탈북 학생들의 영어교육 증진 방안 연구: 영어교육 현장의 실제와 개선방향

이현주 현대영어교육학회 2015 현대영어교육 Vol.16 No.3

This study aims to have a deep understanding of North Korean refugee students’ English learning context and the issues regarding English learning in South Korea. As the number of North Korean refugee students coming to South Korea has been increasing gradually, it is important to implement new directions and customizedcontents based on the learners’ needs. To this end, this study conducted in-depth interviews with five North Korean refugee students about their English language learning experiences and problems. Four English teachers were also interviewed regarding their teaching contents, experiences, and additional supports needed. The results of the study showed that it is necessary for North Korean refugee students to have living connected language contents, Korean educational culture strengthened by new teaching approaches, English academic skills, and extra-curricular activities for improving their English abilities in South Korean educational context. This study not only suggests some implications for effective English teaching for North Korean refugee students today, but also sheds light on establishing decent plans for those who are learning English in the unified Korea’s English education system in the future.

7차 교육과정 이후의 어린이영어교육에 대한 연구: 현대영어교육을 중심으로

장형지 현대영어교육학회 2010 현대영어교육 Vol.11 No.2

This study aims to review the studies about English education for children on the basis of the 7th National Curriculum, which lays great emphasis on the communicative competence, proficiency based learning, and culture based language learning. Particularly for 3rd graders in elementary school, English class has been implemented in the regular curriculum since the 7th National Curriculum, and this change deserves the early childhood English education be vitalized and facilitated. In this study, through the journal of Modern English Education, the synthesis and analysis of the studies on English education for children are conducted and the research data are categorized by the aspects of research methods and relevant topics. As a result, most of the conducted research methods were surveys and experiments, and the main topics were related to the curriculum design and teaching methods. In addition, the suggestions to enforce the goal of the 7th National Curriculum are extended reading and writing courses to make the balance of four language skills, invitation of various teaching methods like the storytelling, digital textbook, and students’ portfolio, intensive teacher training program,and lastly the process based assessments tool for young learners.

현대영어교육에 게재된 영어교사교육 관련 연구 분석

김현진 현대영어교육학회 2020 현대영어교육 Vol.21 No.4

This paper analyzed 28 articles on English teacher education out of 413 articles published in Modern English Education over the past 10 years since it was first indexed in the Korea Citation Index, to investigate the trend and characteristics of research on English teacher education in the journal. The articles were categorized and analyzed according to subject (teacher status and school level), research methodology, and research theme. The findings are as follows: Pre-service elementary school teachers were less studied than in-service elementary school teachers, pre-service and in-service secondary school teachers; quantitative, qualitative, and mixed methodologies were employed in similar proportions across the studies; among eight research themes including teacher competence, teacher identity, and teacher training program, teacher cognition was the most studied. These findings show that the journal reflects changes in the field of second language teacher education (SLTE) and the key issues in research on SLTE.

초등학교 영어교육의 실태와 쟁점: 교사의 인식 중심으로

진경애,권서경 현대영어교육학회 2020 현대영어교육 Vol.21 No.1

This study attempted to survey English teachers’ perceptions on elementary school English education in order to identify issues and reality of elementary school English education and propose policy implications. The participants of this study were 186 elementary school teachers from 100 elementary schools, stratified by 17 provincial and metropolitan Offices of Education. The survey results indicated that the majority of teachers think the amount of English class hours and the level of English learning contents are sufficient. Teachers also believed that teaching more reading and writing to the 3rd and 4th grade students is needed, in order to enhance the elementary school students’ written language skills. Furthermore, teachers pointed out that the most serious problem about elementary school English education is a large proficiency gap among students, particularly in the lower grades (grades 3 and 4). Based on these findings, this study suggests that teaching more written language in the 3rd and the 4th grades English classes is required while enhancing students’ motivation in learning the language at the same time. This paper argues the need for reformation of National Curriculum from sequential learning of the four skills to balanced learning of the four skills from the early stages.

영어 교사교육 프로그램의 현황과 과제: 교육대학원 교육과정 비교분석을 중심으로

김현옥 현대영어교육학회 2016 현대영어교육 Vol.17 No.1

The study investigated the current practices of English teacher education by comparing curriculums of the graduate school of education against five standard domains: 1) language proficiency and its instruction; 2) knowledge in linguistics and applied linguistics; 3) knowledge in literature; 4) pedagogical knowledge and curriculum design; and 5) teacher research and practicum. A total of 2,192 courses operated by 78 schools were analyzed in terms of the distribution, focus, and balance of the five areas. The findings show that only ten schools have separate curriculums for pre-service versus in-service teachers, with the core curriculum centering around the foundational requirements for the pre-service teacher education. The results also demonstrate that the area of pedagogical knowledge and curriculum design ranks the highest with 589 courses, followed by the domain of language proficiency and its instruction with 576 courses. While the areas of literature and linguistics include 489 and 421 courses respectively, they need to strengthen methodological components beyond the theoretical knowledge and understanding of literary works. The courses for teacher research and practicum are quite limited in scope and number, calling for reformulating curriculums towards a more field-sensitive and reflection-driven model for cultivating English teachers with professionalism and teaching excellence.

