논문 : 영어교육 방법 개선 및 발전을 위한 실천 사례

박진채 ( Jin Chae Park ) 글로벌영어교육학회(구 호남영어교육학회) 1996 Studies in English education Vol.1 No.2

팝송 훈밍글리쉬를 활용한 특성화고 영어수업모형 연구

김진성 ( Jin Sung Kim ),강문구 ( Mun Koo Kang ) 글로벌영어교육학회(구 호남영어교육학회) 2013 Studies in English education Vol.18 No.1

The purpose of this study is to develop English teaching models by using English pop songs to enhance the vocational high school students` motivation and scholastic achievement of English higher than using the other non-musical, traditional teaching methods and materials. This study is based on my own experiences and teaching career of English pop songs. Many scientific tests show that when you sing a song, the learning is more fun and longer-lasting. In order to confirm pop song effects on English learning, this study was designed to use two pairs of national English tests. According to the results, using English pop songs was more motivational and more effective. In addition, it shows that listening and singing pop songs through ‘Hunminglish (Hunminjungeum + English)’ can build the self-confidence of vocational students who gave up learning English and help them enjoy self-directed listening and singing practice every day and everywhere.

창의ㆍ인성 중심 초등영어교육에서 문화상호간 의사소통 접근법 적용에 관한 실행연구

이세진 ( Lee Sejin ),장경숙 ( Chang Kyungsuk ),김영태 ( Kim Youngtae ) 글로벌영어교육학회(구 호남영어교육학회) 2016 Studies in English education Vol.21 No.3

This teacher-initiated action research investigated effective ways of applying an intercultural communicative approach to creativity- and character-focused primary English education. It was carried out by a 6th grade homeroom teacher over a semester with his own class of 26 pupils. The action research was initiated by questions concerning how to effectively integrate an intercultural communication approach to the creativity and character education of the 2009 curriculum. Data was gathered through curriculum reconstruction, relevant literature review, class observations, a questionnaire, interviews, and a teacher diary. The triangulated analysis of the collected data reveals that integrated approaches such as role-play activities with intercultural themes could be an effective way of improving students’ intercultural communicative competence, leading to creativity and character development. The data also shows that the teacher played an active role in bringing about change to his class with focus on creativity and character education. It is suggested that the teacher should be a key to the effective implementation of the revised curriculum. Implications are drawn for implementing changes to teaching, doing educational research and supporting teacher professional development.

영어 학습자 · 교사의 대학수학능력시험-EBS 연계교재의 사용 현황 및 체감 효율성

박지은 ( Park Ji Eun ),임현우 ( Lim Hyun-woo ) 글로벌영어교육학회(구 호남영어교육학회) 2017 Studies in English education Vol.22 No.1

The present study examined high school students` and teachers` use and perceptions of EBS-CSAT English materials. Participants included (a) 1468 high school students and 34 English teachers who completed a student survey or a teacher survey and (b) 28 students and eight teachers who were interviewed about their use of EBS-CSAT English materials. The results indicated that 60.6% of the students studied EBS-CSAT English materials. Among the 3rd year students, 92.3% used EBS-CSAT English materials and 67.0% used the materials in their school English classes. Participants` perceived effectiveness of EBS-CSAT English materials on English proficiency and CSAT score improvement exhibited significant differences across students` levels of English. Both students and teachers assessed that EBS-CSAT English materials were more difficult and less helpful for low-level students than high-level students. Participants` suggestions for improvement of EBS-CSAT materials include (a) reducing the number of EBS-CSAT materials, (b) giving detailed answer explanations, and (c) refining excessively difficult and/or decontextualized passages. Discussions and policy implications of the study are provided.

초등 영어교육에 대한 학부모 인식 연구

진경애 ( Kyung Ae Jin ),권서경 ( Suh Keong Kwon ) 글로벌영어교육학회(구 호남영어교육학회) 2015 Studies in English education Vol.20 No.3

The purpose of this study is to investigate the parents’ perceptions on elementary school English education and draw some implications for the policies of elementary school English education. A total of 1,666 parents of elementary school students participated in the study. According to the parents, the most problematic issues in the elementary English classrooms are the ability gap among students and the excessive number of students per teacher. In addition, parents did not have positive perceptions with regard to the improvement of their children’s English ability through school education. With this regards, the parents demanded the increment of the number of English classes per week, and more native speaker teachers in classrooms. However, these perceptions of parents on elementary English education differ across regions and types of school, and therefore, cautions are required to interpret them. This study suggests some policies for elementary English education such as increment of differentiated curriculum, two teachers per one English classroom and supporting schools in small towns with more resources and facilities for English education.

