몰입식 영어캠프에서의 교사와 학생들과의 상호작용에 관한 연구

진송화(Jin, Song-Hwa),장선미(Chang, Sunmee) 한국초등영어교육학회 2012 초등영어교육 Vol.18 No.1

The purpose of this study is to examine the interaction between a native English teacher and Korean students in an English immersion camp. The discourses between the subjects were analyzed with focus on the types of teacher's feedback. Interaction patterns in an English immersion camp class were analyzed in the pattern of IRF sequence. This study was conducted with one native English teacher and seventeen elementary school students who were in the third grade. The interaction between the teacher and the students were observed, videotaped, and recorded. Field notes were also taken. All the recorded videos and audio materials were transcribed. The transcribed teacher's feedbacks and students’ responses were analyzed in terms of explicit correction, recast, elicitation, repetition, praising, paralinguistic clue and clarification request. The results of this study show that the most frequent teacher's feedback pattern was praising and the least was paralinguistic clue. Despite it being the most frequent feedback from teachers, praising scored the highest rate of students’ 'no-uptake'. The reason that they were more interested in teacher's paralinguistic clue was that they were elementary school learners. This indicates that paralinguistic clues are the most effective feedback for elementary school students. In order toincrease the students' utterances, the teacher must try to encourage students to interact and also give students more time to speak out in the English camp immersion classes. Also, the teacher should try to include more group works and pair works in the lesson to enhance interaction between them.

대학 영어 강독 수업에서의 요약하기 활동과 독해 전략에 관한 연구

진송화(Jin, Song-Hwa),권설녀(Kwon, Seul-Nyo) 팬코리아영어교육학회(구 영남영어교육학회) 2021 영어교육연구 Vol.33 No.2

This paper examines the differences in the use of English reading strategies by summarizing activities by upper, middle, and lower groups and the awareness of summarizing activities for first-year learners taking the required College English courses. During the period of the 14th weeks, activities were conducted to read and summarize the contents of the text of each class, and the survey was conducted on the topics related to the perception of English reading comprehension, summarizing activities, global reading strategies, problem-solving reading strategies, and support reading strategies. The results indicated that the perception of English reading activities of the learners in the upper and middle groups were more interested in reading English than those in the lower learners. Also, learners were highly aware of summarizing activities in all groups, but middle group learners were the most aware of and utilized summarizing activities. The upper group used more support reading strategies than other strategies, while the middle group used more global reading strategies. (161 words)

중등학습자의 영어쓰기에서 나타난 오류분석과 원어민교사 피드백에 관한 연구: 영재 학습자를 중심으로

진송화 ( Song-hwa Jin ),장선미 ( Sun Mee Chang ) 한국현대언어학회 2016 언어연구 Vol.31 No.4

The Purpose of this study is to analyze the errors in gifted middle School students`` English writing and to investigate the effects of native English professor``s feedback on their errors. Twelve partivipants were selected and instructed to write 15 writing assignments in English. Their errors were classified into 7 grammatical categories and 3 meaning categories. The feedbacks from their native English professor were mostly relected o their revision. Direct feedback was preferred by the professor and the students and worked better than indirect feedback. Specifically, form-based feedback had more effects than content-focuse feedback. This study can be meaningful gecause it looks at a group of gifted students who are not often chosen for research on L2 learning. Their relatively higher English proficiency spawns data that is different from the one from other studies. The results of this study would be a good addition to previous studies. (Hoseo University)

예체능계열 학습자들의 영어글쓰기와 피드백에 대한 인식

진송화 ( Jin Songhwa ) 대한언어학회 2021 언어학 Vol.29 No.2

The purpose of this study was to find out the perceptions of English writing and feedback from college students majoring in arts and physical education. Students received feedback on their English writing three times: once from their teacher and twice from their peers. The students were asked to correct their writing after receiving the feedback. The findings were as follows: First, the learners were not interested and confident in English writing, but they recognized the need to write in English. Second, learners wanted to write English reports or resumes that would help them get a job in the future. Third, as the need for writing increased, learners showed different aspects in their preferences for the types of writing class activities. Finally, the learners recognized the importance of feedback from both their peers and their teacher. According to the survey, the learners answered that the teacher feedback was more helpful than the peer feedback.

