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        • KCI등재

          학습 전략 의식화가 대학생 영어 청해 능력에 미치는 영향

          한상호(Han Sang-Ho) 한국영어교과교육학회 2002 영어교과교육 Vol.1 No.1

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

          The purpose of this study was to examine the effects of learning strategy awareness on university students" English listening skills development The researcher taught English listening to two groups of university students in the falls of 1999 and 2000 respectively. Both groups used the same strategy-based textbook, but were treated with different degree of learning strategy awareness. Oxford"s (1990) SILL was administered to both groups in the beginning of the semester. The former group was not given feedback on the results of the SILL survey, and was not encouraged to share their strategies with others while the opposite was true of the latter group. Both groups were asked to submit two self-reports of personal listening strategy development during the semester. TOEIC listening Part B and Part C were used as pre- and post-test comparison. Results of the study are as follows: First, there was no significant gender difference in the use of learning strategy. Second, subjects who showed much progress in listening comprehension used more affective, social, and compensation strategies rather than memory or cognitive strategies. third, strategy awareness in the affective domain seemed to have more influence on the development of listening skills than strategy awareness in the cognitive domain.

        • KCI등재

          영어 학습실패를 경험한 대학생의 학습경험과 교양영어 교과과정에서의 학습태도에 대한 연구

          하명애,김정옥 한국영어교과교육학회 2014 영어교과교육 Vol.13 No.4

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

          The purpose of this study is to analyze what factors attribute to college students who have experienced failure in learning English before entering college, and to examine those students' learning attitude toward college English courses. To achieve the goal of this research, both quantitative and qualitative research has been performed. For the quantitative research, the research conducted a survey of 59 students, and for the qualitative research, students' learning journals and in-depth interviews with 4 students were analyzed. The results show that the lack of prerequisite knowledge is the main factor for students to experience failure in learning English. The study also shows that the ineffective way of studying and the lack of motivation have negatively influenced on the students' preference of learning English. The study has found that even though the students have experienced failure in learning English before entering college, they have positive perceptions of the role of English and their motivation for learning English is relatively high while taking college English courses. The study suggests the need for more research on students' confidence and pedagogical recovery for helping students overcome their failure in learning English.

        • KCI등재

          한국 대학생의 영작문 코퍼스에 나타난 어휘 통계분석 및 어휘수준 측정

          김수정,이성민 한국영어교과교육학회 2016 영어교과교육 Vol.15 No.4

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

          This study aims to investigate the English writing corpus written by Korean college students by comparing a sub-corpus of the Louvain Corpus of Native English Essays(LOCNESS) and a sub-corpus of British National Corpus(BNC) Sampler, Informative Genre. The first part of this paper examines several keywords of function words such as pronouns, modal auxiliaries, and content words. The results show that there are statistical differences on lexical item choices and frequencies of certain words. The second part explores a level of vocabulary of Korean university students by comparing them to native adult and university student speakers of general English through a BNC/COCA 25,000 Range program. Its analysis shows that Korean students use less number of types and family words in their writings.

        • KCI등재

          영어 공교육 활성화를 위한 제언

          강애진(Kang, Ae-jin) 한국영어교과교육학회 2008 영어교과교육 Vol.7 No.2

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

          This paper aimed at providing discussion and suggestions for improving English education at public schools. Having considered the relevance between the English curriculum objectives and the students' immediate motivation, the paper argued that English education should be supported by the appropriate assessment including the exams for college admission, which should be able to reflect the curriculum objectives. For English education to be implemented effectively and efficiently at public schools, English classes need to be offered in English while content-based instruction (CBI) can be one of the options available accommodating the major principles of current theoretical trends of communicative language teaching (CLT). The paper also suggested the social support and public agencies' obligation to relieve English-divide observed in Korean society and provide each child and student equal opportunities to acquire English abilities through public education.

        • KCI등재

          협동학습을 통한 고등학교 영어 독해교육과 정의적 효과

          김수정(Kim, Soojung) 한국영어교과교육학회 2017 영어교과교육 Vol.16 No.2

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

          This study aims to investigate the affective effects of cooperative learning in teaching English reading comprehension to high school students. While interactions of teachers and students are encouraged in Communicative Language Teaching, it is not easy to adopt these types of various interactive teaching methods in real class environments. As a result, instructors are forced to supply knowledge to students in a unilateral way, and students cannot help but respond to them passively. In this respect, we have adopted the cooperative learning method to enhance learners' active involvements in class. Written comprehension tests and interviews were administered. The written comprehension tests, given to both the experimental and control groups, were compared to see any score differences possibly made with vs. without the application of the cooperative learning method to students. The experiment group with cooperative learning consists of 31 students; the control group with the traditional teacher-directed learning is made up of 32 students. A statistical result shows that there was a significant difference between the two groups in terms of comprehension test scores. In addition, the interviews with subjects reveal that cooperative learning is effective in trigging learners' motivation and interests to English reading topics and increase their interactions with peers and involvements in the classroom.

