An Exploratory Study : Problem Noticing during Feedback Sessions

Jungmin Ko(고정민) 한국영어학회 2006 영어학 Vol.6 No.1

HMM을 이용한 회전체 시스템의 질량편심 결함진단

고정민(Jungmin Ko),최찬규(Chankyu Choi),강토(To Kang),한순우(Soonwoo Han),박진호(Jinho Park),유홍희(Honghee Yoo) 한국소음진동공학회 2015 한국소음진동공학회 논문집 Vol.25 No.9

중학교 영어 수준별 수업에서 교사의 코드스위칭 차이

고정민 ( Jungmin Ko ) 아시아문화학술원 2018 인문사회 21 Vol.9 No.4

본 연구는 중학생을 대상으로 교사가 상반과 하반에서 영어로 수업을 진행할 때 목표어 사용량과 코드스위칭의 차이를 조사하는 것을 목적으로 한다. 중학교 2학년 상반과 하반 각각 한반과 이들을 함께 가르치는 교사가 참여하였다. 녹음된 자료는 AS-유닛으로 나눈 후, Duff & Polio(1990)의 분류방법을 이용했다. 또한 코드스위칭 발생에 대해서는 통사적 차원에서 문장 간, 문장 내, 문장간/문장내 코드스위칭 동시 발생이라는 세 가지 분류기준을 사용하였다. 연구 결과 상반에서 목표어 사용량이 더 많았고, 특히 문장 전체를 영어로 발화하는 경우가 많았다. 이에 반해 하반에서는 모국어 사용량이 더 많았으며 한 단어를 제외하고 모국어를 사용한 경우가 상반에 비해 더 많이 발생했다. 코드스위칭의 경우, 상반에서는 문장 간 스위칭, 하반에서는 상대적으로 문장 내 스위칭 발생빈도가 높았다. 또한 상반에서는 문장 간 스위칭의 경우 영어→한국어, 하반에서는 한국어→영어 발생빈도가 높았다. 문장 내 스위칭은 하반에서 더 많이 발생했으며, 상반에서는 매트릭스 언어가 영어, 하반에서는 한국어였다. 이러한 차이는 학습자의 수준 차이를 고려한 교사의 코드스위칭 전략이며, 코드스위칭 기능과 관련된 후속연구가 계속 되기를 기대한다. This research is designed to investigate how a middle school teacher differs lower-level class from higher-level class in terms of amount of the target language used in class and types of code-switching. Two classes in Grade 8 and their teacher participated in this study. Classes were audio-recorded and then transcribed. The transcribed data was coded into AS-units, followed by TL, TLc, L1, L1c, and Mix (Duff & Polio, 1990). Afterwards, code-switching was classified as inter-sentential, intra-sentential, and inter/intra-sentential. In the higher-level class, the teacher used higher amount of the target language and TLc whereas she used greater amount of the native language and L1c for lower-level students. Inter-sentential codeswitching occurred more frequently in the higher-level class; however, the teacher used more intra-sentential switching for lower-level students. Also, the matrix language was English in the higher-level class whereas it was Korean in the lower-level class. Further studies are expected to focus on functions of codeswitching in terms of differences in students’ proficiencies.

