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영어로 진행하는 영어수업(TEE)이 중학생의 영어성취도와 정의적 영역에 미치는 영향
이윤희 ( Yun Hee Lee ),이은주 ( Eun Joo Lee ) 글로벌영어교육학회(구 호남영어교육학회) 2014 Studies in English education Vol.19 No.2
The study investigates the effects of TEE (Teaching English in English) on Korean middle school students’ English achievement and the affective domain. For this to be realized, a total of sixty middle school students, divided into an experimental and a control group, participated in the study. The experimental group received a TEE instruction, and the control group, the traditional teaching method, i.e., they were taught in their native language, Korean. The results of the study indicated that TEE had a positive effect on the improvement of students’ listening and writing ability. A significant effect of TEE was observed especially on the English achievement of the low proficiency level students. In addition, TEE had a meaningful relationship with students’ learning interest and motivation which played an important role in language learning. By providing students with more educational opportunities through implementing TEE in the classrooms, they will be exposed to more rich language input, which in turn gives them an opportunity to interact with one another in the target language more efficiently.
초등영어담당 교사 세 명의 "교실영어사용" 인식에 관한 면담연구
오마리아 ( Maria Oh ),이슬아 ( Seul A Lee ) 글로벌영어교육학회 2008 Studies in English education Vol.13 No.2
This interview study aims to report how three Korean primary school English teachers perceived `classroom English use` in Korean English educational settings. Based on the data from three times of one-hour interviews, the research finds that (1) 3 teachers perceived the term of classroom English in a limited or an inclusive way; (2) They all believed that students` English level gaps were so big that they could not depend only on English to communicate in English classes; (3) They tried hard to give students individual attentions to bridge the children`s English level gaps at one class; (4) They perceived that English-level-based English classes would be a solution to multi-level English classes; (5) They tried to correct students` English errors unthreatening ways; (6) They tried also to correct their own English mistakes whenever needed; and (7) Two teachers worked hard to improve their English skills in various ways, but one teacher worked more to develop English-teaching classroom activities. The study results shed light on the importance of teacher education on classroom English use and on what primary English teachers want to get at teacher education programs. More implications of the study results are discussed.
영어 텍스트의 수사적 차이에 대한 EFL 학습자들의 인식 조사
이정원 ( Lee Jeong-won ) 글로벌영어교육학회(구 호남영어교육학회) 2017 Studies in English education Vol.22 No.2
The current study aims at exploring if there are any differences in EFL learners` perception of different rhetorical structure in English texts depending upon their English proficiency. For the purpose of this study, 140 college students were divided into two groups (high and low) according to their English proficiency. The participants were asked to read two English texts on the same topic but with slightly different rhetorical structure. They were then asked to evaluate the texts based on 7 criteria. The findings show that they generally assigned higher scores for the Western text than for the Eastern one, and that their perception of rhetorical differences in the two texts differed depending upon their English proficiency. In-depth analysis of the results and pedagogical implications were discussed.
초등영어 수업에서 분절음과 초분절음 학습을 위한 분석적 활동의 효과
이승민 ( Seung Min Lee ) 글로벌영어교육학회(구 호남영어교육학회) 2012 Studies in English education Vol.17 No.2
Pronunciation is a component of communicative competence and plays an important role in producing recognizable spoken language. Along with this perspective, this research attempted to examine some effects of analytic activities in learning segmental phonemes and supra-segmental phonemes in elementary English classes. For this purpose, analytic activities were designed and applied to the fifth grade English classes. The effects were analyzed in terms of segmental phonemes and supra-segmentals learning. This results show that analytic activities may be better than integrative activities in terms of pronunciation learning in elementary English classes.
