한국영어어문교육학회 2009년 학술대회 프로그램

편집부 한국영어어문교육학회 2009 한국영어어문교육학회 학술대회 발표집 Vol.2009 No.-

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한국영어어문교육학회 2008년 공동학술대회 프로그램

편집부 한국영어어문교육학회 2008 한국영어어문교육학회 학술대회 발표집 Vol.2008 No.-

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실용영어 중심 영어교육 정책과 개정 교육과정

장경숙(Chang, Kyungsuk) 한국영어교과교육학회 2012 영어교과교육 Vol.11 No.1

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Over the last three years, the government proposed comprehensive English language education policies that purport to enhance students' communication competence through bringing about change in English education at schools. It covers policies on curriculum change, teacher education, national English ability test (NEAT), infrastructure building and dissemination. This paper provides the overview of the communication-focused English education policy with reference to 2009 curriculum revision. The keys of the revised English curriculum are accountability, teacher development, educational leadership, student-centeredness, self-directed learning, performance-assessment and individualized instruction. Some suggestions are proposed for effective change in English language learning and teaching at schools from perspectives on curriculum change and teacher professional development. As a viable approach to change, it is suggested that school-based teacher development should be supported to bring about change in the classroom, where teacher voice is heard in curriculum reform and policy making in the long-term.

영어교과서 개발의 최근 동향

이재근 한국영어어문교육학회 2002 영어어문교육 Vol.8 No.1

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The purpose of this paper is to analyze the recent trends of the development of the English textbooks in EFL situation. The 7th National English Curriculum(NEC) in 2001 which emphasized the curriculum-centered school education have had much influence on the traditional testbook-centered school education in Korea. According to the paradigmatic change of school education, the contents of the English textbooks were changed into the new types of students-centered classroom activities. For students' communicative activities, the English textbooks were developed by two types of syllabuses: process-oriented syllabus and product-oriented syllabus. The 7th NEC includes procedural syllabus and task-based syllabus as well as grammatical- structural syllabus and notional-functional syllabus. In short, unlike the English textbooks in former curriculums, learners' classroom activities and tasks have been emphasized in those to foster their communicative competence.

한국영어어문교육학회 2008년 학술대회 일정표

편집부 한국영어어문교육학회 2008 한국영어어문교육학회 학술대회 발표집 Vol.2008 No.-

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초등영어교사의 자질 - 영어 능력과 관련해서

김재혁 한국초등영어교육학회 2007 한국초등영어교육학회회보 Vol.- No.22

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한국인 영어교사의 발화에 나타난 후어휘 음운현상

임운(Lim Un) 한국영어교과교육학회 2002 영어교과교육 Vol.1 No.1

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  The purpose of this study is to examine the characteristics of spectrographs from postlexical phenomena naturally produced in Korean English teachers" connected speech, in order to give pedagogical suggestions as to how to set up the steps of putting emphasis On the getting rid of the problems and some errors found in English teachers" pronunciation. Results are as follows: First, 5.6% and 33.3% only, respectively, of elementary English teachers (henceforth, the former) and secondary English teachers(henceforth, the latter) applied Palatalization. Second, 21.1% and 33.3% only, respectively, of the former and the latter applied flapping. Third, 50.0% and 75.5%, respectively, of the former and the latter applied deletion. Fourth, in lateralization by Korean phonology, 72.2% and ffi.9%, respectively, the former and the latter made mistakes in pronunciation. Fifth, 37.5% and 57.1% only, respectively, of the former and the latter applied devoicing differently from native speakers.

초등영어교육에서의 영어연극 활용법

박찬조(Park, Chan-Jo) 한국영어어문교육학회 2011 영어어문교육 Vol.17 No.2

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This study aims to illustrate the value of teaching English drama in the course of teaching primary English and suggests a model for primary English drama in an English camp for Children. Drama is the world of assumption where language is used just like in real life. It has a positive effect on foreign language learning by encouraging the operation of certain psychological factors which facilitate oral communication. Dramatic techniques such as storytelling, role play, chant, song and games can be used in the EFL classroom to help bring about such results. Meanwhile, making a primary English drama in an English camp for Children would be practical mode to attain the essential purpose of EFL teaching particularly to get over the drawbacks of Korean students’ communicative competence under the school’s inflexible EFL education curriculum. In this paper, I will present the effectiveness of English drama and the skills for using it with ESL students and suggest some notes that can be used to reinforce the goals set out from the position of the teacher, student and teaching material. It is confirmed that the trained leader, students’ affirmative attitude and systematic teaching materials are needed to maximize the effects of drama activities. In addition to that, there will be showed a model of instruction targeted to the primary students learning English in an English camp for Children.

영어교육의 문제점과 효과적인 학습방법

김지원(Kim Ji-won) 한국영어어문교육학회 2006 영어어문교육 Vol.12 No.3

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  We live in a global village that requires a language with a genuinely global status as a means of communication. During the twentieth century, English has clearly emerged as the lingua franca owing to both past British political imperialism and the more recent superpower status of the United States. Further contributing to world domination of the English language is the fact that the computer and Internet sprang from the US. Whether you like it or not, you are destined to learn English at least to some extent in order to live in this global village. For the last two decades, one of the most mistaken ideas a number of Korean English teachers have had is that speaking and listening are the primary forms of language, while reading and writing are secondary. In fact, reading is regarded as a skill of much consequence to us since it provides us with access to a huge quantity of information on the Internet, of which at least 80% is written in English. Writing, too, deserves a great deal of attention because we are increasingly called upon to use standard English expressions. As diligent learners of English, we had better not forget the place accorded to language not only as a medium for exchange and constructing information but as a tool for thinking. So we should try to think in English to the point where we have thinking-in-English as a habit, thereby leading to increased familiarity with the language. Such familiarity entails, above all, possessing a command of English.

한국영어어문교육학회 2011년 학술대회 프로그램

편집부 한국영어어문교육학회 2011 한국영어어문교육학회 학술대회 발표집 Vol.2011 No.-

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