영어학습환경으로서 MOO의 효율성

김어진 숙명여자대학교 2001 국내석사

Traditionally, the English teaching environment has been largely limited to the classroom. Nowadays, it is beginning to incorporate the internet but comprehensive studies of this new learning environment have not been carried out. The purpose of this study is to identify the characteristics of MOO(Multi-user Oriented Object) in the educational environment, and what benefits the new approach provides the English learners. The study method is as follows. (1) participant observation on 'Tapped In'(Teacher Professional Development Institute), (2) observation scripts and E-mail on the MOO, (3) interviews of learners who are using MOO. The results of the research are as follows. * English learners are motivated to think and write in English, because MOO provide opportunities to communicate in English with native speakers in authentic situations. * Learners' pronounciation anxieties are less than in face-to-face communication because MOO communication is primarily written and learners construct appropriate sentences and then speak. * Learners pay more attention to their written opinions in order to communicate with their native speake, counterparts. * There is increased feedback, and learner participation is enhanced. Learners learn and practice idioms which the native speakers, are using while communicating in the target language, and responding to direct and indirect corrections. Learners are more likely to construct and manipulate language by themselves in the 'MOO' situation. MOO is the best environment for learning English as a result of these experiences. However, since research was done on the basis of a foreign web-site, it is necessary to further explore how to use MOO-based learning in the Korean context and how to develop a user-friendly interface. 기존의 교실영어수업은 대부분 교실이라는 국한된 공간에서 이루어졌다. 또 다른 학습공간으로 인터넷 가상공간인 MOO(MUD Object-Oriented)가 대두되고 있으나, 국내에서는 MOO를 언어학습공간으로 적용된 연구가 거의 없는 형편이다. 따라서 본 연구는 MOO가 보편적으로 어떻게 구성되어져 있고 어떤 활동을 하며 교육적인면에서 어떤 환경을 제공하는지 알아보고 특히 영어학습면에서 MOO가 학습자에게 어떠한 유익한 점을 제공하는지 알아본다. 연구방법은 Tapped In을 중심으로 참여관찰을 하였으며, MOO에 있는 스크립트와 메일에 대한 관찰조사 및 MOO를 사용해 본 학습자들을 대상으로 한 설문조사이다. 이에 대한 연구 결과는 다음과 같다. MOO는 실제 상황에서 본토인과 목표 언어인 영어로 대화를 할 수 있는 기회를 제공하기 때문에 영어학습자들을 동기화 시켜 영어로 생각하고 말하게 한다. MOO안에서는 쓰는 형식으로만 대화가 오고 가기 때문에 본토인 앞에서 자신의 발음에 대한 두려움이 없으며 적절한 문장을 머리 속에서 만들어 본 다음에 발화를 하기 때문에 잘못 말할 확률도 적어져 실수에 대한 강박관념이 감소되고 또한 상대방의 이해를 위해서 자신의 의견을 글로 적는데 주의를 기울이고 실제공간보다 빈번한 피드백(feedback)이 오고 가므로 참여와 발화가 늘어난다. 목표어인 영어로 대화를 하는 도중에 본토인인 상대방의 직접적인 교정이 없음에도 이야기를 나누면서 그들이 쓰는 관용적인 용법을 간접적인 방법을 통해 배우고 또는 학습자 자신이 모르는 단어나 구문을 직접 본토인에게 물어보고 후에 활용한다. MOO는 학습자 자신에 의해 만들어지고 모든 조작 또한 자신 스스로가 하는 등의 경험들을 고려해 볼 때 MOO는 영어학습을 할 수 있는 최상의 환경을 조성한다고 할 수 있다. 이러한 MOO에 익숙해지기 위해서 특정 시간이 요구된다는 측면을 감안할 때 학습자가 보다 쉽게 사용할 수 있는 인터페이스(Interface)를 어떻게 구현할 수 있을 지, 그리고 MOO를 한국에 있는 영어학습자들에게 학습을 촉진할 수 있는 학습공간으로 어떻게 활용할 수 있을 지에 대한 후속 연구가 요청된다.

