EFL/ESL 교실에서의 영문법 교육과 그 역할에 대한 고찰

金彦助 한국영어교육연구학회 2004 영어교육연구 Vol.- No.28

Any learning activity, according to Celce-Murcia (1992) and Mohammed, that focuses the learner's attention on the form of a message and gives the learner the rules of usage constitutes formal grammar instruction. Grammar, however, denotes the patterning of word order and word forms indicating the relationships between concepts, ideas and objects (Heafford). The present paper looks at some approaches related to formal grammar instruction and their development in recent years, as well as some theories or conceptions for or against formal grammar teaching in the EFL/ESL classroom setting. This is an important issue, because it addresses the question of the role played by grammar. It is also an important educational issue, as language pedagogy has traditionally operated on the assumption that grammar can be taught. Grammar was taught as if it were the same as the language and as if the language were only grammar. This paper will begin with a historical review followed by a discussion of relevant issues and research. This will serve as the background for a reformulation of the role of grammar in language teaching and conclude by suggesting ways in which the evolution of grammar instruction can contribute to the related disciplines.

Criticality: A Framework for Teaching English in EFL Context

Eun Jeo Kim 한국영어학학회 2018 영어학연구 Vol.24 No.1

When designing a language class syllabus, focus is commonly given to language acquisition whereas the influence of content and how to handle it are largely ignored. In fact, students constantly face new information and knowledge, the influence of which can make a difference to their thought and judgements. This is especially indisputable when teachers and curriculum developers attempt to foster critical thinking. The present study attempts to describe aspects of criticality as a framework to aid language acquisition and some of the possible interactions. Criticality can be developed as a framework to support teachers at all levels; to develop syllabi, to consider integrative language skills, to manage class, and to suggest mediative questions. The framework takes into account the flow of various topics and critical perspectives as tasks progress, and it accommodates individual, pair, and group work. The broad significance of criticality for class practice and teacher training are dealt with in this study.

Implementation-Oriented Classroom English Development: Cognitive-Code Approach for EFL Classroom Authenticity

( Eun Jeo Kim ) 한국현대언어학회 2010 언어연구 Vol.26 No.3

The implementation of classroom English and its development are necessarily related to a cognitive process. Even though many teachers and researchers have tried to develop classroom English to maximize authenticity, the significance of considering the cognitive process of L2 learners` language acquisition by using classroom English as INPUT of language code has been often disregarded. In essence, issues occurring in implementation of classroom English can be conceptualized as a cognitive optimization of the learning process. This research adopts Cognitive-Code Approach (CCA) for optimal implementation of classroom English by analyzing the relationship between presentations of language code and its use in three stages: the cognitive stage, the associative stage, and the autonomous stage by Ellis (1990). This study investigates the effects of classroom English in three stages of the cognitive learning process. A total of 74 Korean 1st-year highschool students participated in this study. The result shows that students formed different responses towards classroom English between G1 and G2, which explained they naturally acquired some of the grammar and vocabulary. The major advantages were in speaking practice, free speaking in groups, and thinking in English; whereas the disadvantages were the accuracy of their speaking, passive behaviors, and distractions caused by grammatical errors. The conclusions may serve as positive suggestions for teachers who intend to use classroom English in their classroom. Ultimately, we hope that teachers can acknowledge CCA when using classroom English, and that this will stimulate more awareness of learning process.

