2015 개정 영어과 교육과정에 따른 기본 어휘 및 외래어 목록 변화형 연구: 코퍼스적 접근

정채관 ( Jung Chae Kwan ),권혁승 ( Kwon Heokseung ) 한국외국어대학교 외국어교육연구소 2017 외국어교육연구 Vol.31 No.2

With the aim of training for future creative convergent talent demands in society, the Korean Ministry of Education (MOE) announced that the 2015 revised English curriculum would present methods of English teaching/learning and performance evaluation that are capable of cultivating English communication skills, facilitating student-centered lessons, and increasing participation and cooperation among students, and promoting an understanding of foreign cultures. The announced national curriculum proposed guidelines in relation to the 3,000 basic vocabulary words for the optimization of grade-level learning standards. However, only the guidelines in relation to grade-level vocabulary lists are proposed in the curriculum. The scope of inflected and derived forms of the 3,000 basic vocabulary words was not suggested. This exclusion is a problem that induces significant disarray in the development and evaluation of textbooks in accordance with the revised English national curriculum for expected field application in 2018, and causes confusion for field instructors as to the range of vocabulary to be taught. This study explains how we have developed a list of derived and inflected forms of the 3,000 basic vocabulary words in reflection of the guidelines and provides long-term suggestions for guidelines on basic vocabulary for future English curriculum planning. The results of this study are expected to contribute not only to the development of new textbooks in accordance with the new English curriculum, but also to the field applications of the new English curriculum.

한국인 영어 학습자 구어 코퍼스: 설계와 구축

정채관 ( Jung¸ Chae Kwan ) 한국외국어대학교 외국어교육연구소 2021 외국어교육연구 Vol.35 No.3

본 연구는 한국인 영어 학습자의 영어 말하기 사용 양상을 이해하기 위해 국내 최초로 설계하고 구축한 대규모 공개형 영어 학습자 구어 코퍼스에 관한 소개이다. 본 연구에서는 국내 10개 대학의 대학생과 만 20세 이상 한국인 성인 영어 학습자 300명 이상을 대상으로 실시간 온라인 화상회의 시스템을 사용하여 듣고 요약하여 말하기와 읽고 요약하여 평가를 각각 실시한 후, 유럽 공통 언어 기준(Common European Framework of Reference for Languages, CEFR)을 바탕으로 연구 참여자의 영어 말하기 등급을 A1, A2, B1, B2, C1, C2 6등급으로 구분하였다. 평가는 교육경력 5년 이상의 영어 원어민 3인이 교차 검토를 통해 결과를 검증하였고, 이후 연구 참여자의 음성 파일을 전사하여 텍스트화 하였다. 이상과 같은 과정을 거쳐 참여 인원 237명, 총 474개의 텍스트, 36,588 토큰, 1,799개 타입을 포함하는 의 한국인 영어 학습자 구어 코퍼스(Korean English Learners’ Spoken Corpus, KELSC)가 완성되었다. KELSC에는 특정 대학이 아닌 국내 10개 대학의 재학생과 성인이 참여하였고, 시험 상황에서 인터넷이나 영어 사전 등 보조 수단이나 도구의 도움 없이 한국인 영어 학습자가 실시간으로 발화하는 것을 채집한 국내 최초의 공개형 한국인 영어 학습자 구어 코퍼스이다. KELSC가 우리나라 영어 학습자의 영어 말하기 상황을 이해하는 데 도움이 되길 희망하며, 이를 위해 KELSC를 국립인천대학교 코퍼스연구소 홈페이지를 통해 무료로 다운로드 받을 수 있게 할 예정이다. This study is an introduction to the first large-scale public English learners’ spoken corpus designed and built in Korea to understand aspects of Korean learners’ use of English-speaking patterns. Over 300 ordinary Korean adults and students from 10 universities participated in this study; their English-speaking performances were recorded using a real-time online video conferencing system. The results were evaluated based on the Common European Framework of Reference for Languages (CEFR) and their English-speaking was assessed on a scale with six grades: A1, A2, B1, B2, C1, and C2. For evaluation, the results were verified through cross-examination by three native English speakers with over five years teaching experience at university level. The participants’ voice files were transcribed using MS Word 2019 and converted into plain text using Notepad++ v8.1.1. Through this process, the Korean English Learners’ Spoken Corpus (KELSC, 켈스크), which involves 237 participants, 474 texts, 36,588 tokens, and 1,799 types, was completed. KELSC is the first Korean English learners’ spoken corpus in Korea to collect the real-time utterances of Korean English learners without the help of an English dictionary or the Internet, allowing it to be used in many ways for research purposes. KELSC will be available for free download if a user agrees to the terms of use through the website of the Institute for Corpus Research, Incheon National University.

