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한국영어어문교육학회 / 대한영어교육연구학회 2013년 공동학술대회
편집부 한국영어어문교육학회 2013 한국영어어문교육학회 학술대회 발표집 Vol.2013 No.-
영어교사 교육의 발전적 대안 모색 A Perspective for Developing Dynamic English Teacher Education
박경자(Park Kyungja),임현선(Im Hyunsun) 한국영어어문교육학회 2016 영어어문교육 Vol.22 No.2
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.”
김성중(Kim Seung-jung) 한국영어어문교육학회 2007 영어어문교육 Vol.13 No.4
Communication anxiety (CA) in L2 has been identified as one of the important predictors of determining success in the attainment of L2 communication competence. L2 professionals have attempted to explicate its nature in L2, but seemingly failed to achieve the goal. This is probably because they have tended to rely on studies dependent on the use of surveys, which are usually constructed on the basis of their own perspectives rather than L2 students" on CA. To solve this problem, some L2 professionals have utilized diverse research methods that can gather opinions directly from L2 students who are the main constituent in L2 learning; regretfully, they have barely listened to L2 students" voices about controlling CA in L2. This descriptive study explored the nature of CA and the way of controlling it by analyzing data from 57 Korean EFL undergraduates who voluntarily responded to the oral interview questions. The findings of this study pointed out that CA in L2 negatively influenced L2 performance. However, it seemed to have the potential to promote L2 learning. Provided are some important implications that can assist L2 teachers to help their students control CA by maximizing the positive nature of CA.
이병천 한국영어어문교육학회 2013 영어어문교육 Vol.19 No.2
The purpose of this study is to specify the topics of the 2014 CSAT (College Scholastic Ability Test) categorization framework designed for distinguishing the domains of practical English (PE) and basic academic English (BAE) which are key concepts for the both the A and B-type differential English tests in Korea. To achieve this purpose, this study analyzes 2009 revised national English curriculum, eight different second foreign language subjects, the Dewey Decimal Classifications, and other literature focused on topics. The results indicate that the practical English domain includes 6 classes with subclass-oriented topic elements. The academic English domain includes 6 classes with 7-8 subclasses each followed by topic elements. The significance of this study is to contribute to the item makers, high school English teachers, and textbook makers relevant to CSAT; there should be many examples of topics as possible in order to distinguish and create a balanced distribution of topics associated with Academic and Practical English. Based on the results of this study, further studies are suggested, including textbook analysis and Delphi research methodology for eliciting educational and social consensus on definitions for PE and BAE, as well as the framework.
한국영어어문교육학회 창립 20년사의 역사적 회고와 미래 발전 방향
임병빈(Im, Byung-Bin) 한국영어어문교육학회 2015 영어어문교육 Vol.21 No.2
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.