        • KCI등재

          협동학습을 통한 고등학교 영어 독해교육과 정의적 효과

          김수정 한국영어교과교육학회 2017 영어교과교육 Vol.16 No.2

          This study aims to investigate the affective effects of cooperative learning in teaching English reading comprehension to high school students. While interactions of teachers and students are encouraged in Communicative Language Teaching, it is not easy to adopt these types of various interactive teaching methods in real class environments. As a result, instructors are forced to supply knowledge to students in a unilateral way, and students cannot help but respond to them passively. In this respect, we have adopted the cooperative learning method to enhance learners' active involvements in class. Written comprehension tests and interviews were administered. The written comprehension tests, given to both the experimental and control groups, were compared to see any score differences possibly made with vs. without the application of the cooperative learning method to students. The experiment group with cooperative learning consists of 31 students; the control group with the traditional teacher-directed learning is made up of 32 students. A statistical result shows that there was a significant difference between the two groups in terms of comprehension test scores. In addition, the interviews with subjects reveal that cooperative learning is effective in trigging learners' motivation and interests to English reading topics and increase their interactions with peers and involvements in the classroom.

        • KCI등재

          유아영어교육에 대한 학부모 만족도 영향요인 분석

          양수경(Yang, Su-Kyeong), 이현구(Lee, Hyun Gu) 한국영어교과교육학회 2008 영어교과교육 Vol.7 No.2

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

          Korean parents are well known for their enthusiasm to teach English to their children, even though there is huge academic controversy on the effects of teaching English at early ages. More emphasis on English education by the new administration in Korea stimulated the parents' keen interest on their children's early English education. But the problem here is that the early English education is not initiated by the voluntary action of the children but by the wishes of their parents. An educational institution is also decided according to their parents' standards. Accordingly, the selection of an institution is determined by the parent's satisfaction with English education. With this in mind, in this study we tried to analyze the decisive factors on the parents' satisfaction with their children's English education. Survey results in this study found that the parents' decisions are mostly influenced by combination of several factors. This result showed that the most critical factor was the involvement of parents and their trust on the teachers. We have to admit that this research is limited in that it was conducted only the parents' satisfaction, the region of survey is limited to Chonan city area in Chungnam province, and that we did not conduct a qualitative research such as an interview. We hope that further research on this subject will contribute to the general application of this study.

        • KCI등재

          영한-영영 어휘 주석이 영어 독해 및 어휘 학습에 미치는 영향

          김현아(Kim, Hyun-a) 한국영어교과교육학회 2012 영어교과교육 Vol.11 No.1

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

          The purpose of this study is to investigate how two types of vocabulary glosses (English-Korean glosses and English-English glosses) affected Korean EFL high school students' reading comprehension and vocabulary learning. The subjects consisted of two groups of high school students: high and low proficiency group. Those groups were given eight reading texts with two types of vocabulary glosses. The data came from pre- and post-reading test, and the first and second vocabulary test in each class, which were analyzed using SPSS 12.0. The results of this study indicated that there was the significant effect of English glosses on high proficient students' reading comprehension and both English and Korean glosses on low proficient students' reading comprehension. Second, there was no significant difference between English and Korean glosses on high proficient students' vocabulary learning but Korean glosses rather than English glosses had a more powerful effect on low proficient students' vocabulary learning. Third, English glosses had more significant effects on the retention of the acquired vocabulary, especially for the high proficient students. Instructional implications for the class are provided for English teachers, and also some guidelines for further research are included.

        • KCI등재

          어휘 책략과 영어 독해 지도

          김승태(Kim Seung-Tae) 한국영어교과교육학회 2002 영어교과교육 Vol.1 No.2

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

            This study consisted of two parts: One was an two-way investigation into the type and its frequency of vocabulary strategies presented in the nine-year College Scholastic Ability Tests and Longman TOEFL Tests and into the survey responses to the on-the-spot vocabulary strategy instruction by English teachers in order to examine the most frequent types of vocabulary strategies and to compare the analyzed result with the surveyed responses. The other was an longitudinal experiment with vocabulary strategy instruction in order to present the EFL English teachers with the guideline of vocabulary strategy instruction. Major findings indicated that even the short-term vocabulary strategy instruction could help the students to guess the meaning of "new" words during the while-reading stage. On the other hand, responses to the survey revealed that the English teachers believed that vocabulary strategy was the reading skill necessary for their students, but they did not understand fully when and how they should teach the vocabulary strategy. Therefore, the followings are suggested: first, background knowledge should be provided in the pre-reading stage to activate the schemata. Next, vocabulary strategies should be taught to guess the meaning of the unknown words in the while-reading stage. Lastly, vocabulary should be taught in the post-reading stage to consolidate vocabulary growth.

        • KCI등재후보

          과학 · 수학 내용 중심 초등 영어 교재 분석 준거 개발 및 적용

          백진임(Baek, Jin Im), 김정렬(Kim, Jeong Ryeol) 한국영어교과교육학회 2011 영어교과교육 Vol.10 No.1

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

          The purpose of this study is to develop evaluation criteria which are appropriate for content-based science and math instruction and to analyze materials based on them. To this end, the survey of 82 elementary school teachers was conducted to identify their needs when adopting the content-based materials. In addition, some former studies concerning the evaluation of English, science, math materials, and official proposals from NCTM were integrated to develop new criteria. Nine science materials and eight math materials were analyzed by three specialists using the new criteria. This study shows how content-based instruction is implemented in elementary schools in Korea and provides practical criteria for adopting CBI materials. Also, this study shows the content-based science and math materials used in elementary schools are not appropriate for students when it comes to the language being used in books in terms of the average length of sentences, words, and the content. In conclusion, science and math content-based materials for elementary school students which meet criteria should be developed for better understanding of content.

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