영향

한종임 한국외국어교육학회 2015 Foreign languages education Vol.22 No.2

The purpose of this study is to investigate the effects of two different types of vocabulary activities on Korean EFL learners’ vocabulary learning and perceptions. The participants of the study were 30 Korean middle school students in Seoul, and they were divided into two groups (typography and web-based authoring). The former employed the word meaning and spelling image association technique and the latter used a multimedia vocabulary authoring tool for 42 target words. The major findings of the study are as follows: (1) Both the typography and the web-based vocabulary authoring groups showed significant improvement on the posttest of vocabulary test, which indicated the equal effectiveness of the two vocabulary activities; (2) with respect to different English proficiency levels, the low-level group showed much higher improvement of the mean difference between pre and post tests than the higher group; and (3) the participants’ perceptions turned out to be more positive when they participated in creating English word spelling image than authoring multimedia vocabulary learning materials. The results suggest the beneficial effects of active student involvement in the vocabulary learning process. Pedagogical and practical suggestions are made on the effective teaching of English vocabulary in Korean classroom settings.

The Effects of Post-Task CMC Activities and Task Types on Korean EFL Learners’ Oral Performance

한종임,김나영 영상영어교육학회 2016 영상영어교육 (STEM journal) Vol.17 No.2

The present study explored the effects of different post-task CMC activity conditions and task types on the fluency, accuracy, complexity, and lexical diversity of EFL learners’ oral performance. The participants in the study were 39 EFL learners from a university in Incheon, Korea. They were randomly assigned to the three post-task activity groups (voice-chat, text-chat, and control). The experiment was administered during a period of eight weeks and a total of 234 transcribed data were analyzed. The major findings of the study were as follows: Firstly, regarding the post-task CMC activities, the participants who engaged in both the voice-chat and text-chat showed significant improvements in fluency, and the text-chat showed more beneficial effect on fostering the lexical diversity compared to the voice chat. Secondly, as for task types, ‘proposing a solution’ was the most beneficial task for promoting the fluency, accuracy, and lexical diversity, whereas ‘expressing an opinion’ was the most effective task for developing the complexity. Thirdly, concerning the participants’ perceptions of English learning in general, post-task CMC activities, and task types, their attitudes were positively changed overall. Based on these findings, some pedagogical suggestions are made on the effective implementation of post-task CMC activities in EFL contexts.

한국 영어학습자들의 영어발음 오류 분석을 통한 발음지도 방안

한종임 이화여자대학교 교과교육연구소 1999 교과교육학연구 Vol.3 No.2

본 논문의 목적은 한국 영어학습자들이 영어를 발음할 때 한국어의 부정 전이 현상으로 인하여 영어발음에 오류가 생기는 원인을 이론적으로 분석하고, 영어학습자들의 영어 발음 오류를 효과적으로 지도할 수 있는 활동 유형을 제시함으로써, 궁극적으로 영어교육현장에서 영어학습자들의 영어발음을 지도하는데 의미있는 정보를 제공하는 데 있다. 이를 위한 구체적인 방안으로, 본 연구는 한국 영어학습자들의 효과적인 발음지도를 위한 이론적 토대로서, 영어와 한국어의 자음 및 모음 체계 차이, 음절 구조 차이, 한국어 음운 규칙의 영향에 의한 발음 오류를 분석하고자 한다. 이러한 음운론적 이론 결과에 근거하여, 본 연구는 우리 나라 영어학습자들의 영어 발음 오류 교정에 도움이 될 수 있는 의사소통 중심, 학습자 중심, 과업 및 활동 중심의 영어발음지도 교수 방법을 제시하고자 한다. The purpose of this paper is to analyze the patterns of Korean EFL leamers’ English pronunciation errors in terms of Korean and English consonant and vowel system, syllable structure, and Korean phonological rules. It also aims to provide a wide range of activities for the effective teaching of English pronunciation in the framework of communicative teaching method. The main results of the study are as follows. First, Korean EFL learners tend to mispronounce the following sounds due to the differences of Korean and English consonant system voiced stop sounds such as [b, d, g], voiced alveolar and palatal fricative sounds such as [z, з, dз], and voiced liquid like [r]. Secondly, they tend to have difficulties both in discriminating and producing the contrasts observed in the tense and lax vowels such as [i] and [ı], and [u] and [<그림그룹> <그림내용 sizex="6" sizey="8" src=".\6-406-9902-02_images\image007.jpg"/> </그림그룹>], due to the absence of the lax vowels in Korean. Thirdly, Korean EFL learners tend to insert the central high vowel [<그림그룹> <그림내용 sizex="5" sizey="11" src=".\6-406-9902-02_images\image008.jpg"/> </그림그룹>] between English consonant clusters, due to the different syllable structure. Fourthly, they also tend to pronounce each syllable at the same length of time, regardless of the number of stressed syllables, which can be attributed to the different rhythm. Finally, the negative transfer of Korean phonological rules, especially nasalization, is responsible for the Koreanized English pronunciation. Based on these results, the study provides a wide range of learner centered, task-based, and meaningful communicative activities for the effective teaching of English pronunciation to Korean EFL learners.