학습자 중심의 초등영어교사교육

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

'스콜라' 이용 시 소속기관이 구독 중이 아닌 경우, 오후 4시부터 익일 오전 7시까지 원문보기가 가능합니다.

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 학습 교재로서 슈츠 분석: ‘말 펀치’를 중심으로

노윤아 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.

K-pop 영어버전 영상 자료 활용이 영어듣기능력 및 영어 문식성(Literacy) 학습태도에 미치는 영향: Lonely, Blue 등을 중심으로

윤상돈 영상영어교육학회 2014 영상영어교육 (STEM journal) Vol.15 No.3

The present study aims to examine the effect of using K-pop English versions for the English listening ability and the English literacy learning attitude of middle school students in Korea. A total of 40 Korean middle school students were selected as subjects and divided into two groups (20 students for each group). K-pop English versions were adapted to the experimental group while English pop songs were adapted to the controlled group. To verify the effectiveness of K-pop English versions as English learning tools for the improvement of the listening ability and literacy learning attitude, a listening test and a questionnaire survey were administered before and after the experiment respectively. The result of the study revealed the followings: 1) Both K-pop English versions and English pop songs are very effective for the improvement of the middle school students’ English listening ability. 2) K-pop English versions are more significantly positive for the English literacy learning attitude than English pop songs. These results imply that K-pop English versions would be considered as one of the most effective English learning tools for middle school students in Korea.

온라인 커뮤니티를 활용한 스크린 영어수업에 대한 학습자 반응 연구

성지희 영상영어교육학회 2007 영상영어교육 (STEM journal) Vol.8 No.1

The purpose of this study is to investigate the effectiveness of online community as a language teaching and learning aid in Screen English classrooms. This study introduces web-integrated activities designed for Screen English classrooms. The students were asked to participate in a variety of activities. Students were asked to perform synchronous online chatting in English through the Internet about a given topic. Students were asked to answer a few pre-listening comprehension checkup questions and write down at least 15 meaningful or important sentences as they watch the episode of the week and translate them. They were asked to use English only during class. A survey questionnaire was administered to analyze students' responses toward the use of online community in Screen English classes. The analysis of data suggests that the use of online community is effective in helping students in learning English through movies and sitcoms. This study might help English teachers in designing effective activities by using online community. Classroom activities can be designed with basic computer skills in order to provide students background information, extending reading, and the opportunity to chat with other classmates. Pedagogical implications based on the findings are also suggested.

기본적인 영어 음운현상 숙지가 EFL 학습자들의 영어듣기 능력에 미치는 영향

김동규(Kim Dong Kyoo) 영상영어교육학회 2007 영상영어교육 (STEM journal) Vol.8 No.2

'스콜라' 이용 시 소속기관이 구독 중이 아닌 경우, 오후 4시부터 익일 오전 7시까지 원문보기가 가능합니다.

The purposes of this study are to examine EFL college students' affective attitudes toward listening comprehension and to explore the effects of knowing basic English phonological phenomena on listening comprehension. A total of 70 EFL college students were divided into two groups, an experimental group and a control group. The experimental group received instruction in which traditional English lessons were replaced by English lessons that involved explaining basic English phonological phenomena during some portions of the instruction. The results of the study showed that the students' level of interest toward English listening comprehension was the highest among four affective domains whereas the students' level of confidence was found to be the lowest out of the four domains. Results also revealed that the students from the experimental group showed better performance on the listening test than the students from the control group over the thirteen-week period of the treatment. These results suggest a need for explaining basic English phonological phenomena in classrooms to help EFL learners to enhance their listening comprehension proficiency. Several applications are discussed based on the findings of this study.

자막의 종류에 대한 학습자의 선험 학습 경험이 영어 읽기 및 듣기 능력에 미치는 영향

윤상돈(Yoon Sang don) 영상영어교육학회 2018 영상영어교육 (STEM journal) Vol.19 No.3

'스콜라' 이용 시 소속기관이 구독 중이 아닌 경우, 오후 4시부터 익일 오전 7시까지 원문보기가 가능합니다.

The purpose of the present study is to verify the effect of learners’ prior learning experience of subtitles and its effect on their reading competence and listening competence in an EFL learning context in Korea. A total of 119 Korean high school students participated in this study. They were divided into two groups in accordance with the subtitles (Korean, English) that they were exposed to. (58 for Korean subtitles and 61 for English). Each group was divided again into two smaller groups in accordance with the learner’s prior experience of using subtitles (Korean, English) in learning English. An American TV series The Newsroom, season 1 (10 episodes, Sorkin, 2012) was adapted to each group with two different types of subtitles (Korean, English). The experiment operated for 15 weeks (2 hours every week, 30 hours in total). To verify the effectiveness of the present study, 2 reading comprehension tests and 2 listening comprehension tests were administered before and after the experiment. The results of the study revealed that the learners who participated in the class which corresponded to their prior learning experience showed a significant improvement in both reading and listening competence.

