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.

중학생의 영어듣기 학습을 위한 웹사이트 실태조사 연구

김문성 숙명여자대학교 대학원 2003 국내석사

The main purpose of this study is to survey web-sites for middle school students to improve English listening skills, focusing on Korean web-sites. To examine the current status of those, Yahoo and Empas search engines were used. Only 20 of the web-site results found were selected according to frequency of recommendation by other sites. The 20 sites classified by contents were investigated in proportion to a learner’s level as well as the degree to which it is operated by learners or administrators. In addition, this paper analyzed how practical the layout of the 20 sites is, based on evaluation standard for web-sites, and proposed that all learners and administrators have more desirable attitudes focused on Constuctivism in order that English listening web-sites are more effective and efficient. From the result of this study, it indicates that listening web-sites for middle school students are still limited and need to be improved more in terms of bringing more systematic and individualized learning. Middle school students will make much more effort to be more positive and independent, too.

핵이동을 통한 통사구조 연구

오지영 安東大學校 大學院 2006 국내석사

EFL에서 수험자의 말하기 전략과 과제의 상관관계 연구

유수경 숙명여자대학교 대학원 2003 국내석사

The purpose of this study is to investigate the correlation between speaking strategies of subjects and tasks in EFL context. The subjects are 2nd grade high school students in Kyung-gi Province and the number of participants is ten. The tasks comprise nine questions. The first is to seek the information about students likes. The second is to describe pictures. The third is to give directions. The fourth is to tell about the sequent pictures. The fifth is the introduction. The sixth is to tell about students opinion and feeling for the movie and reading. The seventh is to explain about the chart. The eighth is to give students opinion for the specific topic and the ninth is to tell a humorous story. The strategies are reduction, approximation, paraphrase, interlingual, restructuring, cooperative, filler and telegraphic and these strategies which subjects use when they speak in English in response to the nine tasks are analysed. The frequency of strategies is calculated and the statistical test, one way chi-square is used for the purpose of investigating the correlation between strategies and tasks. The result of chi-square analysis showed that there is no correlation between strategies and tasks except interlingual strategy and restructuring strategy (The value of chi-square reached the critical value for alpha〈.05). But the observed frequency used had much correlation with tasks. The subjects used reduction, interlingual, cooperative, and telegraphic strategies frequently when they were solving the difficult tasks: telling ones opinion, telling a humorous story and explaning about the chart. And the subjects used approximation and restructuring strategies frequently when they should solve the easy tasks: introduction, information about students likes, simple description, and giving directions. The filler strategy seemed to be used without any relationship with the tasks. The results suggested that strategy use affects English language acquisition and teachers should teach the strategies, especially the affective strategies to the students in the English classroom. Many Korean students when they face communication difficulty, tend to give up what they want to say or resort to risk avoiding communication strategies which dont lead to the improvement of communicative competence. In order to enhance communicative competence of Korean students, teaching effective communication strategies is important. After studying the strategies, students can find solutions that help avoid anxiety and keep them talking. This promotes English study and gives students the feeling of achievement.

도서와 정기 간행물에 나타난 외래어 및 외국어 사용실태와 번역 현상 연구

박수진 淑明女子大學校 大學院 2004 국내석사

Today, cultural and social interchanges have been made frequently between Korea and other countries. Therefore, loan words and foreign words are widely used in our society and also, translation is regarded as one of the essential means of globalization. The first aim of this study is to examine the use of loan words and foreign words recorded in various magazines that are English source texts and Korean target texts in the fields of politics, economy, society, culture, and religion, and compare them. The second aim is to research the use of loan words and foreign words recorded in translated books and non-translated books, and compare its result to the case of loan words and foreign words in magazines. Final aim of this study is to consider how loan words and foreign words in English source texts are shifted in Korean target text in the case of translated magazines. In other words, this study aims to explore many-sided phenomenon of translation through various examples, and trace some reasons for them. There are specific models to explore and understand this study, and one of them is Chesterman’s casual model. He suggests causal model as the most powerful of the three models, because it contains the other two which are process model and comparative model. Other theories applied for this study are five translation supermemes and the evolution of translation memes. These theories and models are applied to examine and understand the phenomenon of translation. Final theory of them applied to this study is the law of interference. Toury suggests that translators universally tend to be influenced by the language of the source text, in a wide variety of ways. By analyzing loan words and foreign words appeared in translated and non-translated magazines and books, it could be found that there are definite differences of using loan words and foreign words in terms of the fields of texts. In addition, there have been various types of translation phenomenon according to the result of analysis. And clearly, this study suggests that more research is needed to illuminate the phenomenon of translation related to loan words and foreign words.