코퍼스 기반 영미 아동청소년 영문학 공통핵심어 개발 연구

정채관 ( Jung Chae Kwan ) 한국외국어대학교 외국어교육연구소 2022 외국어교육연구 Vol.36 No.4

This study analyses British and American English literature for children as a corpus to better understand the overall vocabulary level of the English literature of British and American children and derive common core words (CCWs) that appeared in various texts in the corpus. To do this, a large-scale Corpus of Children’s English Literature (CCEL) was compiled, which contained 223 English literary works by 34 authors in the section of Children’s Literature within the Project Gutenberg. The CCEL comprises 11,256,428 tokens and 63,574 types. In terms of lexical diversity, Henry Longfellow was the lowest (67.28%) and Louisa May Alcott was the highest (76.05%) among the authors. The analysis of 111 of CCEL’s 223 texts and representative keywords with a keyness of 1,000 or more furnished a total of 417 CCWs. The results of this study could be used to increase the interest in English reading among children in Korea through instruction in the CCWs. Furthermore, the study results could improve the efficiency of reading activities before reading British and American English literature for children.

한국 예비 대학생의 영어 사용 특성 파악을 위한 대규모 공개 영어 학습자 코퍼스 구축 및 분석

이석재(Seok-Chae Rhee),정채관(Chae Kwan Jung) 한국콘텐츠학회 2014 한국콘텐츠학회논문지 Vol.14 No.11

최근 영어 학습자 코퍼스(English learner corpus)를 활용하여 다양한 영어 교육 분야에 활용하는 시도가 이뤄지고 있다. 하지만 지금까지 국내에서 개발된 대다수 영어 학습자 코퍼스는 소규모이거나 공개가 되지않아 공익을 위한 영어 교육 콘텐츠로서의 적절한 역할을 하지 못하고 있다. 본 연구에서는 국내외 영어학습자 코퍼스 구축 현황을 살펴보고 대규모 공개 한국인 영어 학습자 코퍼스의 필요성을 논의한다. 또한, 이와 같은 필요성을 바탕으로 1백만 단어 이상으로 만들어진 대규모 공개 한국인 영어 학습자 코퍼스 구축과정과 결과를 분석하여 예비 대학생의 영어사용 특성을 파악하고 이를 영어 교육 개선을 위해 활용할 수 있는 방안을 제안한다. In recent years, researchers have become increasingly interested in the creation and pedagogical use of English learner corpora. Many studies have shown that learner corpora can not only make a significant contribution to second language acquisition research but also contribute to the construction and evaluation of language tests by advancing our understanding of English learners. So far, however, little attention has been paid to the Korean EFL (English as a foreign language) learners corpus. The Yonsei English Learner Corpus (YELC 2011) is a specialized, monolingual, and synchronic Korean EFL learner corpus that was developed by Yonsei University from 2011 to 2012. Over 3,000 Korean high school graduates (or equivalents) who were accepted by Yonsei University for their further studies participated in this project. It consists of 6,572 written texts (1,085,828 words) at nine different English proficiency levels. In this paper, we describe its compilation, and more specifically, how we have corpusized from a text archive to a corpus. After introducing the process of corpusization, we report arresting insights into the specific linguistic features that different proficiency levels of Korean learners of English have. This study also discusses the potential use of the YELC 2011 which is now freely available for research purposes.