중학교 TEE 수업에서 L1사용량 및 기능

고정민 ( Ko Jungmin ) 인하대학교 교육연구소 2016 교육문화연구 Vol.22 No.2

본 연구는 중학교에서 영어를 사용하여 수업을 진행하는 교사가 모국어를 얼마나 사용하여 수업을 진행하는지 그리고 왜 모국어를 사용하는지를 조사하였다. 중학교 TEE 수업을 녹음하고 전사하였다. Duff와 Polio(1990)의 분류기준에 따라 모국어 사용량을 조사했으며, 모국어의 기능은 Kim과 Elder(2005) 그리고 de la Campa와 Nassaji(2009)의 분류 기준표를 참고하여 분석하였다. 해당 교사는 목표 단어나 목표 표현을 학생들이 이해했는지 확인하거나 가르치고자 할 때 모국어를 사용하였다. 또한 담화표지를 발화할 경우에는 영어와 한국어를 비슷하게 사용하였다. 교사가 가장 많이 사용한 기능은 영어를 먼저 발화하고 한국어로 번역해서 발화하는 것이었는데, 이는 학생들의 이해를 돕고자 한 것이었다. 이외에도 학습자가 모국어로 발화한 경우 이를 따라할 때, 추가적인 정보를 제공할 때, 전체 수업이 어떻게 구성되어 있고 각 활동의 학습 목표가 무엇인지를 전달할 때 한국어를 사용하였다. 본 연구는 교사가 수업에서 사용한 모국어에서 무엇이 적절한 것이고 무엇이 불필요한 부분이었는지를 제안하였다. This study aims at how much a middle school English teacher used L1 and why the teacher used L1 in a TEE class. The TEE class was audiorecorded and then transcribed. The amount of L1 was counted based on Duff and Polio`s(1990) categorization. L1 was classified based on the functions presented in Kim and Elder(2005) and de la Campa and Nassaji(2009). The teacher used the target language and the first language in checking her students` understanding of and teaching the target words or phrases. Also, she used both of the languages for producing discourse markers. The most frequently used function was translation from English to Korean, which helped the students understand her utterances. In addition, the teacher used L1 in repeating her students` responses to her questions, providing additional information, and explaining how the class was organized and what the objectives of each activity were. This study suggests what was relevant and not necessary in using L1 in her class.

교수방법과 TETE 수업을 중심으로 살펴본 중학교 영어교육

고정민(Ko Jungmin) 한국외국어교육학회 2008 Foreign languages education Vol.15 No.1

  This study investigates how language teaching in middle school English classrooms takes place in terms of teaching methods and TETE classes. One-hundred and seven middle school English teachers in Seoul and Kyunggi Province participated in this study. Participants were asked to answer the questions on the web. Among the participants, 8 teachers were interviewed. Regarding teaching methods, some teachers used communicative teaching methods most frequently, while others still preferred grammar-translation and audiolingual approaches to communicative approaches. Pair work was actively used in classes rather than teacher-dominant explanations. Regarding group work, some teachers chose it as one of their preferred activities but others avoided group works for reasons of difficulties with control, time management, and lack of presentation in textbooks. Most teachers considered reading as the most important but dealt with a great amount of listening, reading, and speaking in textbooks. Multimedia were used to stimulate motivation from the students in classes: CD-ROM was used most frequently, followed by powerpoint. Most teachers, who used English about 30~50% of their class time, agreed on the effectiveness of TETE and came up with the effective ways in teaching. Teachers had different experiences with native English teachers. Some teachers had doubts about usefulness of native English teachers in classes. To bring about good teaching from native English teachers, they should be acquainted with characteristics of Korean students and culture and should discuss lesson plans with Korean teachers in advance.

