An Analytic Study on Syllabus Design for the 7th National Curriculum

장복명,Chang, Bok-Myung The English Teachers Association in Korea 2002 영어어문교육 Vol.7 No.2

The English education policy of Korea has focused on cultivating communicative competence in Korean students. Especially the 6th national curriculum adopted a notional-functional syllabus instead of a grammatical-structural syllabus. The syllabus design of the 7th curriculum is different from that of the 6th curriculum in that the 6th curriculum adopted just one syllabus design-the Notional-Functional syllabus, but the 7th curriculum includes various syllabus types. The present study has two purposes. The first purpose is to historically survey syllabus design development in Korea : grammatical-structural syllabus(the 1st-5th curriculum), notional-functional syllabus(the 6th curriculum) and a new syllabus model(the 7th curriculum). The second purpose is to analyze the syllabus design of the 7th national curriculum according to the following criteria : a) communicative functional categories, b) sample sentences. The data was collected by analyzing the 7th grade English textbooks adopted on the basis of the 7th national curriculum.

교수요목 모형 개발에 관한 이론적 고찰

장복명 남서울대학교 인문사회과학연구센터 1999 인문사회연구 Vol.1 No.-

AbstractThe purpose of this study is to investigate theoretical foundation of syllabus design and create a new syllabus model which is based on previous studies on syllabus types and more appropriate for new needs for English education in the 21th century and for the 7th national curriculum in Korea. Chapter 2 defines the essential roles of syllabus design in the whole English education context. Chapter 3 deals with the theories and characteristics of the Synthetic Syllabus types, which include Grammar-Structural Syllabus, Notional-Functional Syllabus, Situation-Topic Syllabus, and Lexical Syllabus. Chapter 4 deals with the Analytic Syllabus, so chapter 4 compares the characteristics of Analytic Syllabus, so chapter 4 compares the characteristics new theories about Procedural Syllabus, Process Syllabus, and Task-Based Syllabus. Chapter 5 introduces a new syllabus model -Multi-Syllabus Model. This model combines the characteristics of both Analytic Syllabus and Synthetic Syllabus. This Syllabus Model can play an essential role in syllabus model development because this new model is very useful for developing the 7th national curriculum in Korea and also for meeting new needs for English education in the 21th century.

영어교재를 통한 화용론 지도 방안

장복명 한국영어어문교육학회 2000 영어어문교육 Vol.6 No.-

Of interest to second language researchers and classroom teachers today is whether and in what wats formal instruction can promote the development of appropriate use of the target language. Most formal instruction is closely related with the use of textbooks in ESL classrooms, so this study focuses on ESL textbooks. In order to learn to communicate successfully, students should use textbooks which specify the rules of language use for the community in which they are operating. This study examines the speech acts of compliment across 8 middle school English textbooks published in Korea. This study analyses the speech acts of compliment according to the following criteria: 1) vocabulary - adjective, verb, intensifier 2) sentence pattern 3) social strategy - invitation to talk, greetings, farewells, expression of gratitude, etc. 4) types of response. As a result of this study some suggestions is given to promote the development of appropriate use of English through English textbooks.

Creating an Innovative Model for Distance Learning in EFL Context

장복명 현대영어교육학회 2007 현대영어교육 Vol.8 No.1

This study explores a new class model for Cross-Cultural Distance Learning (CCDL). Namseoul University (NSU) has participated in a CCDL project since the second semester of 2005, and has observed some very successful results. However, it was found from the results that the traditional CCDL method has some problems, so it was proposed that we attempt to solve these. Therefore, NSU and Waseda University (WU) adopted a new class model for CCDL from the second semester of 2006. In this context, the research explained in this paper had three purposes: i) to explain the class contents and procedure of the new CCDL model; ii) to prove the good points of new model through examining student response; and iii) to suggest ways of improving the new CCDL model, in addition to offering advice on how to use it. As the results of the student responses show, this new CCDL model is very effective in helping students enhance their confidence in using English. It also helps them to understand Japanese culture and people, and to improve their general English abilities. In conclusion, this new class model is suggested as a good model for developing Cross-Cultural Distance Learning.

