영어로 진행하는 초등 영어 수업의 기본 전제인 아동 이해도 중심 사고에 대한 교사들의 인식 변화

고경희(Ko, Kyounghee), 김익상(Kim, Iksang) 한국초등영어교육학회 2013 초등영어교육 Vol.19 No.1

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Literature on teaching English in English (TEE)1) emphasizes that it is the teacher's role to make their English instruction comprehensible to his/her learners. It is ironic then that many studies have reported that Korean primary school teachers consider learners' lack of understanding of English instruction as an obstacle to successful TEE. This study attempts to shed light on this ironic phenomenon by investigating 14 primary teachers' awareness of the fundamental consideration in TEE in the elementary school, i.e. putting forward learners' comprehensibility as the most important. The researcher's participant observation data and the teachers' self reports were collected and analyzed as to their awareness before and after a training program designed to foster their ability to make linguistic and non-linguistic adjustments that render their English instruction more readily comprehensible to elementary school learners. The results documented teachers' lack of awareness of the importance of placing forefront learners' comprehensibility of the English instruction given. Rather, they had assumed that a teacher's ability to speak English fluently is essential for successful TEE. The study also reports on changes in the teachers' consideration of learners' comprehensibility as the crucial factor in successful TEE implementation. Implications of the findings for primary school English teaching, teacher training, and further research are discussed.

영어로 진행하는 초등영어 수업평가 도구 개발

임찬빈(Imm, Chanbinn), 장경숙(Chang, Kyungsuk), 이문복(Lee, Moonbok), 이혜원(Lee, Hyewon) 한국초등영어교육학회 2011 초등영어교육 Vol.17 No.1

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The aim of the present research is to develop a tool for evaluating teaching English in English(TEE) with emphasis on primary teachers' professional development. The review of the relevant literature shows that teacher evaluation results should be fed back into teaching to improve effectiveness, and that assessor training should be provided to get valid and reliable feedback for improving teaching. A questionnaire survey was conducted to find out how primary English teachers perceive 55 performance criteria from the analysis of the existing evaluation tools. The analysis of the responses by 534 teachers revealed that the teachers perceived 51 items out of 55 criteria to be significant in evaluating TEE at the primary. Based on the survey findings, the first draft of TEE evaluation tool was made and applied to 8 schools in different districts. 64 English classes were observed and assessed by using the first draft tool, followed by in-depth interviews with teachers and assessors. The results of the application and interviews were fed back into revising the draft tool. Revision was made at the levels of performance criteria, scales and weight. The revised tool was applied to evaluate the selected 10 TEE primary classes by 13 assessors and its reliability and practicality was tested. Implications and suggestions were drawn for dissemination, further research, teacher education and policy-making.

초등영어교사의 자질 - 영어 능력과 관련해서

김재혁 한국초등영어교육학회 2007 한국초등영어교육학회회보 Vol.- No.22

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초등학교 영어수업 분석을 통한 영어로 진행하는 영어수업(TEE) 평가도구의 적용가능성 연구

남경옥(Nam, Kyoung-Oak) 한국초등영어교육학회 2011 초등영어교육 Vol.17 No.2

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This study is aimed to identify the applicability of the TEE tool by implementing the TEE in an elementary English teaching context and to promote an improvement of a classroom English teaching by providing a chance to examine English teachers' TEE ability in terms of evaluating TEE. More specifically, this study tested whether the TEE assessment tool postulated by Lee, Kim, Lee, Lee, and Jang (2009), was applicable to elementary school level English classes. Five Korean and five English native teachers participated in this study, and eighteen TEE video clips were measured using the TEE assessment tool. Our findings revealed that while those assessment elements are observable and feasible, redundancy of the assessment elements were observed. In addition, while the TEE assessment tool was fully reliable and valid within the participants, it had only partially different results. The results are discussed in terms of exploring new possible directions in elementary-level assessment, and evaluation of the TEE implementation in various levels of the elementary English education system as well as the overall development of TEE proficiency and the role of implementation in elementary English teaching context.

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 2009년 학술대회 프로그램

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

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Development of an English Speaking Test around Context Validity and Its Verification

Kim Kyu-Hwa(김규화) 한국영어교과교육학회 2006 영어교과교육 Vol.5 No.2

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  본 연구의 목적은 현장 교사들에게 영어 평가 도구 개발과 적용의 한 예를 보여 줌과 동시에 상황 타당도에 근거하여 영어 말하기 검사 도구를 개발하고, 이를 검증하는데 있다. 학생들의 영어 말하기 능력을 평가하기 위하여 초등학교 6학년을 대상으로 영어 말하기 과업을 구안하였고, 이를 바탕으로 영어 말하기 검사 도구를 상세화하였으며, 교사의 관찰 평가와 피드백, 학생들의 자기 평가, 상황 타당도에 근거하여 검사 도구를 검증하였다. 검사 결과, 영어 말하기에 사용되는 어휘와 구문이 제한적일 수록 교사의 관찰 평가 점수와 학생의 자기 평가 점수가 높게 나타났고, 과업의 흥미도와 과업의 용이성, 그리고 학습 필요성과 유용성 간의 관련성이 높은 것으로 나타났다. 상황 타당도에 근거하여 영어 말하기 검사 도구의 타당도를 검증한 결과, 검사 개발 및 적용에 대한 긍정적인 해석을 도출할 수 있었다. 현장의 교사들은 그들이 근무하고 있는 학교의 교육 여건과 학생의 특성에 맞도록 그들 나름의 영어 기능 평가 도구를 개발하고 이의 타당성을 검증할 수 있는 능력을 갖추어야 하며, 본 연구에서는 교사들에게 검사 도구 개발과 적용 및 검증에 대한 실제적인 과정 및 그 예를 제시하였다.

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.

한국영어어문교육학회 2008년 공동학술대회 프로그램

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

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중학교 영어교과 학습부진 학생의 어휘 및 문법 학습 경험에 관한 질적 연구

유범(Yoo, Beom) 한국영어교과교육학회 2014 영어교과교육 Vol.13 No.3

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The purpose of this study is two-fold. One is to explore middle school students' experience of learning English vocabulary and grammar to identify problems that cause underachievement in English. The other is to seek insights useful for creating support programs for underachievers in English at middle schools. A qualitative research method was employed for this research, and in-depth, semi-structured interviews were conducted with three sophomore underachievers in English at a school located in a city in the mid-central region. Each interview was recorded, transcribed, and analyzed to identify the information relevant for the research goal. Eleven problems were identified as causes of the subjects' underachievement. It was found that underachievers need support programs that can help them understand grammar on the one hand, and internalize the vocabulary they learn on the other. It was suggested that the support programs make use of homework assignments and face-to-face meetings.