초등대상 영어-SW 융합교육 프로그램 개발을 위한 사전 연구

김지나,진송화 한국정보교육학회 2020 정보교육학회논문지 Vol.24 No.3

본 연구는 초등 자녀를 둔 학부모들의 SW교육에 대한 인식·수요 조사를 기반으로 초등학생 대상 SW-영어 융합교육 프로그램을 개발하고 설계하기 위한 사전 연구이다. 이를 위하여 본 연구에서는 초등학생을 자녀로 둔 학부모 120명을 대상으로 설문을 하였다. 연구 결과, 대부분의 학부모는 SW교육의 중요성 및 초등 5·6학년 대 상 SW 의무교육 지정에 대해서 높은 인식을 가지고 있었다. 하지만, 현행의 17시간의 의무교육 시수가 부족하 다고 인식하였으며, 동시에 저학년부터 SW교육이 시작되길 희망하는 것으로 나타났다. 또한, SW-영어 융합교 육의 필요성을 인식하고 SW교육과 영어교육을 동시에 배우는 SW-영어 융합캠프에 대한 참여관심도가 높았다. 특히, 참여시 2주간의 교육 기간 선호와 SW교육과 영어교육 비율은 6(SW):4(영어)를 선호하는 것으로 나타났 다. 지역별 분류에서도 저학년부터 SW교육 도입의 의견과 SW-영어 융합캠프 참여시 2주간의 교육 기간을 선 호와 일일 2시간 교육이 적당하다고 하였다. 한편, 지역별 SW교육 기관의 선호 측면에서는 다른 양상을 보였다. 서울·경기지역은 초등학교 방과 후 수업을 가장 많이 선호하였으며, 충청지방은 인근 대학 연계 SW교육을 가장 많이 선호하는 것으로 나타났다. 이를 통해 각 교육기관 및 교육자들은 SW-영어 융합교육에 대한 프로그램 설 계 및 지역별 요구에 알맞은 다양한 프로그램 개발을 모색해야 할 것이다. The purpose of this study is to find out the perception of parents in order to develop a software education program for elementary students convergence with English. A survey was administered to 120 parents asking perceptions about SW education in schools and preferences about English-SW convergence programs for their elementary school children. The results shows that the parents think the current 17 hours of SW education provided at elementary schools is not enough and also they hoped the education started at an earlier grade than the current 5th· 6th graders. Most parents perceived English is helpful in SW education and answered strongly for the need of English-SW convergence programs. A two-week program with the ratio of 6(SW):4(English) was the most preferred according to the study. As for regional differences, the parents in Seoul and Gyeonggi Province wanted SW education as after-school programs in elementary schools whereas, parents in Chungcheong Province expected SW education programs be provided from near-by universities. It is hoped that with the results of this study various English-SW education programs are developed and operated.

영어영문학 전공자들의 토익에 대한 인식 및 태도에 관한 사례 연구

김지나 ( Kim Gina ),진송화 ( Jin Song-hwa ) 한국현대언어학회 2017 언어연구 Vol.33 No.2

The purpose of this study is to find out English major students` perceptions and attitudes towards the TOEIC. A questionnaire with items to measure the attitudinal factors was administered to 99 students majoring in English at a university in Korea. The findings are as follows: Freshmen and sophomores had more positive perceptions towards TOEIC as a means to enhance/measure English than juniors and seniors. The English majors, regardless of their academic years, consider TOEIC as a societal need, agreeing that the test is necessary for getting decent jobs. They also thought that test-taking skills and pattern-practice based on TOEIC question types help them get higher scores. However, their actual TOEIC scores had no correlation with their perceptions on the test. (Hoseo University)

초등 영재들을 위한 영어 글쓰기 지도와효과적인 첨삭 방법에 대한 사례연구

김지나 ( Gi Na Kim ),진송화 ( Song Hwa Jin ) 대한언어학회 2015 언어학 Vol.23 No.3

The Linguistic Association of Korea Journal 23(3), 153-171. The purpose of this case study was to find out the perceptions of gifted elementary students on English essay writing and corrective feedback and to search for its effects in an EFL setting. After looking at 20 students’ essays and the feedback from their native English professor, it was found that some students respond to indirect feedback more than others. The results of the survey and analysis of students’ essay correction data showed that students who are more motivated to improve their English writing actually invested more time when writing their essays fully responding to both direct and indirect feedback. The findings indicated that motivated students gain more from the writing-feedback-rewrite process. Also, it is suggested when teaching English essay writing to gifted elementary students, teachers should be asked to give more indirect feedback than direct feedback.