아시아 영어학습자들의 상호작용을 통한 세계영어 습득

장복명 사단법인 인문사회과학기술융합학회 2017 예술인문사회융합멀티미디어논문지 Vol.7 No.5

The purpose of this study is to evaluate the potential of World English acquisition through intercultural communication lesson for EFL learners in Asian countries. This research is based on the intercultural communication lesson between university students in Korea and Japan during the spring semesters, 2014, 2015 and 2016. The distinctive characteristics of this lesson are that the students can interact through computer-mediated communication (CMC) activities such as chatting, BBS, and video conferencing systems, and that the participants of this lesson are non-native English speakers from Korea and Japan. The research questions of this study are like these: 1) to evaluate the students satisfaction about this lesson, and 2) to evaluate the effects of this lesson on the affective domain of EFL learners(learning motivation, low anxiety and cultural awareness). These research questions are surveyed by analysing the questionnaire, the online chatting text and BBS activities. The results of this survey show that most of the participants were satisfied with this lesson model and the students could increase motivation of learning English, learn English within low anxiety, and share the cultures of other country. So this kind of lesson model can be utilized as a new lesson model for creating an environment of practicing English as an International Language among NNES in Asian context. 본 연구의 목적은 아시아 영어학습자들이 국가 간 원거리 수업을 통해서 세계영어를 습득할 수 있는 가능성을 평가하는 것이다. 본 연구는 2014년, 2015년, 2016년 1학기 수업 동안에 한국과 일본의 대학생들 사이의 문화간커뮤니케이션 수업을 통해서 수집한 자료를 토대로 분석되었다. 연구의 대상이 되는 수업의 특징은 채팅 활동, 게시판 활동, 비디오화상수업 등과 같은 컴퓨터를 매개로 하는 활동을 활용한다는 점과 수업의 참여자들이 한국과 일본의 비원어민영어화자들이라는 점이다. 연구의 주요 목적은 1) 수업에 대한 학생들의 만족도를 평가하는 것, 2) 본 수업이 비원어민영어화자들의 정의적인 측면에 미치는 영향력(학습 동기, 불안감, 문화적 정보 공유)을 평가하는 것이다. 연구 방법은 매 학기 말 설문조사를 실시하여 그 결과를 분석하고 학생들이 제출한 온라인 채팅 텍스트 내용, 게시판 활동에 게시한 학생들의 작문 내용을 분석하였다. 설문내용 및 텍스트채팅, 게시판 내용을 분석한 결과 본 수업에 참여한 대부분의 학생들은 이 수업에 만족하였고 학습의 동기를 향상시킬 수 있었고, 불안감이 낮은 환경에서 영어를 학습할 수 있고 다른 나라들의 문화에 대한 정보를 공유할 수 있다는 결과를 얻을 수 있었다. 따라서 이러한 수업 모형은 아시아 영어학습자들의 상호작용을 통해서 세계영어를 학습할 수 있는 새로운 환경을 구축하는 데 활용될 수 있다고 평가된다.

한국의 영어교육 정책과 세계화

장복명 사단법인 인문사회과학기술융합학회 2019 예술인문사회융합멀티미디어논문지 Vol.9 No.1

This study aims to historically survey the development of English language education policies in Korea in order to prove that English education policies in Korea have developed to cultivate Korean students who are capable in a globalized world. This study has the following purposes: first, this paper aims to survey the developmental process of national curriculum of English from the 6th national curriculum because English language policies of Korea have emphasized to cultivate the communicative competence of Korean students since 1990s. Second, this study analysed English textbooks published based on the national curriculum(the 7th national curriculum and the revised curriculum(in 2009, and 2015)). Also this study adopted two criterion of textbook analysis: the one is the syllabus design analysis and the other is the thematic construction analysis for middle school English textbooks. This study can reveal that the innovations of English education policies from the 1990s after the 6th and 7th national curriculums were reformed to direct English education in Korea appropriate for the globalized world. From the analytic results of English textbooks published after 1990s, we can conclude that the policies of English education in Korea have developed in the direction of cultivating English language proficiency and national identities of Korean learners in order to achieve the aims of English language polices; to raise the young generation who are able to meet the needs of the globalized world. 본 연구는 세계화가 강조되기 시작한 1990년대 이후의 한국의 영어교육정책의 변화 과정을 영어과 교육과정의 개혁내용과 교육과정을 기초로 출판된 영어교과서의 내용을 분석하여 한국 영어교육 정책의 세계화 지향성을 평가하는 것이 목표이다. 이러한 연구 목표를 달성하기 위해서 다음과 같은 세부적인 연구 목표를 설정한다. 첫째는 세계화 교육 정책이 도입된 1990년대 이후의 영어교육의 정책 변화를 교육과정의 변천 내용을 통하여 분석한다(Chang, 1996, 1999, 2001, 2009; Kwon, 2000). 둘째는 제6차 교육과정 시기 및 제7차 교육과정 시기(Yim, 2007), 그리고 개정 교육과정 시기(2009년, 2015년)에 출판된 영어교과서의 내용을 분석하여 한국의 영어교육 정책과 세계화 전략의 연관성을 입증한다. 연구 방법은 영어과 교육과정의 주요 내용과 그 교육과정을 기준으로 집필된 영어교과서의 내용을 분석하는 것이다. 교과서 분석은 영어교과서의 틀을 구성하는 교수요목 설계와 교과서의 주제 구성을 기준으로 설정하였다. 분석결과 한국의 영어교육 정책은 1990년대를 기점으로 세계화 시대에 경쟁력을 구비한 인재를 양성한다는 교육목표를 달성하기 위해서 적절하게 개편되어져 왔음을 입증할 수 있었다. 특별히 1990년대를 기점으로 적용된 제6차 교육과정은 의사소통중심의 교수요목을 채택하여 문법-구조중심 교수요목을 채택한 이전의 교육과정 시기와 질적인 차이를 초래했으며, 제7차 교육과정과 개정 교육과정의 교과서 집필 기준을 적용하여 출판된 영어교과서는 주제를 채택한 측면에서 외국문화를 도입하고 또 한국의 문화를 세계에 소개하고 한국의 민족적 자긍심을 고무시키는 주제가 많은 비중을 차지하고 있어서, 영어교육 정책이 세계화시대의 요구를 반영하는 방향으로 적절하게 개편되어 졌다는 사실을 입증할 수 있었다.

