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Phonological Awareness and Word Reading in an EFLContext: Phoneme-based vs. Onset/Rime-based Method
박미애,Jeong, Miyoung 한국초등영어교육학회 2005 초등영어교육 Vol.11 No.1
This paper considers the most effective phonological elements for teaching phonics and word reading to Korean children. In particular, this study compares the effects of the phoneme-based method with those of the onset/rime-based method on the ability to read words. The results of the experiment showed that both methods greatly increased the subjects' ability to read words, but the phoneme-based method was even more effective for the development of phonics skills, word reading as well as interest and confidence than the onset/rime-based method. Furthermore, Korean children were found to prefer the phoneme-based method over other phonics methods. In this study, the findings were explained by the syllable structure difference between the first and the target language. This paper discusses some implications the results have for reading instruction in elementary schools.
On Evaluating Materials for Middle School Students in Korea
박미애 한국중등영어교육학회 2011 중등영어교육 Vol.4 No.2
Since the changeover from government-issued to government-authorized English textbooks, various materials have been developed to meet the educational needs in middle schools in Korea. Teachers and evaluators have been provided opportunities to assess the potential value of developed materials for their students. This study strives to provide a pro-forma that teachers and evaluators can refer to when they evaluate English materials for middle school students. The pro-forma with 13 criteria was designed, based on the rationales and principles underlying the development of language teaching and learning materials. The focus was on learners aged between 13 and 15 years old. The 13 criteria include needs of learners and teachers, objectives, user definition, affective validity, physical aspects, contents and activities, learner variables, communicative interactions, relevance and utility, authenticity and practicality, cultural awareness, learner autonomy and adaptability.