영어동화를 활용한 중학생 말하기 지도 사례연구

김연지 숙명여자대학교 대학원 2004 국내석사

The purpose of this paper is to improve Korean middle school students’ speaking ability, using fairy tales in English that often apply the whole language approach. For this paper, six 15-year-old middle school students were chosen and divided into two groups of 3 students. Learning tools for this study included network multimedia and storybooks. Two groups learned three fairy tales in English through computer(network multimedia) and storybooks respectively. Both groups studied in three stages: Warm-up(for 35mins), Presentation(for 45mins), and Controlled practice & Production(for 40mins). The group using network multimedia had 35mins less class time than the other group because the group did Warm-up stage on the website at each home. To improve speaking ability, students tried to retell stories they had read. After reading stories either through books or computer, the students from both groups were able to verbally summarize the stories and explain a series of pictures that were related to. Some students used words from the book, while others changed the words to expression they were more familiar with. Consequently students who studied with network multimedia had easier and more frequent access than studens in the other group not only to the stories but also to authentic materials, and more free time to spend on it. For this reason, they were able to use longer sentences and more accurate grammar skills from the stories when they spoke, and they could get more information because of active cooperative learning. This resulted in the students’ emotional side having less anxiety about new English words and more confidence in their abilities.

영어 학습용 스토리텔링 웹사이트 평가 및 분석 연구

박세경 숙명여자대학교 대학원 2004 국내석사

The purpose of this study are to develop storytelling web sites evaluation criteria for children after investigating the present state of development of storytelling web sites for children and to analyze the educational value of 34 domestic storytelling web sites with evaluation criteria. To achieve this purpose, storytelling web sites evaluation criteria for English learning are developed considering aspects of foreign language acquisition and CALL(Computer Assisted Language Learning). In this study, the evaluation criteria of storytelling web sites are categorized as four areas which have 40 items. The four areas are 1)the goals, 2)the contents from SLA perspective and 3)appropriates of the interface, 4)interactivity from CALL perspective. The results from material analysis reveal some tendencies and problems of storytelling web sites. First, learning objectives are not clearly suggested by considering learners ages and levels of development. Second, storytelling web sites do not provide an opportunity for leaners to check their learning progress with individual feedback and evaluation reports. Third, the contents of storytelling are often non-authentic materials. Fourth, after storytelling learning, these web sites do not provide post-activity after listening storytelling such as creating learners own story. Fifth, storytelling web sites should be developed consistently to understand the context using the sentences and words repeatedly. Sixth, storytelling web sites should provide learning control system according to the specific learners level. The last, storytelling web sites should update the contents regularly. It would be better to make some suggestions through the results of this study and some suggestions are as follow. First, learning objectives have to be classified by learners ages and levels of development in detail. Also, learners should be provided interesting subjects in the contents. Second, the storytelling web sites contain various illustrations for the better understanding of their contents and the contents of the storytelling consist of imaginative story developments by providing various illustrations and subjects. Third, storytelling resources should give the opportunity for the learners to experience culture background of the target language. Fourth, storytelling web sites should give a post-activity opportunity. The last, web sites should have the interaction system between the provider and learners.

문화적 요소가 영어이해력에 미치는 영향

손성수 안동대학교 대학원 1998 국내석사

英語 受動文에 關한 硏究

김진헌 안동대학교 대학원 1998 국내석사

영어의 소절 연구

김정희 안동대학교 대학원 1998 국내석사

핵계층 이론과 어순에 관한 연구

김윤화 안동대학교 대학원 1998 국내석사

남성어와 여성어의 비교 연구

김종미 안동대학교 대학원 1998 국내석사

音節音韻論과 英語 分節音 削除現象

김아영 忠南大學校 1992 국내박사

핵이동을 통한 통사구조 연구

오지영 安東大學校 大學院 2006 국내석사