초등영어교육과정과 연계한 유아영어교육교재의 분석과 개발방향

강후동(Kang, Hoo Dong) 팬코리아영어교육학회(구 영남영어교육학회) 2014 영어교육연구 Vol.26 No.1

The purpose of this study is to improve the quality of preschool English education textbooks based on the elementary English curriculum. The study reviews the current issues of preschool English education and analyzes previous studies on preschool English education for the purpose of identifying the realities of preschool English textbooks as well as preschool English education in Korea. After reviewing eight preschool English textbooks, the study found many textbook series and their teacher's guidebooks do not contain detailed development criteria such as the number of vocabulary and the limit of sentence length according to different preschool pupil age categories in their developing textbooks. The study indicates many words, expressions, and dialogues included in the preschool textbooks are inappropriate for their levels. The study finally insists that preschool textbook developers should consider detailed criteria in closer connection with elementary school textbooks. Related government organizations as well as publishing companies should have the proper reviewing system for better preschool English education textbooks.

영어말하기시험의 과업별 구어문법 사용에 관한 연구

신동일(Shin, Dongil),강석주(Kang, Suk-Joo),박진아(Park, Gina) 팬코리아영어교육학회(구 영남영어교육학회) 2009 영어교육연구 Vol.21 No.1

The purpose of this study is to explore the use of spoken grammar features in oral proficiency testing. In this study, 14 college students performed 12 speaking test tasks, the features of which can be categorized into informal conversation, informal speech and formal talk. 138 speaking samples were collected and transcribed. This study explored in which categories spoken grammar features appeared in the performance of speaking test tasks. It was found that most of the features produced by participants belonged to Category B, especially marked as lexicogrammar; particles, vague expressions, and discourse markers. It is hoped that research on spoken grammar features will positively link to the related issues in oral proficiency test and material development.

영어 정보유형의 억양-한국인 영어학습자를 중심으로-

김희경 팬코리아영어교육학회(구 영남영어교육학회) 1998 영어교육연구 Vol.9 No.1

웹기반 영어교육에서 자기 주도적 학습 계약이 학업성취도 및 학습시간에 미치는 영향과 반응

김현숙(Kim Hyun Sook),박은영(Park Eun Young) 팬코리아영어교육학회(구 영남영어교육학회) 2007 영어교육연구 Vol.19 No.1

This study investigates the effects of learning contract format which has been mentioned as an effective strategy in traditional adult education to facilitate self-direction. It intends to contribute to providing information and strategies for design and development of self-directed learning model in the web-based English teaching environment. 533 students who enrolled in the ‘Practical English’ course in a cyber university participated in this study. Participants were divided into two groups according to the use of learning contract. The results show that the use of learning contract gave the significant difference in academic achievement, but not in the learning time. Students indicated the advantages and disadvantages of learning contract. To make the most use of self-directed learning contract, several suggestions were given. Overall, this study showed the usefulness of learning contract in web-based English education, and it revealed the need for the further research.

재량활동시간을 이용한 초등영어 심화ㆍ보충활동이 4학년 아동의 흥미도 및 듣기 이해력에 미치는 영향

권영환,배숙정 팬코리아영어교육학회(구 영남영어교육학회) 2003 영어교육연구 Vol.15 No.3

The purpose of this study was to examine the influence of advanced and additional activities on listening comprehension ability and interest in elementary school learners, to identify ways of increasing language input by using such enrichment activities, and to provide some guidance to teachers for the application of discretionary activities. The study was administered to fifty-one fourth graders with an experimental and a control class on the basis of the students' interest and listening abilities in English. The results of this study are as follows; there was no significant effect in the children's interest; however. in both groups, the advanced group of children demonstrated enhanced listening comprehension. In particular, the experimental group using advanced and additional activities had a better result in listening comprehension. It is argued that more systematic management of the advanced and additional activities for language teaching is needed when the quantity of language input is insufficient in elementary school classrooms.

한국 고등학생의 듣기 이해에서 어휘지식의 양과 깊이의 역할

김영은(Kim Young-eun) 팬코리아영어교육학회(구 영남영어교육학회) 2008 영어교육연구 Vol.20 No.2

  The purpose of this study was to explore the relationships between (a) breadth of vocabulary knowledge and listening comprehension, (b) depth of vocabulary knowledge and listening comprehension and (c) differences between the roles of vocabulary breadth and vocabulary depth in listening comprehension. Ninety-two Korean high school English learners were recruited in order to gather empirical data by means of written tests such as vocabulary knowledge tests or listening comprehension test. The results of correlational and regressional analysis showed that vocabulary depth as well as vocabulary breadth is closely associated with listening comprehension and can account for much of listening comprehension variance. The major finding of the present study was that depth of vocabulary knowledge is more strongly interrelated with listening comprehension than breadth of vocabulary knowledge. Depth of vocabulary knowledge could make an additional and unique contribution to the prediction of the listening comprehension over the contribution offered by vocabulary size. Based on findings on the relational and explanatory roles, deep vocabulary knowledge proved to be fundamental for successful listening comprehension, in the sense that it makes immediate and unconscious processing possible. From a pedagogical point of view, the present study addresses the need for learners to deepen their vocabulary knowledge as well as expand their vocabulary breadth.