컴퓨터 기반 맞춤형 학업성취도 자율평가에 대한 교사의 인식: 고등학교 영어를 중심으로

이지현 ( Lee Ji Hyun ),정채관 ( Jung Chae Kwan ) 한국외국어대학교 외국어교육연구소 2024 외국어교육연구 Vol.38 No.2

본 연구는 2022년부터 컴퓨터 기반 시험 방식을 활용한 새로운 학업성취도 평가가 시행된 후, 고등학교 영어 교사들을 대상으로 설문조사를 통해 이러한 컴퓨터 기반 맞춤형 학업성취도 자율평가(Computer-Based Personalized Self-Assessment of Academic Achievement, CBPSAAA)에 대해 어떻게 인식하고 있는지를 탐구하였다. 설문조사는 다양한 지역에 있는 현직 고등학교 영어 교사를 대상으로 이루어졌으며, 총 47명의 교사가 응답하였다. 설문에서 연구 대상의 소속 학교의 위치, 유형, 교직 경력 등 다각도에서 그들의 CBPSAAA에 관한 인식을 조사하였다. 연구결과 응답자의 14.89%만이 그들의 학교에서 CBPSAAA를 시행했다고 보고했지만, 59.57%는 학교에서 이 평가를 시행하지 않았다고 응답하였다. 또한 25.53%의 응답자는 학교에서 CBPSAAA를 시행하였는지조차 알지 못해, 현직 고등학교 영어 교사의 인식에 상당한 격차가 있는 것으로 드러났다. 이러한 결과에도 불구하고, 고등학교 영어 교사들은 CBPSAAA와 컴퓨터 기반 평가(Computer-Based Test, CBT)에 대해 전반적으로 긍정적인 태도를 보여주었으며, 많은 교사가 CBT의 잠재적 이점을 인정하고 있는 것으로 나타났다. 하지만, CBPSAAA의 도입은 교사들 사이에서 네트워크의 불안정, 교사의 업무 가중 등 잠재적 우려를 불러일으키기도 하였다. 교사들은 CBPSAAA의 연착륙을 위해서는 더 많은 행정적·재정적 지원과 자원이 필요하며, 특히 교사 연수의 필요성을 강조하였다. In 2022, the National Assessment of Educational Achievement (NAEA) employing the Computer-Based Testing (CBT) method was implemented in Korea. This study aims to explore high school English teachers’ perceptions of Computer-Based Personalized Self-Assessment of Academic Achievement (CBPSAAA) through a comprehensive survey. The survey was distributed among 47 English teachers from eight distinct regions, representing a diverse range of high schools in terms of location, type, and teaching experience. The findings indicate that only 14.89% of respondents reported that their schools had implemented the CBPSAAA, while a majority of 59.57% indicated that their schools had not adopted this assessment method. Moreover, 25.53% of respondents were unaware of whether their schools utilized CBPSAAA, suggesting a significant gap in awareness. Despite these findings, the study reveals a generally positive attitude toward CBPSAAA and CBT among English teachers, with many acknowledging the potential benefits of these methods. However, the introduction of CBPSAAA and CBT also raised concerns among teachers, who provided various suggestions for improvement. These concerns centered on the need for greater support, resources, and training to ensure a smooth transition to computer-based assessments. The study concludes that addressing teachers' concerns and offering targeted support will be crucial for the successful implementation of CBPSAAA in high school English education.

The Methodological Approach of Action Research in the Field of English Language Teaching

정영옥(Young Ok Jong),정채관(Chae Kwan Jung) 한국영어어문교육학회 2015 영어어문교육 Vol.21 No.2

Qualitative research has been dominant paradigm in social research including English Language Teaching (ELT) for many years. However, there has been a paradigm shift towards qualitative research that has occurred in much recent social research. In addition, there has been a shift towards a new paradigm, often referred as ‘Action Research (AR)’ in which teachers as researchers study situations in effort to improve some aspect of professional practice. In this paper, we will take AR as a much broader approach within the qualitative research stance to see what is happening in educational and ELT research, so that teacher research can enhance the practice of teachers. With this new methodological movement, we have three purposes in this paper: 1) to explore two different methodological approaches within a theoretical perspective; 2) to criticize an example of sustained cross-school AR in order to better illustrate how action research can proceed; and 3) to investigate the application of AR in order to explore its potential for developing collaborative classroom-based AR. We believe that if further AR is to be sustainable by English teachers as researchers, it will be a promising area needing further research in educational and ELT research in Korea.