영어 학습자 네러티브와 스탠스를 통한 아이덴터티

고정민 ( Jungmin Ko ) 사단법인 아시아문화학술원 2019 인문사회 21 Vol.10 No.4

본 연구는 ESL 프로그램을 수강하는 학습자를 대상으로 네러티브에서 나타난 스탠스 표지어를 통해 학습자의 아이덴터티가 어떻게 설정되는 지를 조사하고자한다. 미국 남부의 한 주립대학교 ESL 학습자 9명이 본 연구에 참여하였다. 참여자들의 영어실력은 중-하에 속했고 문화적 배경은 서로 달랐다. 참여자는 개인 경험을 한 차례 이야기한 후, 바로 옆에 위치한 교실로 가서 동일한 내용을 다른 청중에게 한 번 더 이야기했다. 이들의 네러티브는 녹화되었고 전사되었다. 스탠스 표지어를 중심으로 오리엔테이션, 인식양상, 정의적 태도, 일반화 표지어로 나누어 분석하였다. 그 결과, 두 차례의 네러티브는 일반화 스탠스를 제외하고는 커다란 차이는 없었다. 이는 학습자가 일반화 스탠스 표지어를 통해 다른 문화에서 자신의 정체성을 명시적으로 전달하고 있음을 시사하고 있다. 두 번째, 학습자는 평가를 통한 가치부여 단어를 사용하여 자신의 정의적 스탠스를 표현하였다. 세 번째, 인지적 표지어는 가능성과 확실성을 나타내는 표현을 중심으로 그 사용량은 비슷했다. 마지막으로, 학습자는 인지 표지어와 소망을 나타내는 정의적 표지어 표현을 제한적으로 사용하였다. 따라서 학습자는 정체성 표현을 위한 다양한 스탠스 표지어를 학습할 필요가 있다. 향후에는 다양한 수준의 학습자를 대상으로 스탠스와 정체성과의 관계에 대하여 연구를 확대할 것으로 예상된다. This research aims at investigating how ESL students’ identities are established through stancetaking markers in oral narratives. Nine ESL students affiliated to a southern university in the United States participated in this study. The participants were in mid-low proficiency level with different cultural backgrounds. They told a personal story in a class and then retold the same story to a different audience. Their stories were audiotaped and then transcribed. The data were analyzed based on stance markers: orientation, generality, epistemic and affective stance markers. First, the second telling showed some increase in terms of generality with no significant difference in other stance markers. This indicates that learners use generality markers to make their identity explicit in a different culture. Also, learners used value-laden words through evaluation to represent their affective attitude. Third, both likelihood and certainty were evenly used for epistemic markers. Finally, limited kinds of epistemic stance markers and desire verbs for affective stance markers were used. Therefore, learners should be exposed to different kinds of stance markers to show their identity and their positioning. Further studies are expected to focus on the relationship between oral narrative and identity across different proficiency levels.

중등영어 수준별 수업의 과업 난이도

고정민(Jungmin Ko) 성신여자대학교 교육문제연구소 2013 교육연구 Vol.57 No.-

본 연구는 수준별 영어수업을 진행하는 교사가 하반과 상반을 가르칠 때 과업 난이도를 어떻게 조절하는지를 알아보고자 한다. 경기도에 위치한 한 중학교 교사와 해당 교사가 가르치는 하반과 상반 학생들이 참여하였다. 하반과 상반에서 각각 네 번의 수업을 동영상 촬영하였고 녹음하였다. 자료는 모두 전사되었고 전사된 자료는 과업의 수와 단계, 수업목표의 명시화, 학습자의 인지활동, 상호작용 및 학습자에게 주어지는 언어입력과 출력 측면에서 분석되었다. 상반 학생들은 보다 많은 과업의 수와 단계를 수행하였고, 수업목표를 명시화하여 메타인지적인 활동을 수행하였으며, 교사는 상반 학생의 추론활동을 자극하였다. 상호작용의 경우 상반은 모둠활동을, 하반은 개별활동과 교사-전체학생 활동을 많이 사용하였다. 언어입력과 출력의 경우 하반 학생들은 주로 문장단위 이하의 입력과 출력에 관여하였지만, 상반 학생들은 문장단위 이하와 문장 단위를 넘어선 담화를 비슷하게 사용하였다. This study aims at investigating task complexities of differentiated English classes. One female teacher and her students at middle school in Kyunggi Province participated in the study. There were 40 students in an intermediate class whereas there were 20 students in a lower class. Four classes were audiotaped and videotaped for the intermediate class and the lower class. The data were transcribed and then analyzed. The two classes showed differences in terms of the number of tasks and steps, explicitness of class objectives, mental operations the learners went through, interaction patterns, and forms of input and output. In the intermediate class, the students dealt with more tasks and steps, where the teacher made the objectives of class explicit by asking her students to read them aloud. Translation and applying what they have learned were the most active mental operation for both classes, but inference was actively used for the students in the intermediate class. The students in the lower class were more involved in teacher-whole class activities and individual activities whereas those in the intermediate class were more involved in group work and teacher-whole class interaction. Oral input on the level of words, phrases, and sentences was most given to the learners in the lower class and the same results applied to output produced by them. On the other hand, more input on discourse level was given to the intermediate students and output was evenly distributed between below-sentence level and beyond-sentence level for them.

