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.

음성다중 영화가 학생들의 영어 청해에 미치는 영향

이태형(Lee Tae Hyung) 영상영어교육학회 2001 영상영어교육 (STEM journal) Vol.2 No.2

Although movies are excellent instructional tools for EFL listening comprehension training thanks to the abundant real context as an authentic material, intermediate EFL students sometimes find them too difficult. This pilot study explores the possibility of using movies with an English soundtrack and Korean dubbing on domestic TV for improving listening capacity of Korean students. A group watched a movie with both an English soundtrack and dubbed Korean while the other group watched an English soundtrack movie. After viewing, both groups were asked to fill out missing words in sentences from the movie. The Korean dubbing group was asked to complete questionnaires before and after the test to assess their attitude toward the material. Statistical analysis revealed that more correct English words were filled after watching the bilingual movie than after watching the English soundtrack movie. Unlike the case with closed captioned (CC) movies, both the advanced and intermediate students benefited from the Korean dubbing. From this study, it can be assumed that listening to the dubbed Korean did not distract students' listening processing since they were hearing their mother tongue. Students reported that the Korean dubbing bolstered their listening comprehension. This investigation demonstrates that bilingual movies can be a 'comprehensible input' for Korean students and they have an immense educational potential as do CC movies.

영화를 기반으로 한 영어 향상 방안

서은미(Seo Eun mi) 영상영어교육학회 2018 영상영어교육 (STEM journal) Vol.19 No.3

The purpose of this paper is to show the effect of cinema-based learning for EFL college students. Constructive learning theory maintains that student-centered teaching is an effective way to learn English. Cinema-based learning is related to the constructive learning theory which emphasizes the learner’s interest and experience in learning. When students interact and engage with other learners to improve their English, their learning can be increased. In particular, students can improve their English proficiency through activities such as pair work, group work, reading aloud, dictation and giving presentations. In this study, the researcher created classroom lessons using the film, About Time (Curtis, 2013), a romantic comedy in which it was expected students would be able to learn useful English expressions for daily life. Through this film, students were able to familiarize themselves with practical daily expressions in English which led to their increased confidence in using the language. Based on a questionnaire, quizzes and two examinations, the researcher was able to find out the effect of using a romantic comedy in the EFL classroom. Most of the students said that they had become more confident in using English through the cinema-based classes.

비판적 사고 하위성분과 영어 교육

김영서(Kim Young Suh) 영상영어교육학회 2008 영상영어교육 (STEM journal) Vol.9 No.1

English teaching should help learners master higher levels of knowledge so that they can develop the abilities needed to make reflective personal. The purpose of this paper is firstly, to clarify the construct of sub-component of critical thinking. Three components to investigate are motivation to implement complex thinking, pursuit of validation and accuracy and intellectual curiosity. Secondly, to measure critical thinking ability among Korean English learners through questionnaires. The result shows there is no difference in English critical thinking regardless of subject's residence experience in English speaking country. Finally this paper suggests teaching material through internet and movies which can improve the critical thinking on ethnicity.

영어 학습 교재로서 슈츠 분석

노윤아(Rho Yoon Ah) 영상영어교육학회 2013 영상영어교육 (STEM journal) Vol.14 No.3

This paper suggests a new approach in dealing movies and TV dramas, which is to regard each movie or TV drama as an independent teaching and learning material with distinctive and differentiated features. Most studies focus on applying English education theory and methods to movies or TV dramas considering them as a whole. Therefore, there are not enough studies to guide teachers and learners who are interested in movie English when they try to choose which movies or TV dramas to use. For that end, more specific and practical studies dealing more fully with specific movies or TV dramas are needed. The American TV drama Suits was chosen to be analyzed and evaluated as a language study material in order to satisfy this need. To do that, 'Words-Punch (or punching words; a coined word)' was selected as the most distinguishing feature in the dialogues of Suits. 'Words-Punch' means words that can bring powerful influences to an interlocutor, such as surprising counter arguments and touching words. Scenes in which 'word-punches' appear were selected and offered to interviewees. Interviews were conducted with six college students to observe their responses to using Suits as a study material. Detailed analyses quoting segments of the script and the responses of interviewees will be helpful to teachers and learners searching for suitable movies and TV dramas to use as language study materials.