현행 영어교과서의 의사소통 지향성 평가 : 중학교 영어교과서의 듣기기능 지도내용 분석을 토대로 Based on the Listening Task Analysis of Middle School English Textbooks in Korea

장복명 남서울대학교 1998 남서울대학교 논문집 Vol.4 No.-

The purpose of this study is to critically review the 6th curriculum for English and analyze the middle school English textbooks being currently used. After criticizing the problems of the 6th curriculum itself and the English textbooks, I suggest some reform measures in the curriculum planning and English textbook production in the future. First of all, the 6th curriculum draft of Korea was critically reviewed, and the listening skills of the textbook produced by the 6th curriculum was analyzed. Among four language skills (listening, reading, speaking, and writing), listening skills are analyzed on the basis of the communicative language teaching principles. The results of the textbook analysis on the basis of listening skills are as follow: the teaching contents designed for listening skills are not various, but concentrate on the specific teaching types. The teaching contents for listening skills are not according to the students' development priniciples stated clearly in the 6th curriculum. As a conclusion, we need to develop move communicative techniques for listening skills in our English textbook. And we must take the problems revealed in the textbook analysis into consideration so that we can plan more developed curriculum and produce better English textbooks in the near future.

English Acquisition through NNS-NNS Interaction in EFL Context: Focused on the Distance Learning between Japan and Korea

장복명 한국영어어문교육학회 2008 영어어문교육 Vol.14 No.2

This paper aims to prove that the interactions between non-native speakers in EFL context are very effective in English acquisition. The purposes of this study can be summarized as follows: 1) to recognize the importance of English as an International Language (EIL) and the concept of World English, 2) to develop the best way to help English learners to acquire English as a foreign language in the countries of expanding circle, 3) to devise a model of international distance learning and adapt it to the English learning environments of Japan and Korea, 4) to prove the interactions between non-native speakers in EFL context are very effective in English acquisition. For these purposes, this study focused on the distance learning between the university students from Korea and Japan, and analyzed the results of the qualitative and quantitative research surveys from the students who participated in this distance learning. For this study, a new model of distance learning between Korea and Japan, NWCCDLP (Namseoul - Waseda Cross-Cultural Distance Learning Project) was devised, and the data of NWCCDLP from 2005 to 2007 were collected and analyzed. The results suggest that the NNS-NNS interaction is very effective in motivating Korean learners of English to use and practice English in EFL context.

천안지역 유아교육기관에서의 조기영어교육에 대한 현황분석 및 교사, 학부모 인식도 조사

장복명,임원신 한국영어어문교육학회 1999 영어어문교육 Vol.5 No.-

The purpose of this study is to investigate the actual conditions of preschool English education, and teachers' and parents' recognition of preschool early English education in Cheonan-city. Recently the importance of English education as an essential means for communication in the whole world is emphasized in our society. That atmosphere makes the elementary schools offer English as a subject in their curriculums, and also many preschool education institutes begin to teach English in their education courses. However before we begin to teach English as a subject in the preschool education, we need to survey the actual conditions of preschools and recognition of teachers and parents. The first part of this study is to survey the theoretical foundations of early English education; 1) the definition of early English education, 2) the situation of early foreign language education in foreign countries, 3) the relationship between the language acquisition and the cognitive development. The second part is to analyze the results of the questionnaire which was distributed among 86 teachers and 103 parents in Cheonan-city preschools. As a conclusion, some suggestions will be given for the development of early English education in the near future.

표현기능 지도내용 분석을 통한 현행 중학교 영어교과서 평가

장복명 한국영어어문교육학회 1999 영어어문교육 Vol.5 No.-

English textbooks play essential roles in the whole English education context, the analytic study on English textbooks is very important in English education tasks. The purpose of this study is to analyze the expressive functions in the middle school English textbooks on the basis of the 6th national curriculum characteristics and the textbook analysis theories. The results of the expressive language function analysis are as follow: the teaching contents designed for the expressive language functions are not varied, but concentraled on the specific teaching types, and the teaching contents for the expressive language functions are not graded according to the students' development principles stated clearly in the 6th curriculum. The results of the English textbook analysis on the basis of the expressive language function analysis show that the 6th curriculum has some problems in itself and the middle school textbook do not confrom to the 6th curriculum principles. Therefore we need to improve the teaching contents for language functions by means of deveoping various types of teaching language functions.