학습자 중심의 초등영어교사교육

김재혁(Kim Jae hyuk) 영상영어교육학회 2002 영상영어교육 (STEM journal) Vol.3 No.1

Recently learner-centered teaching has been in vogue especially in the area of elementary English education. This may be the reason that the 7th National English Curriculum directs considerable attention to learner-centered teaching, and each of the national English textbooks in elementary schools has a variety of learning activities and tasks aimed at two levels: intensive for fast learners and supplementary for slower learners. Thus there seems to be a strong consensus of opinion among ELT researchers and teachers that we should teach English in a learner-centered way, taking the wants and needs of the leaners into account. It must be pointed out, however, that very little attention has been paid to how we educate teachers so that they can teach English in a learner-centered way. Considering this, the aim of this paper is to suggest a model of, and some theoretical basis for learner-centered elementary English teacher education. To this end, the problems our current elementary English teacher education often faces were looked at in terms of learner-centered education. This paper also investigated the TESOL programs offered in the major universities in the USA.

영어 프레젠테이션을 위한 실시간과 비실시간 비디오기반 그룹 활동에서 대학생의 학습태도에 관한 연구

임희주(Im, Hee-Joo) 영상영어교육학회 2021 영상영어교육 (STEM journal) Vol.22 No.3

The purpose of the study is to explore college students’ perceptions/attitudes during synchronous and asynchronous group activities. The survey comprised of a 10-item, 5-point Likert-type questionnaire and open-ended questions. In the study, two groups, a synchronous group and an asynchronous group, participated in four activities during one semester. For the data collection, the researcher surveyed 116 students who are in the 1st year of college and collected their final tests, an oral presentation. The findings are as follows. Firstly, between the two groups, the synchronous group showed higher mean scores for online group participation. Secondly, the synchronous group also indicated higher mean scores for English learning, speaking confidence, and interest in learning English. Lastly, both groups mentioned communication with team members, improvement of English speaking and pronunciation, increased self-confidence and other elements as advantages of group work. In contrast, disadvantages included: technology problems, decreased self-confidence, inconveniences when meeting with team members online and others. The implications for the study are: first, online group activity can reduce isolation and increase interaction; second, the online video-based platform, Flipgrid, can help students improve English speaking skills by observing their own or peers’ videos; lastly, instructors can selectively use the synchronous and asynchronous group activities to suit their educational needs.

짧은 대화 독해에서의 배경 지식을 위한 영상 매체 역할의 규명

이상숙(Lee Sang Sook) 영상영어교육학회 2000 영상영어교육 (STEM journal) Vol.1 No.-

This study posits a teaching relationship between iconic media and building background information in reading comprehension by first ascertaining the role of background knowledge in the reading comprehension of short conversations. The theory of three functions - Interpersonal, Textual and Experiential - of "clause" in the functional grammar (Halliday, 1985; Thompson, 1996) is utilized to infer from the data the role of background knowledge subjects were able to bring to their reading comprehension. Olson and Bruners (1974) media theory is used in defining the expected role of iconic media in the teaching and learning of reading comprehension in English. Subjects were 46 office workers and graduate students who each read ten short incomplete conversations and were asked to make each conversation complete by choosing, from three options, a correct response for the second speaker to the first speaker's utterance. An analysis of subjects responses in terms of functional grammar theory indicates that the subjects' inappropriate or lack of background knowledge appeared to be the major cause for choosing an incorrect response. These findings suggest that the role of background knowledge is crucial to reading comprehension. Some uses of iconic media to assist in building background knowledge are suggested.

카툰 메이커 활용 영어 쓰기 활동이 초등 5학년 영어 쓰기 능력에 미치는 영향

김윤순,임희정 영상영어교육학회 2019 영상영어교육 (STEM journal) Vol.20 No.3

The purpose of this study is to examine the effects of the collaborative instruction using technology based-cartoon making writing on students’ writing ability and motivation, confidence, and interests. Twenty one 5th graders participated in two different types of group work writing activities for 12 weeks. The experimental class which was grouped by different English levels and used the cartoon maker tool and Classting engaged in a regular English class once a week. The data from the questionnaires, interviews, the teacher’s field notes, and student’s comments on the web showed that pair groupings based on cartoon activity had more positive impacts on students’ interest-levels, self-confidence, and writing skills development than four-member groupings. It also revealed that the lower-level students were more satisfied with the collaborative writing activity than other students by sharing their ideas and knowledge with their partners and by creating their own writing through the web. The results also showed that students’ communicative competence had improved in the process of sharing knowledge, manipulating various opinions, and working together to create authentic cartoons using the Web. Further research is recommended to explore the possible effects of more advanced technologies such as AI(Artificial Intelligence) on students' communicative abilities and to expand the professional teachers’ community in order to generalize the studies. .