농촌 초등학생들의 영어 접근성 및 영어학습에 대한 탐색
박윤희 ( Yun Hee Park ),임현우 ( Hyun Woo Lim ) 글로벌영어교육학회(구 호남영어교육학회) 2014 Studies in English education Vol.19 No.2
The inequality of access to English education between rural and urban areas has become an important issue in Korea. The present study investigates the access to and learning English of primary English learners in a rural area. Data were collected through three sets of interviews with four participating children, their reflective journals, and semi-structured interviews with two school teachers. The study findings reveal that the community’s socioeconomic status, the school’s English teaching and learning situations, and the family structures are the determining factors for the types and qualities of English learning opportunities available for the rural children. Government funding to rural schools have contributed to the focal school in enriching English learning environments. However, the short-term budgets and shutdowns limited the support for children of poor or/and single-parent families. The participating children differed in their attitudes to and perceived difficulties in learning English, mainly depending on whether or not they were provided with private English lessons or a family member’s assistance. Overall, the present study suggests that in order to promote the access to and learning English of primary English learners in a rural area, there is a need of enhancement in the management of education budgets and methods of teaching English. Discussions and suggestions for future research are suggested.
TETE 수업에 대한 교사와 학생의 인식에 영향을 미치는 변인 탐색
이명애 ( Myung Ae Lee ) 글로벌영어교육학회(구 호남영어교육학회) 2010 Studies in English education Vol.15 No.1
This study is to explore the factors affecting the perceptions of teachers and students on Teaching English Through English(TETE). To achieve the goal, this study sets specific objectives as follows; First, is there any difference in the teachers` perception on TETE according to the teachers` variables?, Second, is there any difference in the students` perception on TETE according to the students` variables?, Third, what factors affect to the teachers` and students` perceptions on TETE considering the variables of teachers and students? 200 middle or high school teachers and 500 middle or high school students participated in this study. According to the analysis results, speaking competency and the amount of classroom English are effective in teachers` perception on TETE. Teachers with high speaking competency and more English use in class are tend to perceive positively on TETE. In students` perception on TETE, the competencies in reading, speaking, writing are effective. Also, there are some discrepancies between middle and high school, male and female. Considering both of teachers` and students` variables, teachers` speaking competency, students` perception in TETE`s helpfulness and the amount of classroom English are effective in students` perception on TETE. But only teachers` speaking competency is effective in teachers` perception on TETE.
중학교 현장의 영어 말하기,쓰기 수행평가 적용 사례 연구
김성연 ( Sung Yeon Kim ),이호경 ( Ho Kyung Yi ) 글로벌영어교육학회(구 호남영어교육학회) 2013 Studies in English education Vol.18 No.2
This study examined the types of performance assessment middle school English teachers implemented to measure their students` speaking and writing skills. For data collection, in-depth interviews were conducted with six English teachers in different school districts. The findings of the study indicate that diverse types of tasks were used to assess speaking and writing although the frequency of the tasks used showed some variation. Particularly notable was that the most commonly used task for speaking assessment was speaking from memory. As for writing assessment, gap-filling tasks and sentence-level composition were frequently used. These tasks, however, seem problematic since they lack construct validity and authenticity. In other words, they were not adequately organized to accurately measure the very construct in question.
영어수준이 논술적 수필쓰기에서 인식양상 사용에 미치는 영향
김성식 ( Kim Seongshik ) 글로벌영어교육학회(구 호남영어교육학회) 2016 Studies in English education Vol.21 No.3
This study compares four corpora to identify the effect of English proficiency on the uses of epistemic modality in argumentative essay writing. The corpora, LOCNESS, both Swedish and Japanese as ICLE sub-corpora, and YELC, were rigidly selected for their proficiency levels and comparability. Each corpus is reduced to manageable size to scrutinize the concordance lines produced by epistemic modality markers. The results have shown that higher level writers employed more devices from a broader range of different markers than the lower level ones. L2 learners appear to have some over-used or under-used epistemic devices and rely on limited word groups. From a classroom teaching viewpoint, L2 learners need to be provided with finely tuned materials and appropriate feedback on their writing to build their interlanguage pragmatic competence.