한국 예비 대학생의 영어 사용 특성 파악을 위한 구어 영어 학습자 코퍼스 구축에 관한 소고: 연구 방법을 중심으로

정채관 한국외국어대학교 외국어교육연구소 2020 외국어교육연구 Vol.34 No.2

There is a growing body of literature that recognizes the importance of spoken English learner corpus research, especially in terms of identifying the patterns of errors made by learners of English in different L1s. However, there has yet to be much discussion about errors made by Korean high school graduates of English while speaking. The two main reasons for this scarcity are that the job of compiling and transcribing a large scale of spoken corpus from audio files has proven to be time-consuming, labour intensive, and costly. Training error coders to code errors accurately as compared to a written corpus is also expensive. This study aims to discuss challenges and opportunities of compiling a large scale spoken English learners corpus and to identify and describe the errors of Korean high school graduates of English in their spoken English at different proficiency levels. This study used non-native speakers of English to transcribe 400 audio files and native speakers of English to error-tag the transcripts manually. The findings suggest that it is crucial to go through a series of workshops and a number of review processes in order to improve accuracy and consistency of transcripts and error coding for transcribers and error coders. Some errors can be used to distinguish the typical features of errors by the students and their proficiency levels. The findings also indicate that it will be useful to investigate the written productions from the same students who participated in this study in order to get a full picture of the error features of Korean high school students at different proficiency levels. 영어 말하기는 2015 개정 영어과 교육과정에서 글로벌 창의인재에게 필요한 핵심역량 중 하나이며, 초연결을 통해 전 세계가 실시간으로 연결되는 4차 산업혁명 시대에 중요한 능력이다. 한국인의 영어 말하기 상태의 현주소를 진단하는 데 필요한 한국인 구어 영어 학습자 코퍼스의 부재는 이러한 실증적이고 실제적인 연구의 어려움이 되고 있다. 특히 구어 영어 학습자 코퍼스는 상당한 비용과 시간, 전문성이 요구되며 문어 영어 학습자와 달리 전사하는 과정에서도 영어 학습자의 발음, 속도, 음량 등 고려해야 하는 부분이 많아 섣불리 시도하기 어려운 도전이다. 본 연구를 통해 우리나라 영어 학습자의 영어 말하기 실태를 파악하고, 이를 바탕으로 우리나라 영어 학습자에게 적합한 교육과정과 교재개발의 초석이 되는 한국인 구어 영어 학습자 코퍼스 구축 및 영어 사용 양태 분석 연구를 연구 방법 측면에서 최대한 상세히 기술하여 구어 영어 학습자 코퍼스 연구에 관심 있는 연구자를 돕고, 관련 연구의 활성화를 촉진하고자 한다.

남북한 공통 영어과 교육과정 개발 연구

정채관 한국외국어대학교 외국어교육연구소 2018 외국어교육연구 Vol.32 No.4

In this study, we compared and analyzed the latest English national curriculums in South and North Korea, then we set up a theoretical model for the development of a Common English National Curriculum for Koreans (CENCK). The goal of developing a common English national curriculum between the two Koreas is to encourage South and North Korean students in this age of globalization to learn more about the characteristics of the Korean people in order to communicate these to the world. CENCK aims to foster English communication skills in the global knowledge community. CENCK differs in its teaching content in that listening, speaking, reading, and writing are not necessarily treated equally but are taught at different rates dependent on student cognitive development. CENCK also stresses the knowledge of World Englishes; hence it offers various assessment methods in the curriculum. We hope CENCK will be useful to key stakeholders who may influence educational policies and researchers co-leading the next generation of English education studies in South and North Korea. 이 연구는 남한과 북한의 최신 영어과 교육과정을 조사, 연구, 분석하여, 남한 영어과 교육과정에서 제시한 내용 영역과 교과 역량의 두 축을 바탕으로 통합 교과 역량 부분을 추가하여 남북한 공통 영어과 교육과정개발을 위한 이론적 모델을 설정하였다. 남북한 공통 영어과 교육과정의성격은 국제화 시대와 정보화 시대를 살아가는 데 필요한 국제 공용어인영어를 적극적으로 학습하여 남북한 학생들이 세계인과 의사소통하며 글로벌 지식 공동체에서 맡은 일을 수행하는 인재 양성으로 큰 방향을 제안하였다. 남북한 공통 영어과 교육과정의 목표는 학교급에 따른 점진적인 학습 목표 설정에 유의하며 의무교육 기간 내에 도달할 수 있는 의사소통 능력에 대한 학교급별 지침을 제안하였다. 물론 이때 남북한 학생들의 전반적인 영어 수준과 지역적 학습환경을 고려하여, 장기적으로 한반도 통일 시대를 함께 살아가는 남북한 학생들이 한민족 공동체뿐 아니라한반도 밖 글로벌 지식 사회를 이해하고 적극적으로 글로벌 공동체에 참여할 수 있도록 평생교육 기반 영어 의사소통 능력을 키워주는 것을 영어교육 목표의 큰 방향을 제시하였다. 남북한 공통 영어과 교육과정 내용체계의 방향은 기본적으로 음성언어(듣기, 말하기)를 우선 가르치되, 문자언어(읽기, 쓰기)를 나중에 가르칠 것을 강제하지는 않는다. 또한, 듣기, 말하기, 읽기, 쓰기를 구분하여 가르치고 학습하기보다는 통합형 영어교육 학습을 제안한다. 학년군별 내용 체계는 내용 요소에 포함되는 구체적인 방향을 제시하였고, 남북한 학생 중 어느 쪽으로 지나치게 치우치지않고 남북한 학생들의 영어 습득 정도가 점진적으로 향상될 수 있도록고려하였다. 마지막으로 교수학습방법의 평가에 있어서 가급적 영어 사용권에서 사용하는 표준어 중심으로 학습하되, 영어 상용 나라만이 아니라비상용 나라에서 사용되는 세계 영어도 폭넓게 학습할 필요가 있음을 강조하였고, 다양한 문항을 중심으로 학습자 스스로 학습하고 평가해보는방식을 제안하였다.