한국 대학생들의 영국식 영어 및 미국식 영어 숙지도 비교

박영 영상영어교육학회 2008 영상영어교육 (STEM journal) Vol.9 No.2

It is becoming increasingly important to train Korea’s EFL learners in British English as well as in American English. In Korea, British English has often been relegated to playing second fiddle to American English. In this paper, it will be shown through surveys and experiments that English majors in Korean colleges fare far worse in understanding British English than they do in understanding American English. They were unfamiliar with the British way of pronouncing words and had considerable difficulty recognizing words unique to British English. When two experimental groups with equal English proficiency were asked to listen to two scripts – one narrated with a British accent and one narrated with an American accent, the average of the first group was far lower than that of the second. In the age of globalization, we must be able to communicate not only with Americans, but also with Europeans, Africans, and Indians who typically feel more at ease with British English. Consequently, a more conscious effort has to be made to call attention to the urgency of studying British English.

영화영어 교육에서의 거꾸로 교실의 개념 적용에 관한 연구

이연준 영상영어교육학회 2020 영상영어교육 (STEM journal) Vol.21 No.1

This paper reports on a small-scale experiment that was set up to examine the effectiveness of applying the concept of a flipped classroom (FL) to an EFL movie English classroom. According to Subramaniam and Muniandy (2016) a flipped classroom flips between work at school and work at home. Students will learn the content prior to coming into class and then work on the subject in the class with their peers. This study used the concept of FL to recover their attention. The in-class interaction discussion was utilized as the FL concept. Participants were a group of 25 college students. The participants were required to make free presentations about the topic and to discuss it freely amongst themselves. The teacher put the final touches to the student’s presentations. At the completion of the whole session, the participants took two written tests. The first was about the student presentations (SP) and the second was about their teacher’s method of teaching (TT). They also submitted two reports. The first report was about students’ free presentations (FP) and the second one was about the teacher’s role (TR). The results indicated that the concept of FL worked well for movie English.

초등영어 교육에서 문화간 의사소통 능력 향상을 위한 모바일 협력학습 기반 플립러닝 수업 방안

진승희 영상영어교육학회 2019 영상영어교육 (STEM journal) Vol.20 No.1

The present study aims to develop a flipped classroom (or flipped learning) plan using mobile collaborative learning in order to promote students’ intercultural communicative competence in an elementary school in Korea. The problems found in the current practice of intercultural teaching were, firstly, efforts to promote students’ intercultural communicative competence went largely unheeded and, secondly, insufficient information was made available for an effective intercultural teaching method. Nevertheless, learner-centered approaches such as collaborative or project-based learning are strongly recommended in the Korean national curriculum revised in 2015. Accordingly, this study presents a flipped classroom plan using mobile collaborative learning with specific learning goals, objectives, tasks, and an assessment in order to provide an effective environment for intercultural communicative competence and to activate student-centered learning. A four-step class procedure was introduced: pre-class (online), intro-class (offline), in-class (offline) and post-class (online). In each stage, detailed class activities were presented for teacher and students. Lastly, an assessment of students’ development of intercultural competence over a semester was presented. The study suggests that such an approach could offer a solution for effective intercultural teaching and active student-centered learning that could be applied in the current English elementary school classroom in Korea. .

인종 차별과 비판적 사고를 위한 영어 미디어 교수 자료

김영서(Kim Young Suh) 영상영어교육학회 2005 영상영어교육 (STEM journal) Vol.6 No.2

English teaching should help learners master higher levels of knowledge so that they can better understand race and ethnic relations and develop the language skills and abilities needed to make reflective personal. The purpose of this paper is firstly, to investigate the teaching material through movies which can improve the critical thinking. Secondly, to describe multimedia teaching tool production processes which are linear and systematic to those that are iterative and transformational.

소셜 빅데이터 분석을 통해 알아본 대중의 ‘미드’에 관한 인식 및 자기주도적 영어학습 행태: 유튜브와 트위터를 중심으로

권은영,이종길,박선욱 영상영어교육학회 2019 영상영어교육 (STEM journal) Vol.20 No.3

The purpose of this study is to explore the Korean public’s perceptions of American TV dramas as well as their self-motivated English learning patterns through an analysis of social media big data. For this purpose, we extracted texts containing the phrase ‘American TV drama’ from Twitter and YouTube, and analyzed them by using network, frequency, and semantic analyses. The study revealed that (1) while the public share information about American TV dramas on Twitter, their opinions and ideas about learning English using American TV dramas are mainly discussed on YouTube; (2) social network analysis of the top 20 words showed that ‘English’ and ‘study’ played a central role in explaining ‘American TV drama’; and (3) the public perceived watching American TV dramas to be a good learning method for self-study of English and suitable for learning the expressions used by native speakers. This study is significant in that (1) text-based data was visually and quantitatively analyzed; (2) it utilized both text mining and social network analysis of the same subject; and (3) more than 2,000 comments on social media enabled access to more specific and natural opinions of the public about the given topic. Pedagogical implications are provided. .