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개정 고등학교 영어 교과서의 형용사 유의어 코퍼스 기반 분석
허광(Hur Kwang),김희진(Kim Hi Jean) 영상영어교육학회 2016 영상영어교육 (STEM journal) Vol.17 No.3
The present article discusses the authenticity of the vocabulary used in new high school English textbooks published in 2015, focusing on adjective synonyms (fast, quick, rapid) by comparing the textbook corpus with the Corpus of Contemporary American English (COCA). The general framework was provided by a group of researchers (Biber & Reppen, 2002; Carter, 1987; Hill, 1999; Hunston & Francis, 2000; Lewis, 1993, 1997, 2000; Partington, 1998) who assert that English teaching materials should reflect genuine data. The results are as follows. First, in COCA, quick is the most frequent word, followed by fast and rapid, while in textbooks, the instances of fast are highest, but rapid appeared only four times in total. Second, noun collocation patterns of these synonyms demonstrate discrepancies between genuine data and Korean textbooks. The findings show that their usages are pretty limited in the textbooks in contrast with the COCA data. These results support a need for textbooks to become more authentic to improve EFL learners’ collocation competence and native-like fluency. Also these findings provide non-native English teachers with useful resources to teach effectively by using corpus collocation data alongside the textbooks. The results suggest pedagogical implications for developing authentic teaching materials and methods for quality input.
사이버대학 영어 수업에서 스마트 앱을 활용한 혼합 교수,학습 방안 설계와 효과성 비교
김희진 ( Hi Jean Kim ),허광 ( Kwang Hur ) 한국멀티미디어언어교육학회 2016 멀티미디어 언어교육 Vol.19 No.1
Building on the extensive studies of the benefits of smartphone applications in English education, this research examined three types of smartphone apps, KakaoTalk, Naver Band, and Socrative, in e-learning environments. We compared the effectiveness of each smartphone app on both cognitive and affective development in the vocabulary learning of cyber university students. Fifty students enrolled in an e-learning class were divided into three groups, one for each app, and were given seven sets of vocabulary quizzes via their respective apps for three weeks. The findings of this study suggest that the group that used Band showed the highest improvement in their vocabulary performance, followed by Socrative and KakaoTalk. All three groups showed positive satisfaction, interest, and attitude towards blended learning (e-learning+smart learning) using the apps. With regards to affective domains, i.e., students’ satisfaction, the highest result was found in the Socrative group, followed by KakaoTalk and Band. Another affective domain, students’ interest, showed a different result. KakaoTalk showed the highest result, followed by Socrative and Band. These outcomes reflect the distinctive features of these three different mediums. Based on these research findings, this smart learning designed to overcome the limitations of “one-way” e-learning has significant pedagogical implications for future cyber higher education.