북한이탈청소년의 영어 실태 및 지원 방안

정채관 한국교육과정평가원 2016 교육광장 Vol.60 No.-

2009 개정 교육과정 적용에 따른 2017년 고등학교 졸업학력 검정고시 출제 방안 연구

정채관,박영수,박혜영,장근주 한국교육과정평가원 2017 교육과정평가연구 Vol.20 No.2

본 연구는 해방 이후 여러 사정으로 인해 정규학교를 마치지 못한 국민이 졸업학력을 인정받을 수 있도록 돕기 위해 만들어진 검정고시의 출제 방안에 관한 연구이다. 본 연구의 목적은 변화하는 시대상을 반영하여 수시 개정되고 있는 교육과정에 맞춰 출제범위가 정해지는 졸업학력 검정고시 중 2017년에 2009 개정 교육과정의 전면 적용을 앞둔 고등학교 졸업학력 검정고시의 출제범위를 선정하고, 이에 따라 모의출제 및 모의시행을 통해 실제 2017년에 치러지게 될 고등학교 졸업학력 검정고시의 안정적인 출제 기반을 마련하는 데 있다. 연구 결과, 전문가 협의회, 공청회, 모의출제와 모의시행, 모의시행 관련 학생 설문 조사와 교사 면담, 모의시행 결과 분석, 정책실무협의회 등을 통해 모의시행을 치른 학생들은 일부 신문항 유형에서 어렵다고 답했고, 교사들은 새로운 교육과정 적용에 따른 현장 혼란은 예상되나, 시간이 지나며 2009 개정 교육과정 적용에 따른 고등학교 졸업학력 검정고시가 연착륙될 것으로 예상하는 전문가가 많은 것으로 나타났다. 본 연구에서 제안한 고졸 검정고시 출제 방안 및 제언을 통해 고졸 검정고시가 사회 통합을 위한 시험이라는 취지를 살림과 동시에 장기적으로 공신력 있는 고등학교 졸업학력 자격시험으로 발전되는 토대를 마련할 수 있을 것이다. The Graduate Equivalency Test (GET) is a national accreditation system with two main aims: to enhance national competitiveness by raising the education level of the people and to achieve educational equality and social integration in Korea. In order to offer fair assessment, the scope of the current GET is determined according to the national curriculum. The purpose of this study is to verify the validity of the scope of and the items on the test by conducting a simulation of the High School Graduate Equivalency Test (HSGET) in 2017. We carried out many meetings and semi-structured interviews with school teachers to set a scope for 2017 HSGET. Once opinions from the teachers were gathered, we produced test items accordingly and a short questionnaire survey was added at the end of the test sheet. After testing the test items in 10 different schools with over 300 students, we conducted semi-structured interviews with teachers to learn more about their views on the testing process at their schools and the level of item difficulties. Analyzing the results showed that the students had similar test results as in previous years for Korean. Regarding English, mathematics, and social studies, the test items seemed to be easier than on previous tests. This was the first 2017 simulation of HSGET; hence continued efforts are needed to make the HSGET more reliable for predicting the outcomes for groups of students at different schools than those previous tests.

What and when should children be taught about the links between morphemes and spelling?

정채관 한국중등영어교육학회 2014 중등영어교육 Vol.7 No.1

Recent research has demonstrated that children's knowledge of the structural rules of English has become essential in learning to read and write. More specifically, it has been argued that children’s knowledge of morphemes contributes to their spelling development. However, there are still several unanswered questions, for example, whether children understand the connections between morphemes and spelling at a specific point in their development or whether classroom teachers should choose a particular strategy to help their students understand the role of morphemes in spelling development. Concerning the pedagogical benefits of teaching children morphemes, we argue that it is critical to answer the following question, 'when should children be taught and what should they be taught about the links between morphemes and spelling?' After a brief review of the role of morphemes in spelling development, we will explore research on children’s awareness of morphemes and attempt to answer the question addressed.

