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현석분(Hyoun Seok-Boon) 한국초등영어교육학회 2007 초등영어교육 Vol.13 No.1
The purpose of this study was to analyze the effect of SBI (Strategies Based Instruction) on English learning strategies use and overall achievement of elementary school students. In this study, data was collected from a 5th-6th grade sample of elementary students in Seoul, Korea(N=139). Strategy uses were measured by using research questionnaires. Students were divided into 3 groups based on listening test scores. These groups were designated as high, middle, and low level English listening proficiency. The results were analyzed by descriptive statistics, paired-sample t test and an ANOVA. The major findings are as follows. First, the most frequently used learning strategy was an affective one, followed by metacognitive strategies, compensatory strategies, cognitive strategies, and social strategies, in that order. The middle and low level group used the memory strategy least. Second, SBI significantly affects the middle group"s strategies use except memory strategy. SBI positively affects the low level group students" metacognitive and cognitive strategies use. Third, the correlation between listening proficiency and strategies use is relevant. The SBI can have a positive effect on listening proficiency and lower the anxiety level of middle level students. Fourth, students can practice using strategies regardless of English proficiency, but the results of this study found that low and middle level students used different strategies than the high level students. On the basis of these findings, it can be suggested that the SBI may contribute to the improvement of students" strategy use and increase listening proficiency. Students can be practiced strategies even high proficiency group didn"t use them highly.
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한문섭(Han, Moon-Sub),현석분(Hyoun, Seok-Boon) 한국초등영어교육학회 2008 초등영어교육 Vol.14 No.3
While the effects of the immersion education are still debatable, the Korean Ministry of Education, Sciences and Technology is preparing to adopt the immersion education in English in the newly delegated free-trade region and Jeju Special Self-Governing Province. Regarding this state of affairs, the researchers felt the need to investigate 1) whether the immersion education in truly appropriate for Korean public education, and 2) if there are any prerequisites in case of its adoption. The researchers conducted personal interviews with 3 teachers, 1 parent and 1 student who participated in a content-based English teaching program. The close analysis of these interviews revealed that the current immersion education heavily relies on the extra-curricular English classes taken at private language institutes and that the immersion education was not feasible in its truism at such public schools where the students do not take the extra classes outside school. The researchers conclude that the government should establish relevant policies that would empower the public schools and the teachers to incorporate immersion teaching into their regular curricular.
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