Coh-Metrix를 활용한 초등학교 6학년 영어학습자의 영작문 분석 연구

김소정,전문기 현대영어교육학회 2016 현대영어교육 Vol.17 No.3

The purpose of this study is to analyze English writings collected from 6th grade students in a Korean elementary school using Coh-Metrix. Coh-Metrix is a computer tool that has been widely used to study English corpus with various psycholinguistic measures. A total of 176 English writing samples were collected from Korean elementary school 6th grade students. Specifically, the English writing corpus consisted of three groups classified by the 6th grade students’ English proficiency performance assessment tests. The findings of our study indicated that there were statistically significant differences among the three groups for number of words, number of sentences, Flesch Reading Ease score, Flesch-Kincaid Grade Level score, additive connective, pronoun ratio, and the third person pronoun measures. On the other hand, there were not statistically significant differences among the groups for mean sentence length, word frequency, syntactic complexity, type-token ratio, co-referential cohesion, semantic cohesion, casual connective, temporal connective, the first person pronoun, the second person pronoun, and word information measures. Implications for English writing education for elementary school students are discussed.

A Study on Military Cadets’ Curricular Satisfaction, Their Needs for ESP, and the Future Use of English

성기완,양성우,정한기 현대영어교육학회 2016 현대영어교육 Vol.17 No.1

This study examines military cadets’ satisfaction levels on the existing English programs, their views on the needs for general English programs, English for specific (ESP), and occupational (EOP) purposes, and expected use of English skills for specific tasks after the commission. A needs analysis survey was conducted with 903 cadets and the focus group interviews with 43 cadets. The results of ANOVA analyses showed that the junior cadets were more satisfied with the existing English programs and agreed more to the necessity for ESP or EOP programs. The cadets in the language majors showed more satisfaction with the current English curriculum at a statistically significant level. The high group in self-rated English abilities said that both written and spoken English skills would be necessary after the commission. The focus group interviews revealed that the cadets were not satisfied with leveling and rigid teaching practices in classes. Accordingly, change efforts are needed, especially, for appropriate leveling, faculty development and extracurricular English programs. In addition, offering ESP or EOP courses should be considered for cadets who need more content-specific studies in their majors.

Examining the Effects of Gender in Oral Interviews

주미진,방민희 현대영어교육학회 2016 현대영어교육 Vol.17 No.1

In response to growing interest in identifying the factors which are irrelevant to the ability being measured in oral interviews, this study aimed to explore the gender effect of the people involved in the interviews including raters, test-takers, and interviewers. Gender has been seen as one of the factors which affect test performances in spoken interactions during the interviews. 19 Korean university students (seven females and 12 males) were interviewed, once by a male and once by a female. All interviews were videotaped and scored by 17 raters (10 females and seven males). The scores were analyzed using the multi-faceted Rash measurement. The findings from the analysis were as follows. First, the male raters were more lenient in scoring than the female raters. Secondly, there was no significant variation in test-taker performances although the male test-takers performed better than the female test-takers. Thirdly, the male raters were significantly biased against the female test-takers. They consistently scored the female test-takers more leniently. Lastly, test performances were not meaningfully affected by whether their interviewer was of the same or opposite gender.

The relationships between ideal and ought-to L2 self-motivation, experience abroad, and perceived linguistic competence of Korean EFL students majoring in English related disciplines

김향일 현대영어교육학회 2016 현대영어교육 Vol.17 No.4

Ideal and ought-to L2 selves have been recognized as a powerful guide for future learning behavior. However, the literature still appears in need of more information regarding its relationship with other important variables. There is a specific need regarding Korean students—particularly those who have been exposed to English learning environments more regularly and intensely than regular Korean students. Therefore, this study used 61 Korean students who were majoring in English related studies and invited them to participate in the background research and the questionnaires. One major aim was to explore how the ideal and ought-to L2 selves are related to experience abroad and perception of linguistic competence. Another aim was to investigate the associations of ideal and ought-to L2 selves with motivated actions such as behavior and effort. The results revealed that experience abroad did not correlate with either of ideal and ought-to L2 selves and that the two kinds of selves were shown to have relationships with motivated behavior and effort. Lastly, ideal L2 self was correlated with four areas of perceived linguistic competence—listening, speaking, writing, and vocabulary, whereas ought-to L2 self was with only one area. Pedagogical implications are discussed.

The Effect of Extensive Reading on Korean EFL Learners’ Reading Ability

윤지환,박용효 현대영어교육학회 2017 현대영어교육 Vol.18 No.2

This study investigated the effects of extensive reading (ER) on Korean high school students’ English reading ability. This study also explored how the students perceived ER and ER program activities in school settings. Three high schools that have run different ER programs were recruited for this study. One hundred seventy high school students from the three schools participated in this study. This study mainly employed a quantitative research method; that is, research data included pre- and post-English reading comprehension test scores and survey responses. For the data analysis, a paired-samples t-test, a one-way ANOVA, and a Kruskal-Wallis test were employed. The findings of this study revealed that ER was effective on improving the students’ English reading ability. With respect to school differences, the extensive reading program of E school was statistically significant while the other schools’ ER programs were not. In terms of comparing two different extensive reading programs - an extracurricular-based program and a curriculum-based program - the extracurricular-based extensive reading program was more effective than the curriculum- based extensive reading program in the high school setting. In addition, most of the students showed positive attitudes and motivation toward ER; especially the advanced learners showed the most positive attitudes toward ER followed by the intermediates and beginners. The findings are discussed and implications for pedagogy are suggested.