초등학교·중학교·고등학교 졸업학력 검정고시 영어 어휘에 관한 코퍼스 기반 연구

김태국(Kim, Tae Guk),정채관(Jung, Chae Kwan) 인천대학교 인문학연구소 2020 인문학연구 Vol.33 No.-

본 연구에서는 교육과정을 기준으로 출제하는 초등학교·중학교·고등학교 졸업학력 검정고시 영어 과목을 코퍼스 접근방법을 사용하여 어휘의 다양도, 교육과정 권장 기본 어휘의 사용 비중, 고빈도 어휘와 키워드 분석을 통해 검정고시 영어의 출제 경향을 분석하였다. 2013년부터 2019년까지 검정고시를 2007 및 2009 개정 교육과정에 따른 검정고시로 구분하여 ‘코퍼스화’(정채관, 2020)하여 분석하였고, 그 결과 검정고시는 학교급이 높아질수록 어휘 사용의 다양도가 증가하였고, 시험 난도 역시 높아진 것을 발견하였다. 또한, 2009 개정 교육과정에 따른 검정고시에서만 학교급이 올라가며 초등 권장 어휘의 비중이 줄고, 중등 권장 어휘의 비중이 높아진 것을 발견하였다. 2007과 2009 개정 교육과정에 따른 검정고시 코퍼스는 모두 구어체의 모습을 보이며, 소재가 대부분 학교, 여가 등으로 국한된 것으로 나타났는데, 향후 검정고시 출제에서는 교육과정 취지에 맞게 구어와 문어의 균형을 맞추고, 더 다양한 소재의 문항이 출제될 필요가 있는 것으로 보인다. This study investigates lexical variation, vocabulary weight, high-frequency words and keywords in the Elementary, Middle and High School Graduate Equivalency Tests (ESGET, MSGET, HSGET) in Korea. A corpus comprised of ESGET, MSGET, and HSGET from 2013 to 2019 test questions and analysed ESGET, MSGET, and HSGET corpora. Lexical variation in the GET increased parallel to the level of attainment in the school system. As the school level rose in the GET based on the 2009 revised English national curriculum, while the proportion of basic words recommended for Elementary school lessons decreased, the proportion of the other basic words increased along with their academic level. When considering both vocabulary variation and vocabulary weight, GET has been prepared according to the school hierarchy. The GET showed characteristics of spoken language as well as vocabulary related to school life and leisure. The GET should be reinforced with characteristics of written language and to be developed with varying themes.

초등학교 3학년 학생들의 영어 선행학습 실태 연구

진경애(Jin, Kyung-Ae),정채관(Jung, Chae Kwan) 한국초등영어교육학회 2020 초등영어교육 Vol.26 No.1

In Korea, English is offered as an elementary school subject beginning in the third grade, but many students start to learn the language even earlier through private tutoring. The disparate learning experiences of these “head start” English students create unavoidable ability gaps in elementary school classrooms; many teachers consider this inequality to be the most problematic factor impeding the normalization of public English education. In this study, as we explore the overall state of Korean third graders’ experiences learning English on an earlier schedule, our goal is to generate suggestions and foster solutions to these classroom discrepancies. We conducted a questionnaire survey to investigate parents’ experiences and views of their child’s prior leaning of English before 3rd grade. The results reveal that eight out of ten Korean parents have admitted that they allowed their children to study English with a private tutor or in cram schools prior to the onset of formal English education. The results further revealed that Korean parents firmly believe English is vital for their children’s future. We have made some suggestions to improve the current state of classroom discrepancies in terms of English ability among students in this study.

