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영어로 진행하는 영어수업(TEE)이 중학생의 영어성취도와 정의적 영역에 미치는 영향
이윤희 ( Yun Hee Lee ),이은주 ( Eun Joo Lee ) 글로벌영어교육학회(구 호남영어교육학회) 2014 Studies in English education Vol.19 No.2
The study investigates the effects of TEE (Teaching English in English) on Korean middle school students’ English achievement and the affective domain. For this to be realized, a total of sixty middle school students, divided into an experimental and a control group, participated in the study. The experimental group received a TEE instruction, and the control group, the traditional teaching method, i.e., they were taught in their native language, Korean. The results of the study indicated that TEE had a positive effect on the improvement of students’ listening and writing ability. A significant effect of TEE was observed especially on the English achievement of the low proficiency level students. In addition, TEE had a meaningful relationship with students’ learning interest and motivation which played an important role in language learning. By providing students with more educational opportunities through implementing TEE in the classrooms, they will be exposed to more rich language input, which in turn gives them an opportunity to interact with one another in the target language more efficiently.
초등영어담당 교사 세 명의 "교실영어사용" 인식에 관한 면담연구
오마리아 ( Maria Oh ),이슬아 ( Seul A Lee ) 글로벌영어교육학회 2008 Studies in English education Vol.13 No.2
This interview study aims to report how three Korean primary school English teachers perceived `classroom English use` in Korean English educational settings. Based on the data from three times of one-hour interviews, the research finds that (1) 3 teachers perceived the term of classroom English in a limited or an inclusive way; (2) They all believed that students` English level gaps were so big that they could not depend only on English to communicate in English classes; (3) They tried hard to give students individual attentions to bridge the children`s English level gaps at one class; (4) They perceived that English-level-based English classes would be a solution to multi-level English classes; (5) They tried to correct students` English errors unthreatening ways; (6) They tried also to correct their own English mistakes whenever needed; and (7) Two teachers worked hard to improve their English skills in various ways, but one teacher worked more to develop English-teaching classroom activities. The study results shed light on the importance of teacher education on classroom English use and on what primary English teachers want to get at teacher education programs. More implications of the study results are discussed.
영어 텍스트의 수사적 차이에 대한 EFL 학습자들의 인식 조사
이정원 ( Lee Jeong-won ) 글로벌영어교육학회(구 호남영어교육학회) 2017 Studies in English education Vol.22 No.2
The current study aims at exploring if there are any differences in EFL learners` perception of different rhetorical structure in English texts depending upon their English proficiency. For the purpose of this study, 140 college students were divided into two groups (high and low) according to their English proficiency. The participants were asked to read two English texts on the same topic but with slightly different rhetorical structure. They were then asked to evaluate the texts based on 7 criteria. The findings show that they generally assigned higher scores for the Western text than for the Eastern one, and that their perception of rhetorical differences in the two texts differed depending upon their English proficiency. In-depth analysis of the results and pedagogical implications were discussed.
TETE 수업에 대한 교사와 학생의 인식에 영향을 미치는 변인 탐색
이명애 ( Myung Ae Lee ) 글로벌영어교육학회(구 호남영어교육학회) 2010 Studies in English education Vol.15 No.1
This study is to explore the factors affecting the perceptions of teachers and students on Teaching English Through English(TETE). To achieve the goal, this study sets specific objectives as follows; First, is there any difference in the teachers` perception on TETE according to the teachers` variables?, Second, is there any difference in the students` perception on TETE according to the students` variables?, Third, what factors affect to the teachers` and students` perceptions on TETE considering the variables of teachers and students? 200 middle or high school teachers and 500 middle or high school students participated in this study. According to the analysis results, speaking competency and the amount of classroom English are effective in teachers` perception on TETE. Teachers with high speaking competency and more English use in class are tend to perceive positively on TETE. In students` perception on TETE, the competencies in reading, speaking, writing are effective. Also, there are some discrepancies between middle and high school, male and female. Considering both of teachers` and students` variables, teachers` speaking competency, students` perception in TETE`s helpfulness and the amount of classroom English are effective in students` perception on TETE. But only teachers` speaking competency is effective in teachers` perception on TETE.
중학교 현장의 영어 말하기,쓰기 수행평가 적용 사례 연구
김성연 ( Sung Yeon Kim ),이호경 ( Ho Kyung Yi ) 글로벌영어교육학회(구 호남영어교육학회) 2013 Studies in English education Vol.18 No.2
This study examined the types of performance assessment middle school English teachers implemented to measure their students` speaking and writing skills. For data collection, in-depth interviews were conducted with six English teachers in different school districts. The findings of the study indicate that diverse types of tasks were used to assess speaking and writing although the frequency of the tasks used showed some variation. Particularly notable was that the most commonly used task for speaking assessment was speaking from memory. As for writing assessment, gap-filling tasks and sentence-level composition were frequently used. These tasks, however, seem problematic since they lack construct validity and authenticity. In other words, they were not adequately organized to accurately measure the very construct in question.
장소영 ( Jang So Young ),김태영 ( Kim Taeyoung ) 글로벌영어교육학회(구 호남영어교육학회) 2018 Studies in English education Vol.23 No.2
The aim of this study is to investigate the characteristics of the nationwide standardized listening test items for middle school students in Korea. The test items are evaluated in terms of item difficulty, item discrimination power, fit statistics, and attractiveness of choices. Based on evidence from the quantitative analyses, the content of individual items was analyzed. In this study, responses from 271 students on a listening test of 20 items were collected and analyzed using Rasch measurement model and 3-parameter IRT model. The findings are as follows. First, reliability is .85 indicating that the test is reliable, but there were some misfit, overfit, and low point-biserial test items found including a variety of difficulty levels and discrimination index. Second, several items which show unexpected responses were selected critically to review the listening texts, question types, and choices. Finally, some suggestions and implications can be discussed for the development of listening tests. In order to enhance the test validity and reliability, constructs to measure listening ability should be refined and elaborated to fit the question types. Listening test length also should be designed by considering the listening process as well as efficiency of distracters.
작문 피드백으로서 예시글이 고등학교 영어학습자들의 주목 및 수정에 미치는 영향
손태호 ( Tae Ho Sohn ),조윤경 ( Yun Kyoung Cho ) 글로벌영어교육학회(구 호남영어교육학회) 2015 Studies in English education Vol.20 No.3
This study sought to examine the role of models as feedback to English composition in Korean EFL high school classrooms and to investigate the effects of two noticing-triggering activities (note-taking and underlining) on learners’ noticing and revision. To this end, six classes of 133 male senior students at high school in Busan were assigned to one of a note-taking group, an underlining group, and a control group. In stage 1, the participants were asked to write a narrative in response to a picture prompt, while taking notes on the problems they encountered. In stage 2, they were instructed to write down, underline, or just read whatever they noticed while they compared their own writing against three model texts. In stage 3, the participants were asked to write a second narrative based on the same picture prompt. The results suggested that while models as feedback to English composition were useful for drawing learners’ attention, the note-taking activities carried out when the learners compared their own composition and the model texts led to higher rate of the correction in the second draft. Pedagogical implications and direction for future studies are discussed.