The Reflexivity between TEF and Culture Awareness: Applying Hofstede's Theory to Compare Korean Students before and after TEF

Eun Jeo Kim 영상영어교육학회 2010 영상영어교육 (STEM journal) Vol.11 No.1

The purpose of this study is to examine if there is reflexivity between the TEF (Teaching English through Films) program and cultural awareness. For this study, the researcher applied Hofstede's four dimensions i.e., the study of Power Distance Index (PDI), Uncertainty Avoidance Index (UAI), Individualism (IDV), and Masculinity (MAS). The survey was conducted by comparing 94 students' cultural awareness before and after two-year TEF program. For the present study, films, as a context reflecting authentic language and culture, were selected and provided along with classroom activities in order to observe the changed culture awareness of students. Both data of 32 students' in-depth interviews and questionnaire were analyzed according to Hofstede's framework and found to be congruent with Hofstede's findings. As expected, the students after the TEF showed statistically significant differences on two dimensions (power distance index and uncertainty avoidance index) but contrary to expectations, changes in the participants on two dimensions (individualism and masculinity) were meager. The results showed that the reflexivity between the TEF program and culture awareness revitalized learning interests with cultural understanding.

Critical Thinking Ability in Different Genders of EFL Learners

Eun Jeo Kim 한국영어학학회 2020 영어학연구 Vol.26 No.1

The purpose of the current study was to investigate gender differences in the critical thinking ability (CTA) of EFL learners. To accomplish this objective, the Watson-Glaser’s Critical Thinking Appraisal (WGCTA) results of 278 EFL learners (male/female = 137/141) were collected for a year. The participants took an adapted version of the WGCTA which consists of answering 50 questions in 45 minutes. The results demonstrated that females scored higher than males in mean results and showed significant differences in particular areas. Both female and male learners scored high in interpretation, low in inference and analyzing argument. Males scored lowest in inference and deduction, while female participants’ results were better in deduction and interpretation, both at statistically significant levels. Both genders’ weakest components were concentrated in argumentation. However, the findings of this study should be regarded as preliminary due to the limited sample numbers. The results may need replication in a longitudinal study to more fully understand the educational and societal implications of gender gaps and the mechanisms of gender differences in CTA.

EFL/ESL 교실에서의 영문법 교육과 그 역할에 대한 고찰

金彦助(Eun-jeo Kim) 한국영어교육연구학회 2004 영어교육연구 Vol.- No.28

Any learning activity, according to Celce-Murcia (1992) and Mohammed, that focuses the learner's attention on the form of a message and gives the learner the rules of usage constitutes formal grammar instruction. Grammar, however, denotes the patterning of word order and word forms indicating the relationships between concepts, ideas and objects (Heafford). The present paper looks at some approaches related to formal grammar instruction and their development in recent years, as well as some theories or conceptions for or against formal grammar teaching in the EFL/ESL classroom setting. This is an important issue, because it addresses the question of the role played by grammar. It is also an important educational issue, as language pedagogy has traditionally operated on the assumption that grammar can be taught. Grammar was taught as if it were the same as the language and as if the language were only grammar. This paper will begin with a historical review followed by a discussion of relevant issues and research. This will serve as the background for a reformulation of the role of grammar in language teaching and conclude by suggesting ways in which the evolution of grammar instruction can contribute to the related disciplines.

A Psycholinguistic Model of the Cognitive Acquisition and Refinement in the TEE Program

김언조 ( Eun Jeo Kim ),김성헌 ( Sung Hun Kim ) 한국현대언어학회 2008 언어연구 Vol.24 No.1

모바일 소셜미디어의 사회문화적 영향력 활용방안 -언어교육을 위한 상호작용을 중심으로-

김언조 ( Eun Jeo Kim ) 한말연구학회 2013 한말연구 Vol.- No.32

Sociolinguistic Journal of Korea, The purpose of this paper is to explore the influential effect of social media interaction on English learning in terms of socio-cultural perspectives. The data were collected from two groups of subjects (A:38 B:40) taught by native English teachers and were analyzed by Nvivo 10 and NodeXL for the detailed discourse research between interlocutors. Halliday(1975)`s Model of Language Function was adopted for the initial analysis, and afterwards worked well with the influential facdtors of social media as described in Aaker & Smith(2010)`s dragonfly effect. The result shows that social media features made students` RF (responsive feedback) and teachers` CF (corrective feedback) rapid, which in turn lead to very active communication. Furthermore, the communication was of various types, such as explicit correction, recasting, clarification repuesting, meta linguistic response, repetition, elicitation, circumlocution, and asking for assistance. In the data analysis done using NodeXL, the analytic induction suggests that the reaction in social media had a high betweeness centrality score, and the centrally hitched cloud-type interaction constitutes 92% of participants` interaction, which means most students were involved in the interaction. The discourse analysis also illustrates the influential impact on socio-cultural interaction of social media. Overall, the potential possibility of using social media for English education is shown to have strong and positive implications.

