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영어와 한국어의 미래표현 이해정도 비교분석 -중학교 교재를 중심으로
양용준 ( Yong Joon Yang ) 한국현대영어영문학회 2012 현대영어영문학 Vol.56 No.1
This paper is to look for, comprise, and understand the future expression in English and Korean middle school textbooks. Generally, there are three tense systems in almost every language. But there are two tense systems in English and Korean. There are six kinds of future expressions in English and four kinds of future expressions in Korean. It is said that time, tense, and aspect have to be differentiated because they have not only common parts but also different parts. In English, future expressions are ``will``, ``shall``, ``be going to``, ``be about to``, ``be to``, and ``progressive aspect``. On the other hand, future expressions in Korean are ``~ hagetta``, ``~halgeoida``, ``~haryeogohanda``, and ``~halyegeongida``. According to middle school textbooks, future expressions are more complicated in English than in Korean. Because many different expressions exist, they are not easy to be understood and used appropriately. In conclusion, there are two tenses (past tense and present tense), future expressions in English and Korean. Through this paper, we have to understand and be able to differentiate these tense systems.
입력변형과 반복 듣기가 미국영어 및 영국영어 듣기이해에 미치는 영향
정진엽 ( Jung Jin-yeop ),최성묵 ( Choi Sungmook ) 한국현대영어영문학회 2017 현대영어영문학 Vol.61 No.4
The present study explored how input modification(simplification vs. elaboration) and repeated listening affect listening comprehension of American and British English. Participants were Korean middle school students(N = 904). Results showed no significant effects of simplification and elaboration on listening comprehension of American English, whereas simplification positively impacted listening comprehension of British English. However, although there was a statistically significant effect of repeated listening regardless of accent and input modification types, the magnitude of the effects as measured by Cohen’s d was unexpectedly small. In terms of an interaction between input modification and repeated listening, no significant interaction effects were observed, suggesting that the effects of input modification may not vary as a function of repeated listening. Novel findings of this study appear to make an important contribution to the extant L2 listening literature, and have an important bearing on L2 listening pedagogy and listening materials development. (Kyungpook National University)
예비 어린이 영어교사들을 위한 영어뮤지컬 수업모형 개발
김혜정 한국현대영어영문학회 2019 현대영어영문학 Vol.63 No.4
The purpose of this study is for the childhood English education department to prepare a systematic way of teaching English musical courses that primarily focus on students. To this end, a survey was conducted on 17 students who enrolled in the children’s English musical education class, which is a 3rd year major subject for the first semester of 2019. Through in-depth interviews, the students’ perceptions, pros and cons, improvements of the subject were examined. As a result of this study, students felt the classes should be organized as follows. First, classes should be organized in a way which theory, creativity and practice are equally balanced. Second, a musical based on English fairy tales should be used to teach English expressions that match the children’s level. Third, students should be familiar with teaching methods by watching multiple musicals. The last steps are for them to produce, and present English musicals. The result of this study should be practical for professors who are planning to teach children’s English musical to provide a different prospective to future children’s English teachers. They will not only improve their English but also develop creativity and emotional development as well as social skills.
김영희 ( Young Hee Kim ) 한국현대영어영문학회 2012 현대영어영문학 Vol.56 No.3
Teaching English through English means speaking and using English in the classroom as often as teachers possibly can, for example when organizing teaching activities or chatting to students socially(Willis, 1991). English Immersion Program failed to be performed across the nation for some or other reasons. As its alternative TETE has a great impact on English education in Korea. This paper tried to offer the basis of theory and practice of TETE, exploring Direct Method originated in 19th centuries. Then it found out how to perform TETE. At the early stages, a lot of praise and encourage will be necessary and correction of mistakes should be kept to a minimum lest students should lose confidence and give up. Besides, this article studied the ways TETE must and should be presented or performed in high and middle schools. In the former, pair or group activities should be preferred in the English classrooms for the better communication between teachers and their students. In middle school English classrooms it is said to be desirable that the rate of English use should by degrees be increased from the lower grade to the higher one. Students must know that it does not matter if they make mistakes when they are talking, or if they fail to understand every word that their teachers say. Also they must remember that the main aim of learning a language is to learn to communicate in that language. This paper will be beneficial to English teachers and their students as well as related authorities as a foundation of theory and practice in performing TETE. (Kongju National University).