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김귀석 ( Gui Seok Kim ),김경훈 ( Kyung Hoon Kim ) 21세기영어영문학회 2009 영어영문학21 Vol.22 No.4
The purpose of this study is to research middle school student`s reading problems and to suggest how to improve their reading competence through the use of the cooperative learning. For this research, we proposed three research questions of study as below. First, what difference is there in English reading competence between pretest and post test? Second, what different is there in the English reading competence according to gender? Third, what difference is there in the English reading competence according to English proficiency? The subject of a sample survey was 37 second graders of an middle school in Kwangju. The students had been taught through cooperative learning for 10 weeks. The data needed for this study was obtained by the questionnaires with 25 questions about the English reading. The data analyzing method was t-test through the statistics program SPSS 12.0. Based on the result of this study, cooperative learning approach was effective in improving the students` reading competence. Studying English reading through cooperative learning led the students to be present in classes with interests. In conclusion, it is necessary to develop various cooperative activities in concordance with Korean students` interests and proficiency.
Acquisition of the Proximity Principle by Korean Speakers
김귀석 ( Gui Seok Kim ),안길순 ( Gil Soon Ahn ) 21세기영어영문학회 2011 영어영문학21 Vol.24 No.1
It seems plausible that learners of English with a topic-prominent first language would find it more difficult to master subject-verb agreement than learners whose native language is subject-prominent like English. Obviously, not all cases of subject-verb agreement can be described as exclusively form-based or meaning based. Some seem to be more a matter of usage and convention. This study aims to determine whether subject-verb agreement on the proximity principle. The instrument consisted of 25 sentences, containing a singular verb and a plural verb to be selected by subject-verb agreement. The participants (50 low-, 50 intermediate-, and 50 advanced-level ESL students from Korea and 15 natives) were asked to fill out a background questionnaire, which was composed of questions regarding personal information. This study has yielded two key findings as follows: First, the Korean speakers of English perceived the proximity principle significantly worse than American speakers, which suggests that Korean speakers of English have perception problems in the proximity principle; Second, the three groups` means in the proximity principle were significantly different from one another, which suggests Korean students are likely to follow the traditional rule well. Pedagogical implications and suggestions for further study are also discussed.
의사소통 능력 신장을 위한 드라마를 통한 초등영어교수기법에 관한 연구
김귀석,이수경 대한언어학회 2000 언어학 Vol.8 No.1
Kim, Gui-seok and Lee, Soo-gyung. 2000. A Study on the Elementary School English Teaching Technique Using Drama to Improve Communicative Ability. Linguistics 8-1, 229-253. The final object of English Teaching is to foster in students the ability to use English fluently in the real world. For students not to learn but to acquire the language, it is a generally accepted fact that the use of drama works very well in all language learning situations, especially in the elementary school classroom. Up to now we have taught English to students artificially, and we have not been satisfied with the result of it. Students and teachers alike are struggling through vocabulary and grammatical rules ignoring the fact that unless they fit them into thinking, feeling, believing and behavior of the L2 culture, they will not fully understand the language. Drama can give us a good picture of language in its socio-cultural environment and show us how the situation affects the language. Thus, this paper aims to offer elementary school English drama teaching model through drama and test the effect of drama on improving communicative competence through pre- and post-activity questionnaires. (Chosun University)
김귀석,안길순 대한언어학회 2001 언어학 Vol.9 No.3
Kim, Gui-seok and Ahn, Gil-soon. 2001. A study on the learning order of English relative clauses of Korean middle school students. The Linguistic Association of Korea Journal, 9(3), 71-88. This paper has tied to explore the learning order of six structure types of relative clauses, classified according to the grammatical role of both the nominal that the relative clause modifies (the head) and the gap within the relative clause. The subjects are 293 students using different textbooks in four formal classroom settings in Korea. To obtain the accurate percentages and learning orders of English relative clauses, the Group Score Method (GSM) was used for data analyses. Major findings are s follows'. (1) The learning was order of relative clauses is SS, SO, OS, 00, SO_1, OO_1; (2) The orders me not similar to those shown in previous studies by the native language researchers; and (3) The frequent order in English textbooks used did not affect the learning order. (Chosun University & Chonbuk National University).
김귀석 대한언어학회 1995 언어학 Vol.3 No.-
Kim, Guiseok(1995). Role of Language Laboratory for Improving Listening Ability Linguistics vol. 3. It is a general trend to place the aim of teaching English as a foreign language on developing communicative competence so as to enable communication with native speakers. The language laboratory has been mainly used as a teaching aid to develop this competence. It is therefore appropriate to review what role the language laboratory has played in Korea over the last thirty years. Thus this study aims at reviewing what effects (good or bad) the language laboratory has had and may have on English language teaching in the future. The points of discussion in this study are as follows: 1. Necessity of Teaching Listening Skills; 2. Importance of Giving Priority to Listening; 3. Significance and Study Trends of the Language Laboratory; 4. Efficient Techniques for Using the Language Laboratory; 5. Problems of Practical Use of the Language Laboratory; 6. Conclusion and Suggestions.