문화가 EFL교육에 미치는 영향

김용완(Kim Yong Wan) 영상영어교육학회 2006 영상영어교육 (STEM journal) Vol.7 No.2

English classes in Korea have concentrated on grammar and translation from English into Korean not as a medium of communication but as a means of social success. Korean students have tended to develop better command of grammar and reading than that of communicative skills in English. The students' reticence should be personal traits peculiar to Korea. The knowledge of cultural backgrounds is an important part of communication since culture is inseparable from language. Therefore, this article describes the importance of cultures in the EFL classroom. Native teachers will entice the quiet classroom into a live one and improve students' communicative competence, but they often continue to remain monolingual and monocultural. Thus, team-teaching by a native teacher and a Korean teacher is regarded as an effective means of providing students with opportunities to improve their communicative competence as well as to understand English culture. Team-teaching can encourage teachers and students to interact with one anther and resolve the difficulties that students will face owing to different cultural backgrounds of the interlocutors. Two teachers can contribute greatly to students' communicative competence, since they complement each other. All in all, it seems that teachers should have a good understanding of both the mother and target cultures to succeed in EFL education. EFL education should be a cultural one.

영화를 이용한 영어교수와 신기술

김영서(Kim Young Suh) 영상영어교육학회 2003 영상영어교육 (STEM journal) Vol.4 No.2

Advancements in the design and use of computer-assisted language learning (CALL) activities require that key questions about CALL be identified and effective research methods be used to answer them. Through this paper, the researcher investigates the challenges and opportunities in designing, building, and using digital image collections. The visualization of information, the central resource of the emergent era, by means of moving image messages is increasing. This is so because of an urgent need for information compression brought on by an information production explosion throughout post-industrial societies. Moving images achieve this requirement by portraying both patterns and dynamics of information as they evolve through space and time. As these are moving images, they are cinematic. As they are computer generated, they are digital. Digital Cinema is the result. In this paper, the researcher studies, firstly, the developments of CALL material over a time span and then suggests ways of using movies in a multimedia context.

확장현실을 적용한 초등영어 교과서 활용 방안

이동한,김동규 영상영어교육학회 2022 영상영어교육 (STEM journal) Vol.23 No.3

The purpose of this study is to provide application plans for English textbooks for elementary school students through Extended Reality (XR). For this purpose, this study first investigated current trends and issues in the technology of XR including Virtual Reality (VR), Augmented Reality (AR), and Mixed Reality (MR). This study also investigated current studies of the application of XR technology in educational fields. Recent studies showed that applications of XR in English class for elementary school students were very rare. Only a few cases of applications of AR were found to be utilized for English class for elementary schools. Thus, this study suggested a direction of developing English education contents for elementary school students through the application of XR. A practical use of English textbook applied by XR is introduced on the basis of the contents of a textbook unit. Example sections of a class period in a textbook unit applied by XR were proposed. In each section, a developmental plan of class activities applied by XR was offered. In consideration of recent circumstances of technology, cost, and time, a developmental plan of class activities in each section applied was suggested in the order of VR, AR, and MR. .

변이어 교육을 위한 영화 마이 페어 레이디(My Fair Lady)의 효용성 고찰

백경숙(Paik, Kyung sook) 영상영어교육학회 2009 영상영어교육 (STEM journal) Vol.10 No.1

This paper analyzes the film My Fair Lady to show its usefulness in teaching the variations in the English language. This study is based on the assumption that teaching variation in a target foreign language helps the learners not only to recognize the variants but also to appreciate the underlying sociocultural connotations of the variants, thus allowing them to understand the subtleties of the target language. The present paper illustrates how the film My Fair Lady may serve as a good teaching material for this purpose through identifying and analyzing the relevant scenes and language data. The analysis includes the contrasting features of major characters in their regional background, socio-economic status and prestige, their manners and lives as well as their language use. In addition to the nature of regional and social variation, the analysis also points out that language ideology is another key concept to be appreciated with this film, helping the students to establish unprejudiced and desirable attitude toward numerous varieties of the English language around the world today.

Authenticity in Movies

이자원(Lee Ja won) 영상영어교육학회 2005 영상영어교육 (STEM journal) Vol.6 No.2

The use of "authenticity" in teaching foreign languages has been accepted as an effective teaching method. It is believed that such authentic texts provide learners with a language-rich environment and they play a key role in promoting communicative skills. McGarry (1995) argues that authentic texts can enable learners to work independently of the teacher if used extensively and appropriately. In other words, authentic texts are useful self-study materials. McGarry calls this "leaner autonomy," which means that learners should take more responsibility of their own study of the foreign language than done otherwise before. Taking consideration of the unique characteristics of the individual learner and the student-centered method of study, further research on this authenticity will be compared with these new trends in education. In this paper, therefore, one suggestion made is that movies are the best way to foster an authentic language-rich environment and to understand the relationship between language form and the communication function in an EFL setting like in Korea. In order to accomplish this, this paper will first clarify the definition of "authenticity." Second, it will examine why authentic texts are useful in language acquisition. Third, it will explain why contrived language texts are not appropriate materials in the development of communicative skills as defined in terms of authenticity. And lastly, the following three questions about the use of movies will be discussed: why, what and how.

영화영어 교수방안 연구

이자원(Lee Ja Won) 영상영어교육학회 2004 영상영어교육 (STEM journal) Vol.5 No.1

This paper is concerned with what (and how) to teach through movies. It provides an up-to-date survey of the second language literature on the role of fixed expressions, which are very important in learning a second language and make a conversation go with ease. The movie "When a Man Loves a Woman" is chosen in order to collate a list of fixed expressions in a part of the movie scenario. Using this scenario, the ratio of fixed expressions to creative construction is examined and the role of fixed expressions is described. Finally, there will be some suggestions about how to teach these expressions (in the classroom).