한국영어어문교육학회 2009년 학술대회 프로그램

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

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한국영어어문교육학회 / 대한영어교육연구학회 2013년 공동학술대회

편집부 한국영어어문교육학회 2013 한국영어어문교육학회 학술대회 발표집 Vol.2013 No.-

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영어교사 교육의 발전적 대안 모색 A Perspective for Developing Dynamic English Teacher Education

한국영어어문교육학회 2011년 학술대회 프로그램

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

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한국영어어문교육학회 2015년 학술대회 프로그램

편집부 한국영어어문교육학회 2015 한국영어어문교육학회 학술대회 발표집 Vol.2015 No.-

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한국영어어문교육학회 2008년 학술대회 일정표

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

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한국영어어문교육학회 2008년 공동학술대회 프로그램

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

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글로벌(지구촌) 세계영어와 원어민: 영어사적 관점에서

박경자(Park Kyungja),임현선(Im Hyunsun) 한국영어어문교육학회 2016 영어어문교육 Vol.22 No.2

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The acceptance of cultural as well as linguistic diversity is necessary for smooth and successful communication in English among people of different cultures, because such acceptance improves language’s “intelligibility, comprehensibility and interpretability” (Smith, 2009). As a global language, English has naturally taken on global features – features unique to the languages of the many speakers who use English across the world. Hence, English has cultural as well as regional varieties which are differentiated by specific features used by diverse speakers. Today, with the population of non-native English speakers (NNS) outnumbering that of native speakers (NS), English language practitioners and researchers have a responsibility to ensure that both NSs and NNSs are informed about the linguistic and cultural varieties of English. This paper takes a historical perspective, exploring the following two points in terms of the development of English as a global language: (1) The innate potential of English as a global communication tool; and (2) A semantic change (generalization) in the term, “native speaker of English.”

한국영어어문교육학회 창립 20년사의 역사적 회고와 미래 발전 방향

임병빈(Im, Byung-Bin) 한국영어어문교육학회 2015 영어어문교육 Vol.21 No.2

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The purpose of this paper is to retrospect a history of ETAK for the past twenty years and to suggest future developmental perspectives for ETAK and other academic associations in Korea. Since 1994(the founding year of ETAK), ETAK has been tremendously developed through three stages: ⅰ) The beginning stage (1994-2001); ⅱ) the developing stage(2002-2005); ⅲ) the prestigious stage(2006~present). ETAK was founded by KNTC alumni teachers and professors in 1994. Owing to the total efforts of the foundation staffs, ETAK was becoming an academic association with qualified status in 2002, which was proved to be one of candidate journals of citationright by Korea Research Foundation(KRF). And at last in 2005 ETAK Journal was sponsored under the name of citationright by KRF. The number of journal issues published was increased including international issues. However, ETAK faces some essential tasks to challenge and change: First, we should try to be ready for the enrollment of international journal citation. Second, we should hold more meaningful conferences with opening workshops. Third, we should increase financial funds. Lastly, we should execute new requirements such as facilitation of UKETA, regular meetings with primary & secondary school English teachers research associations, and excavation of new essential ELT professional academic associations.

수행 평가를 적용한 영어 쓰기 능력 향상 방안

송명석 한국영어어문교육학회 2002 영어어문교육 Vol.8 No.1

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The purpose of this research is to improve the writing ability of students by an ideal test model of English writing based on strategies of procedural learning stages enhancing the level of students' writing ability. Assessment of writing in the field of English education has been limited so far to very restricted areas with no appropriate scientific scrutiny. Assessment is really meaningful only when it exactly estimates the ability of students. Since English writing competence has become indispensable in this era of global village, writing instruction should be most emphasized. The most forceful method of busting writing instruction is to utilize the so-called washback effect of testing. So, to develop a good test model of writing, the first thing that is required is to inspect writing strategy in steps and, then, testing itself. First of all, analyzed with a special reference to the 6th high school English curriculum were the goals and contents of the syllabus reflected in one kind of junior high text book and eight different kinds of senior high textbooks. The questionnaires on the whole area of writing and tendencies of English writing classes were given to 100 English teachers, 300 students. The results of questionnaires were statistically analyzed. Then, some suggestions and opinions about the questioning method were made: the procedural strategy in steps, English writing instruction and test model of assessment were applied to the syllabus referring to teaching plans. On the bases of the results of the questionnaires, three pretests and a final test of English writing were administered to verify the effect of enhanced English writing were administered to verify the effect of enhanced English writing competence which had been gradually promoted and, through the promotion, produced the test criteria of English writing. In conclusion, guidance and evaluation of English writing through in steps are really indispensable to increase student's practical ability and, accordingly, we are in need of the development of a testing method of useful writing practiced in school class above anything else. So, it is necessary to further the study on methods to assess writing ability on the bases of participation and fluency of students with their keen interste in English. Also, to intensify the effect of the test model, more accommodating reorganization of syllabus is required in our education. For instance, we need a flexible operation in organizing time units from the current 50 minutes to 100-130 minutes.

우수 교사 양성을 위한 영어교육 전공학과 교육과정 편성 및 운영방안

임병빈(Im, Byung-Bin) 한국영어어문교육학회 2008 영어어문교육 Vol.14 No.4

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This study aims to propose an alternative approach to optimal curriculum design and management for better qualified English teachers commensurate with the educational goal for department of English education. The fundamental principle of the educational goal is to cultivate students as qualified teachers capable of performing their tasks skillfully for future use. This goal is discussed according to the following factors: i) the qualification for becoming English teachers, ii) the system of curriculum in College of Education, iii) the analysis of the current curriculum and its management, iv) the analysis of questionnaires related with the alternative curriculum and its management. The results of this study show that to produce excellent future English teachers, English education department in College of Education should revise the present curriculum toward the optimal model and further manage it more effectively than ever, considering the educational goal of the teaching institutes as well as that of students.