How to teach the semantics of Will: Teaching in lexical approach

金彦助(Eun-jeo Kim) 한국영어교육연구학회 2005 영어교육연구 Vol.- No.30

이 논문은 영어 문법을 가르치는 것에 대한 다른 가능성을 탐구해보자 하였다. 특히 will에 초점을 맞추어 조동사를 가르치는 의미론적 방법이 가능하다는 제안을 하고자 하였다. 이 논문에서 제시되고 있는 생각이 다소 광범위함으로 단문 동사그룹에 문법으로 한정하였다. Will에서 보이는 다양한 사용에서 흔히 나타나는 의미론적 요소를(예를 들면 가정법의 의미나 조동사로서의 다른 가능성) 규명하는 것이 가능함에도 불구하고 이를 가르치는 방법이 애매모호해왔던 것이 사실이다. 이 제안은 기존의 영어 교수법의 대체 방안이거나 전혀 새로운 방법이 아니라 조동사의 의미론적 접근의 무한한 가능성에도 불구하고 학교 교실 내에서 충분히 사용되고 있지 않다는 것을 암시하고 있다. 그러나 이 논문은 단문의 동사 그룹에만 한정을 하고 특히 will에 초점을 두었다. 다양한 문장에서 사용되고 있는 will은 결코 임의적인지 않은 범주로 제시되어서는 안되며 의미론적으로 보았을 때 파생될 수 있는 특질을 살펴야 한다. 이러한 will의 의미론적 특질은 다소 추상적이기는 하지만 will의 의미를 더 잘 설명할 수 있다. 그것은 단순히 will과 going to 사이의 차이점으로만 설명하는 것이 아니라 언제 어떤 결정이 이루어지는지에 관한 설명이나, 어떻게 화자가 말하는 것이라든지, 또는 얼마나 더 미래에 이 일이 일어날 것인가 또는 의도의 정도를 설명할 수 있어야 한다는 것이 본고의 제안이다. 이 의미론적 접근은 조동사의 일반화된 내적인 의미를 알아내는 것에 중요한 기여를 하기 때문에 중요한 탐구이다. 핵심적인 의미를 이해함으로써 조동사의 체계적인 본질에 접근해 나가는 것이 가능하다면 관련된 동사와의 사용에서 “You can go to the party”와 “You may go to the party”가 어느 정도 의미가 겹쳐지기는 할지라도 정중함의 정도나 화자의 권위정도에 있어서 동일하지 않다는 것을 이해할 수 있을 것이라고 생각한다. “He'll be at home”과 “He may be at home” 그리고 “He must be at home”은 확신성의 정도가 같을 수 없다. 이러한 차이점의 이해를 위해서 학습자는 문맥에서 독립적인 의미와 문맥에 따른 의미를 모두 배울 필요가 있다. 본고에서의 will과 다른 문법을 가르치는 문제에 대한 제기로 시작하여 더 많은 연구가 이루어져야 실제 수업에서 이용 가능한 영어 교수법의 방법론이 나타날 수 있을 것이라는 현실적인 생각을 할 수도 있다. 그럼에도 불구하고 학습자나 교사 각자가 각자의 수업 환경에서 개인적인 연구로 인해서 접근이 가능한 방법이기도 하므로 이에 연구한 바를 밝혀 보고자 했다.

Transfers and Variations of L1 Reading Strategies on L2 Reading

김언조 ( Eun Jeo Kim ) 한국 현대 언어학회 2009 언어연구 Vol.25 No.2