인터넷 동영상을 활용한 수업이 초등학생의 영어 듣기 능력 및 정의적 영역에 미치는 영향

권영환,김항아 영상영어교육학회 2009 영상영어교육 (STEM journal) Vol.10 No.2

The aim of the present study is to investigate the effects of teaching English using the Internet video contents on the students' listening comprehension and affective domains such as interest, confidence, participation and anxiety in elementary school classrooms. For this study, two classes of the fifth grade at an elementary school in Busan were selected on the basis of pre-test result. The study compares students who were taught using the Internet video contents relative to textbook lessons with a group who were taught using the textbook CD-ROM title. During the fourteen-week study, tests of listening comprehension and affective domains were given to students who were divided into low and advanced groups, according to their pre-test achievement. The results showed that the students in the experimental group showed enhanced listening comprehension and affective domains. In particular, the low level group showed a significant statistical difference in listening comprehension and affective domains more than advanced group between the first and second test. It was very meaningful in improvement of the low level group's interest. Thus, the results suggest that teachers should provide more opportunities for low level students to develop their English ability by applying and using internet video contents in the classroom.

초등예비교사들의 영화 자료에 대한 인식 및 영화 타이타닉 활용 영어 수업의 실제

김동규,김은정 영상영어교육학회 2012 영상영어교육 (STEM journal) Vol.13 No.3

The purposes of this study were to examine the perception of pre-service elementary school teachers' on English learning and English movie materials, and to introduce an English class utilizing the movie Titanic. A survey was conducted on 44 pre-service elementary school teachers who took English classes that utilized the movie Titanic. The classes involved a brainstorming period for a Korean into English code-switching process. The results of the study showed that the participants expressed several difficulties when they received a class using English movies. Their difficulties include fast speed, various phonological phenomenon, lack of vocabulary and cultural background knowledge. They however perceived class utilizing authentic materials, like movies, can be more beneficial to them than other listening materials. According to them, the class utilizing movies provided them with more interest and could enhance their English proficiency substantially. They also reported that they became more equipped with cultural background knowledge through the class. All the participants showed a positive attitude toward incorporating movies or animations into their own classrooms when they become elementary school teachers in the future. Based on the findings of the study, several implications are discussed.

신뢰도 표현 범주화의 응용언어학적 연구

이상숙(Lee Sang Sook) 영상영어교육학회 2001 영상영어교육 (STEM journal) Vol.2 No.1

'스콜라' 이용 시 소속기관이 구독 중이 아닌 경우, 오후 4시부터 익일 오전 7시까지 원문보기가 가능합니다.

A preliminary study reported in this paper examined Chafe's(1986) and Toulmin-Freeley's(1993) degree categories of reliability/cogency of statements in linguistics and of practical reasoning in English in order to compare them to those of Korean statement reliability categories. The comparison was expected to reveal any necessity for teaching the categories of reliability in English with a visual program to Korean EFL students. The comparison of the two 5-level and 4-level categories in English revealed that no exact equivalent was found in Korea, this yields the conclusion that we need to organize a visual program for the teaching of the categories to Koreans because a translation method of teaching them would be far less effective than a visual program. The reliability level of the conclusions of this study will be upgraded when an experimental study of teaching the degrees of reliability confirms the conclusions of this study together with a further study of comparisons of Korean and English degree categories of reliability in the future.

영화의 이론적 타당성과 교육적 근거

유영아 영상영어교육학회 2010 영상영어교육 (STEM journal) Vol.11 No.1

Although movies are one of the best teaching materials for English language teaching, it could be said that movies are not well recognized as qualified material for English teaching but, rather, are considered to be an easy tool. At this point, it would be timely to review the underlying learning theories of using movies, and to maximize their use and effectiveness in English teaching. The goal of this document analysis research is to briefly describe the theoretical background and educational basis for using movies. It first examines and identifies the learning principles of movies based on three learning theories: Behaviorism, Cognitivism, and Constructivism. It then draws on the reconstruction of learning process model, compounded with the learning process concepts of Behaviorism, Cognitivism, and Constructivism, which shows the process path and proves the effectiveness of learning through movies.