교수법, 영어로 진행하는 영어수업, 원어민 교사 및 수준별 수업을 중심으로 살펴본 초등 영어교육 실태

고정민(Ko, Jungmin) 한국영어교과교육학회 2010 영어교과교육 Vol.9 No.3

This study investigates realities of teaching methods, teaching English in English, native English speakers, and differentiated classes in elementary English education. One hundred and twenty-five elementary English teachers in Seoul and Gyeonggi-do participated. Survey question items were distributed via the web. They chose communicative approaches as their main teaching methods, followed by audiolingual teaching methods, which has been a great change since 2005 (Boo, 2005). In terms of four skills in the textbook, a great portion of listening and speaking are covered while only a few of grammar and writing are covered. With regards to speaking, teacher-whole class interaction takes place the most, followed by pair work and then group work. As teaching English in English is perceived as effective, a lot of teachers uses English for around half of the class. Native English teachers are thought to be necessary but only a few schools have them at their schools. Native English teachers teach speaking classes, advanced classes, and listening classes. Around 75% of the participants were in favor of running differentiated classes with three different proficiency levels.

영어로 진행하는 중학교 영어수업에서 시작 움직임과 후속 움직임을 중심으로 살펴본 교사-학생 상호작용

고정민(Ko, Jungmin) 한국외국어교육학회 2009 Foreign languages education Vol.16 No.3

This study investigates whether interaction between teachers and their students has some relationship with initiation moves and follow-up moves in Teaching English in English classes. The characteristics of teacher talk are also reported. Two middle school teachers and their students participated in the study. Classes were audio-taped and then transcribed. Data were analyzed in terms of instructional conversation, turns, amount of English and Korean used by both teachers and students, AS-Unit, and types of questions. Both of the teachers tended to keep expanding the interaction with their students about a specific topic. In terms of initiation moves, however, teacher A used KIQs by 42% and PQs by 33% whereas teacher B used KIQs by 81% and PQs by 12%. Teacher A who used more PQs interacted with her students less effectively, which could not be said that PQ necessarily promoted active participation from students. Both of the teachers, had more teacher turns by 10% than student turns and used simple structures rather than complex structures. Teacher talk in English took 91-94%, among which teacher-initiated questions took 92-95%, indicating teacher dominates talk in English. In addition, teachers frequently asked questions expecting sentence-level answers but students answered them on word levels. Therefore, controlled communicative activities will be more helpful for these students rather than free communication activities.

교사 연수 프로그램에서 현직 교사의 영어수업 능력 개선

고정민 ( Jungmin Ko ) 한국중등영어교육학회 2014 중등영어교육 Vol.7 No.3

This study was designed to investigate how in-service English teacherschange their teaching techniques in a four-week intensive teacher trainingprogram. One case teacher and her students were selected from traineeswho participated in the program. Her two listening practicum classes wereaudio recorded and transcribed. In addition, her reflective essays,comments from her trainer, conversation about the class observation withher peers and trainer were collected. The two classes were analyzed interms of establishing rapport, teaching vocabulary and giving instructions. Compared to the first listening class, the teacher in the second class,allowed the students to ask any questions to her, which led to morestudent-initiated questions and established rapport with her students in asafer classroom environment. Also, the teacher covered form, meaning anduse for all the lexical words in the second class, whereas only four out ofnine lexical words ended up with use in the first class. Last, she modeledthe technique more effectively and gave comprehension check-upquestions for the instructions in the second class.