초등학교 영어체험학습시설의 활용 실태 및 개선방안

이병천(Lee Byeong-Cheon) 팬코리아영어교육학회(구 영남영어교육학회) 2007 영어교육연구 Vol.19 No.4

  The purpose of this study was to investigate English teachers" perceptions of the English learning Experience Zone (ELEZ) and draw their pedagogical implications for applying the practical application to English learners" study. To achieve this purpose, a questionnaire was distributed to 50 head teachers in sixteen provinces and cities in Korea nationwide who were in charge of the project in each school called "Research on the Introduction of English as a Subject into the Primary School Curriculum". In-depth interviews were also conducted with some of the teachers. The results showed that, first, the teachers who participated in the project were satisfied with the ELEZ. Second, situation-based facilities were preferred to function-based ones such as supermarkets, restaurants, and homes. Third, the rate of students" use of the facilities during after-school time or lunch time was relatively low. The teachers suggested the following; the consideration of a flexible design for using the facility, the development of programmes for students with differential levels, the suitability of facilities to the ELEZ curriculum, the expansion of English teacher training for professional development, and the guarantee of constant working teacher in the zone. Further research is therefore needed in these areas.

영어문법 지도 효과에 관한 연구 - 중학생을 대상으로

박상옥(Park Sang-Ok) 팬코리아영어교육학회(구 영남영어교육학회) 2008 영어교육연구 Vol.20 No.3

  Many secondary school English teachers seem to be concerned much about their current status in this Communicative Language Teaching era in which their ability to use English for communication in the classroom is badly needed. Many of them are used to Grammar Translation Method which puts emphasis on grammatical explanations and translations. This study is thus to see whether grammar teaching has any value in the English class. A pilot study showed that advanced groups at the senior level in a middle school had favorable attitudes towards explicit grammar teaching by the teacher who was proficient in grammar knowledge. In the main study, seniors at the advanced level were divided into two groups, one with focus on form and the other without it in the English class. Both were taught from the same teacher who had a strong background in the knowledge of English grammar. Statistical analysis indicated that the former was better in the final regular English test and more positive about learning with focus on grammar. Several suggestions are made based on the results of the experiment and review of the relevant literature.

질문 구상 활동이 EFL 학습자들의 영어 듣기 능력에 미치는 영향

김동규(Kim, Dongkyoo),진경애(Jin, Kyung-Ae) 팬코리아영어교육학회(구 영남영어교육학회) 2013 영어교육연구 Vol.25 No.3

The purpose of this study was to investigate the effects of thinking question tasks on EFL college students' listening comprehension. Forty-one college students took part in this study and were divided into a control group and an experimental group. While students from the control group received a general listening lesson, students from the experimental group participated in the task of thinking questions based on listening scripts over 12 weeks. Thinking question tasks involved making three questions based on the listening scripts and answering their own questions. A questionnaire and two sets of listening tests were administered to each group for the analysis of their improvement on listening comprehension proficiency. According to the results of the study, the experimental group students showed significant improvement in comparison to that of the control group students on the posttest of listening comprehension proficiency. It was assumed that they would improve their comprehension in the process of thinking questions based on the listening scripts. They also perceived the positive role of thinking question tasks in the enhancement of their communicative competence. Several applications are presented and discussed based on the findings of this study.

초분절음소 중심의 발음지도가 초등 영어학습에 미치는 효과 연구

김영현,장영신 팬코리아영어교육학회(구 영남영어교육학회) 2003 영어교육연구 Vol.15 No.3

This paper aims to examine the effects of suprasegmental phoneme-focused pronunciation teaching on children's learning in the elementary EFL classroom. This study proposes a model for teaching English focused on suprasegmental features such as stress, rhythm, intonation, etc., and applies it practically to the English classroom, and finally, analyzes the results of its application. A selection of two English classes is made as the subject from an elementary school, in Gwangju city. The experimental group is taught English focused on a variety of activities such as bodily expression, games or plays, chants or songs, etc., related to the English stress, rhythm and intonation. The control group is taught English focused on learning activities, regardless of pronunciation, given in the text and its teacher's guide. The results of evaluating two groups' listening comprehension and speaking proficiency, and their interest in English are as follows: First, the experimental group was more improved in listening comprehension than the control group. Second, the experimental group was not very improved in speaking proficiency compared with the control group. Third, the experimental group had more active participation, more positive attitude, and more self-confidence than the control group did. As a result, it was shown that teaching English with supraseg-mental phoneme-focused pronunciation was more effective in children's listening comprehension and their interest in learning than teaching English without attention to pronunciation in the elementary EFL classroom.