EBS 인터넷사이트를 활용한 농촌 초등 3학년 6명의 자기 주도적 영어학습 사례 연구

김수은 ( Soo Eun Kim ),오마리아 ( Maria Oh ) 글로벌영어교육학회(구 호남영어교육학회) 2010 Studies in English education Vol.15 No.1

This study aims to report how six Korean third-graders experienced internet-based self-directed English learning for the duration of one school semester in a Korean rural area. Based on the data from the students` study-plans and reports, and their teacher`s observation and interview reports, the research finds that (1) four students were quite active to plan, perform and evaluate their self-directed English learning; (2) Whereas two students planned, performed or evaluated their English study relatively to a lesser extent. The study results allow us to better understand the possibility of integrating internet-based English programs into English education for less-privileged primary school students.

영어 학습부진 학생을 위한 스마트도구 활용 교육: 어휘 학습을 중심으로

박미현 ( Park Mihyun ),이성원 ( Lee Seongwon ) 글로벌영어교육학회(구 호남영어교육학회) 2016 Studies in English education Vol.21 No.4

The present study examined whether using a smart device helps English underachievers learn vocabulary better. The experiment was conducted using a regular middle school curriculum. Four lower level classes, each of which had 17 students, participated in the study. Following a pre-test, ten target words were selected from the textbook. Both experimental and control groups studied the vocabulary, the former using a tablet PC and the latter through classroom instruction. However, each experimental group later became a control group in the next lesson to give every participant equal opportunity. After that, both groups studied the reading passage in the main text with the teacher and took two kinds of post-tests immediately, one was for receptive vocabulary knowledge and the other for productive vocabulary knowledge. Delayed post-tests were also administered for each lesson two weeks later. The results show that the experimental group had much better grades in the receptive test than in the productive one. In addition, both groups obtained better scores in the latter lessons than in the previous ones. This may mean the English underachievers began to be motivated to learn vocabulary and developed vocabulary learning strategies.

한국 초등영어교사의 소진: 유발 및 극복 요인을 중심으로

문시인 ( Moon Shiin ),안경자 ( Ahn Kyungja ) 글로벌영어교육학회(구 호남영어교육학회) 2020 Studies in English education Vol.25 No.2

This study aimed to explore how South Korean elementary English teachers experienced burnout. It also examined why teachers got burned out and how they coped with it. Sixty teachers were surveyed, and fifty teachers were interviewed. The survey responses were analyzed using one-way ANOVA, and the interview data were coded and categorized to draw the symptoms, causes, and cures of teacher burnout. The results are as follows. First, no significant differences were found across teachers with different backgrounds including school size, age, teaching experience, and ELT experience, which indicates that English teachers in diverse contexts could experience burnouts. Second, the teachers suffered from physical symptoms as well as psychological and emotional symptoms. Third, the factors that caused teacher burnout included elementary English class traits, student traits, teacher self-awareness, working conditions, human relationships in school, lack of school support, and individual and social factors. Fourth, the teachers who overcame burnout did so through self-development, confrontation, emotional support, emotion-control strategies, avoidance, and professional assistance. The findings are expected to contribute to prevent and/or alleviate teacher burnout and thus promote teacher development and student learning in the field of primary ELT in South Korea.

중등 영어과 예비교사들의 임용시험 대비 사교육 실태 및 인식

이영재 ( Young Jae Lee ),이진화 ( Jin Hwa Lee ) 글로벌영어교육학회(구 호남영어교육학회) 2014 Studies in English education Vol.19 No.2

This study investigated whether and how the latest changes in the secondary school teacher selection test affected prospective English teachers’ use and perception of private education to prepare for the test. A questionnaire survey was conducted with 86 undergraduate students and alumni of English education departments in four private universities in Korea. The results of the questionnaire analysis were as follows: First, more than half of the participants had experience of receiving private education for the teacher selection test mainly because they did not know what to study and how to prepare for the test. Second, the participants evaluated positively the recent changes in the teacher selection test such as the reduction of the test stages and the new requirement of a Korean history exam certificate. However, they did not consider that such changes help alleviate their dependence on private education in preparing for the test. To the contrary, many of them felt that the introduction of new test types in the test increased the necessity for private education. The findings can serve as basis for enhancing curriculum for colleges of education in universities and providing feedback on the current secondary school teacher selection test system.

영어 토론 평가 상황에서 토론자의 메타담론 사용에 대한 연구

이호 ( Ho Lee ) 글로벌영어교육학회(구 호남영어교육학회) 2015 Studies in English education Vol.20 No.1

This paper examines the distribution of metadiscourse markers used by debate contestants in the context of English debate assessment. Further, this study explores how each of two expert raters responds to the metadiscourse uses. The researcher brought forth 19 metadiscourse markers in terms of the argument structure and found that debate participants most commonly utilized logical connectiveness and code glosses. In addition, the researcher enlightened that the raters favorably responded to the use of illocutionary markers and code glosses. This study ends up with the implication that the metadiscourse can be seen as a medium to raise the pragmatic awareness leading to accessibility to the genre of English debate.