Analysis of Cultural Mediation in English-Korean Synopsis translation

김민지 숙명여자대학교 대학원 2003 국내석사

Looking at the history of translations, we find that at different times and in different parts of the world, people have had different concepts of what a good translation is or should be. A common answer to the question what is a good translation was an accurate reproduction of the source text, but the purpose of the majority of translations produced today aims to easily understand to the target receiver and functionally appropriately translate. The purpose of this study is to analyze shifts in English-Korean translations mediated by the translators owing to the cultural differences between the two languages. For this purpose, the present research analyzes twenty-seven Korean translations of English movie synopses in official sites as data. The analysis reveals that translators make adjustments to mediate the differences in the method of synopsis writing, informativity and intertextuality. The analysis also reveals that they make different adjustments for different translation situations. First, translated movie synopses in Korean follow the Korean movie synopsis norm. While the English texts tend to be formal, and develop consistently, the Korean texts tend to be informal, and add the introduction part and subtitle. Informativity is the extent to which the presented text is new or unexpected for the receivers. Since there are differences in relevance, mutual knowledge, and cultures between the source and the target, translators make adjustments such as expansion, exchange or reduction to keep the ideal level of informativity. Intertextuality concerns factors which make the production and reception of one text dependent upon knowledge upon knowledge of one or more previously encountered texts. Through intertextuality, text types have been developed over a long period of time. If there are differences between the intertextuality standards of the source and the target for the same type of text, translators mediate them in order to a natural text. The analysis reveals that translators make different adjustments in translations of titles and choose an language usage adequately for different movie types. 번역의 역사를 되돌아보면, 각 시대와 장소에 따라 좋은 번역이 무엇인가에 대한 개념은 달랐다. 예전에는 원전을 정확하게 옮긴 번역이 지향되었던 반면, 오늘날의 좋은 번역으로 평가되는 것은 도착언어 문화권에서 번역물의 목적에 적합하고, 독자들이 이해하기 쉽게 번역된 텍스트를 말한다. 이 연구의 주된 목적은 영한 번역에서 번역가가 영어와 한국어의 문화적 차이를 조정하는 과정에서 발생된 전환 사례를 분석하는 것이다. 이를 위해 극장 개봉을 목적으로 한 수입 영화 27개의 공식 영화 사이트 상의 영?한 시놉시스를 비교하였다. 이 분석을 통해 번역가가 출발언어 문화권과 도착언어 문화권 간 영화 시놉시스 작성 방식, 정보성, 상호 텍스트성의 기준에 근거하여 각기 다른 조정을 가한다는 사실을 알 수 있었다. 첫 번째로, 한국어로 번역된 시놉시스는 원전인 영문 시놉시스와는 독립적으로 한국 시장에서 생산되는 한국 영화 시놉시스의 규범을 따르고 있다. 영문 시놉시스는 공식적인 언어, 연속적인 전개방식을 사용한데 반해, 한국어 시놉시스는 구어체적, 비공식적 언어의 사용, 도입 부분과 단락별 제목을 첨가하고 있다. 정보성이란, 현재의 텍스트가 독자들에게 얼마나 새로운 것인지 혹은 예기하지 못한 것인지의 정도와 관련된 것이다. 영어와 한국어 사이에는 상호 지식, 문화, 관습의 차이가 존재하기 때문에 번역가가 정보성의 이상적 수준을 유지하기 위해 조정을 가한 경우 원문과 번역문의 정보성의 수준은 달라질 수 있다. 이 연구의 분석을 통하여 관계성, 공유정보 등의 차이가 있을 때 번역가는 조정을 하게 된다는 사실이 나타났다. 상호텍스트성은 이전에 발생한 텍스트의 지식에 의존하는 다른 텍스트의 생산성과 수용성의 성립요건에 관한 것인데, 이를 통해 오랜 기간에 걸쳐 텍스트의 종류가 발전되었다. 출발언어와 도착언어의 같은 종류의 텍스트 사이에 다른 상호텍스트성의 기준이 존재한다면 번역가는 자연스러운 번역문을 만들기 위해 조정을 가하게 된다. 분석을 통하여 번역가는 영화 타입에 따라 번역시 제목, 사용 언어 선택과 같은 다양한 조정을 가한다는 사실을 알 수 있었다.

중학교 교사의 영어능력에 관한 조사연구

정영주 숙명여자대학교 대학원 2003 국내석사

The purpose of this study is to identify the English ability of middle school English teachers which is needed to teach English through English. English is seen as the predominate language in international communication. In the line with this trend, the 7th National Curriculum in Korea supports teaching English through English and English teachers English ability is considered the most important element among a variety of English teacher qualities. For this study, 26 English teachers and 129 students were selected from middle schools in Suwon and surveyed with questionnaires to find the English teachers perception of their English ability and the students perception of their English teachers English ability. The results of both surveys were then compared with one another. The survey questionnaire was developed based on English use tasks performed by English teachers in a classroom. They were derived from related literature and test instruments, and were grouped into 4 categories; pedagogic goals, organizational framework for the lesson, lesson preparation, and professional development-based on the inventory of teacher tasks developed by Elder(1994). Results of the questionnaires were compared between the two groups of respondents. It showed that two groups perceptions on English teachers ability were somewhat different. Teachers placed importance on ability related to make students interested in English and to motivate them to use English in the classroom. Teachers also placed importance on preparing lessons in a ways to help a students understanding. On the other hand, students, in addition to these, placed emphasis on the ability to provide information about the English language, and to pronounce words/sounds clearly and accurately. Despite of these differences, the two groups were in general agreement with some elements of English ability, such as responding to students questions/ requests for clarification, rephrasing (simplifying) explanations/ instructions to assist comprehension and simplifying authentic texts by reducing them in length (ie simplifying vocabulary and rephrasing complex structures). This list of English ability reveals that teachers and students recognize the English teachers ability in classroom as the ability to set up organizational classroom framework to teach English through English effectively and to prepare lessons in the way to assist students comprehension.

영어의 중의성 유형별 해소방안

임설원 安東大學校 大學院 2004 국내석사

音節音韻論과 英語 分節音 削除現象

김아영 忠南大學校 1992 국내박사