코퍼스를 활용한 영문법 학습 사례 및 적용방안 연구

정채관 한국중등영어교육학회 2024 중등영어교육 Vol.17 No.1

This study investigates the application and efficacy of Corpus-Based Learning (CBL) in English grammar education, contrasting it with the traditional Presentation- Practice-Production (3P) teaching methodology. Emphasizing the shift from a teacher-centered approach to a more interactive, student-led learning process, CBL utilizes extensive language data sets (corpora) to explore real-world language use and grammar patterns. This research synthesizes findings from key studies, including Alamri (2022), which highlights the enhanced grammar knowledge and autonomy students gain through CBL, alongside improved performance in grammar tasks. However, this approach also presents challenges such as technical difficulties and increased teacher workload, mirroring issues identified by Kim and Jung (2016). The study further explores the role of corpus literacy among English as a Foreign Language (EFL) teachers, drawing on insights from Li and Xu (2022). They emphasize the need for continuous professional development in corpus analysis tools and techniques, crucial for teachers to facilitate more engaging and relevant language learning experiences. Another dimension explored is the application of CBL in secondary education, particularly in South Korea, where real-life language usage examples from sources like native English corpora can significantly enhance students’ understanding of practical grammar applications. The study also examines how CBL can be integrated into classroom practices, using ‘Harry Potter and the Sorcerer’s Stone’ as an example corpus for analyzing sentence structures in everyday language. This study underscores the potential of CBL in revolutionizing English grammar instruction, advocating for a balanced approach that addresses the challenges while maximizing the benefits of this innovative teaching methodology.

정규 고등학교에 재학 중인 북한이탈청소년의 영어학습 실태연구

정채관,김소연 중앙대학교 외국학연구소 2015 외국학연구 Vol.- No.32

The Ministry of Education (MOE) reported that there were 385 North Korean refugee youth at high school level (NKRHS) in April 2013 in South Korea. Their experience in the South Korean high school setting could provide valuable input for preparing the educational field during and after reunification. Despite this, there has been little discussion about their learning experience. The main purpose of this study is to explore the perspectives of these North Korean refugee youth at high school level in South Korea (NKRHS), focusing on their English learning both before and after living in South Korea. 12 NKRHS and 7 teachers participated in face-to-face interviews and the results were analyzed by using NVivo 10. The findings of this study provide a new understanding of the NKRHS and their English language learning experience.

김정은 체제 북한 중학교 교육과정 연구: 총론과 영어과 교육과정을 중심으로

정채관,조정아 중앙대학교 외국학연구소 2017 외국학연구 Vol.- No.39

North Koreaeen a recognized need for acshould be examined to illuminate North Korea’s new educational policy under Kim Jong-Un. However, several major issues need to be resolved, particularly regarding the acquisition of North Korea’s latest National Curriculum. This paper describes three studies exploring the development of North Koreae North Koreacs and res. They address English language instruction, the 2013 middle school National Curriculum (General Guidelines), and the 2013 middle school English National Curriculum. North Korea’s 2013 National Curriculum introduces considerable changes from previous standards, particularly in the area of English. Very detailed achievement targets have been set for listening, speaking, reading, and writing at the elementary, middle, and high school levels. In addition, English teachers are required to test according to very specific guidelines. This paper will be of interest to academics and to researchers who are interested in North Korea’s National Curriculum.

Genre Analysis: Undergraduate Engineering Laboratory Report (UELR)

정채관 한국응용언어학회 2013 응용 언어학 Vol.29 No.3

Recent developments in the field of genre analysis have led to a renewed interest in not only academic writing across disciplines but also academic writing as professional practice. The undergraduate engineering laboratory report (UELR) represents an example of such a genre. However, despite the fact that the laboratory report is to play a key role in the academic work of many engineering, so far little attention has been paid to the UELR genre. This study discusses textual situation and linguistically recurring features of the UELR using 99 authentic UELR exemplars within British Higher Education (HE). Overall results indicate that many UELRs have similar conventional features. For example the textual situations were very similar since the UELRs are formal standardized assessments produced during Bachelor of Engineering (BEng) degree courses. Their structure, more specifically linguistic moves and steps in the reports, seem to have a certain pattern. However some recurring non-linguistic features such as scientific symbols and units of measurement were often very specific depending on their particular degree titles. It is apparent from these results that undergraduate engineering students deal with similar topics and write similar reports in their earlier years but they become discipline specific progressively as they upgrade their studies.

‘남북한 사회통합의 현안과 통일교육’에 대한 토론

정채관 학습자중심교과교육학회 2015 학습자중심교과교육학회 학술대회 Vol.2015 No.3