교육적 코퍼스 활용에 관한 학습자의 태도 분석: 고등학생을 중심으로

김태국 ( Taeguk Kim ),정채관 ( Chae Kwan Jung ) 한국중등영어교육학회 2016 중등영어교육 Vol.9 No.1

Although public exams and pedagogic corpora have practical values for language teaching and learning, few studies have been made on how to use such exams in the classroom and on how students use the corpora. In addition, in order to develop student-centered corpus tasks, students` attitudes toward pedagogic corpus use need to be investigated further. The purposes of this study were to examine how Korean high school students use Nationwide English Test Corpus (NETC), what is useful and what is problematic with using NETC and a corpus analysis tool, and whether students have positive or negative attitudes toward the corpus use. Before using NETC, 14 voluntary students were trained with genre-specific subcorpora. After the training, the students proofread their essays using NETC. Through a triangulation of the questionnaire survey, semi-structured interview, and observation of the self-editing process, the results revealed that students considered the corpora to be helpful while editing their essays. In addition, the students felt they gained valuable experience through the corpus use. Although there were largely positive attitudes, it appeared to be hard for the students to find synonyms and technical terms from the monolingual NETC. To overcome these limitations and problems, various corpus tasks need to be developed, and alternative versions of pedagogic corpora (perhaps multilingual corpora) need to be compiled.

영미 아동 모험 소설에 관한 코퍼스 분석 연구: 『보물섬』을 중심으로

최은샘(Eunsaem Choi),정채관(Chae Kwan Jung) 한국콘텐츠학회 2021 한국콘텐츠학회논문지 Vol.21 No.1

본 연구에서는 대표적인 영미 아동 모험 소설 『보물섬』의 언어적 특징을 파악하기 위해 『보물섬』을 코퍼스화 하여 어휘, 리마, 키워드, n-그램을 분석하였다. 이 연구를 통해 고빈도 어휘가 텍스트의 핵심어라는 일반적인 주장과 달리 『보물섬』의 고빈도 어휘는 『보물섬』과 직접 관련이 없는 기능어, 고유명사 등이 최상위층에 포진하고 있다는 것을 발견하였고, 통계적인 방법으로 추출한 『보물섬』 키워드 역시 『보물섬』의 내용을 가늠하기에 충분하지 않음을 발견하였다. 따라서 1차 정량적인 키워드 분석 후 진행된 2차 정성적인 키워드 분석을 통해 추출한 30개의 핵심 키워드를 통해 『보물섬』 내용을 신속하고 구체적으로 파악하는 단초를 마련하였고, 이를 바탕으로 그동안 직관적으로만 회자 되던 『보물섬』에 나타난 남성성을 계량적으로 분석할 수 있었다. 또한, n-그램 분석을 통해 『보물섬』의 작가가 다른 작가에 비해 선호하고 자주 사용하는 연속어휘구를 발견하였고, 이를 토대로 문학 작품의 계량적 연구가 가능한 코퍼스 문체론 연구의 가능성을 탐색하였다. 본 연구를 통해 밝혀낸 연구결과가 영미 아동문학 콘텐츠의 확산과 코퍼스 문체론 연구에 도움이 되기를 희망한다. In this study, we analyzed the vocabulary, lemmas, keywords, and n-grams in 『Treasure Island』 to identify certain linguistic features of this British-American childrens adventure novel. The current study found that, contrary to the popular claim that frequently-used words are important and essential to a story, the set of frequently-used words in 『Treasure Island』 were mostly function words and proper nouns that were not directly related to the plot found in 『Treasure Island』. We also ascertained that a list of keywords using a statistical method making use of a corpus program was not good enough to surmise the story of 『Treasure Island』. However, we managed to extract 30 keywords through the first quantitative keyword analysis and then a second qualitative keyword analysis. We also carried out a series of n-gram analyses and were able to discover lexical bundles that were preferred and frequently used by the author of 『Treasure Island』. We hope that the results of this study will help spread this knowledge among British-American children’s literature as well as to further put forward corpus stylistic theory.