현대영어교육에 게재된 영어교사교육 관련 연구 분석

김현진 현대영어교육학회 2020 현대영어교육 Vol.21 No.4

This paper analyzed 28 articles on English teacher education out of 413 articles published in Modern English Education over the past 10 years since it was first indexed in the Korea Citation Index, to investigate the trend and characteristics of research on English teacher education in the journal. The articles were categorized and analyzed according to subject (teacher status and school level), research methodology, and research theme. The findings are as follows: Pre-service elementary school teachers were less studied than in-service elementary school teachers, pre-service and in-service secondary school teachers; quantitative, qualitative, and mixed methodologies were employed in similar proportions across the studies; among eight research themes including teacher competence, teacher identity, and teacher training program, teacher cognition was the most studied. These findings show that the journal reflects changes in the field of second language teacher education (SLTE) and the key issues in research on SLTE.

7차 교육과정 이후의 어린이영어교육에 대한 연구: 현대영어교육을 중심으로

장형지 현대영어교육학회 2010 현대영어교육 Vol.11 No.2

This study aims to review the studies about English education for children on the basis of the 7th National Curriculum, which lays great emphasis on the communicative competence, proficiency based learning, and culture based language learning. Particularly for 3rd graders in elementary school, English class has been implemented in the regular curriculum since the 7th National Curriculum, and this change deserves the early childhood English education be vitalized and facilitated. In this study, through the journal of Modern English Education, the synthesis and analysis of the studies on English education for children are conducted and the research data are categorized by the aspects of research methods and relevant topics. As a result, most of the conducted research methods were surveys and experiments, and the main topics were related to the curriculum design and teaching methods. In addition, the suggestions to enforce the goal of the 7th National Curriculum are extended reading and writing courses to make the balance of four language skills, invitation of various teaching methods like the storytelling, digital textbook, and students’ portfolio, intensive teacher training program,and lastly the process based assessments tool for young learners.

초등학교 영어교육의 실태와 쟁점: 교사의 인식 중심으로

진경애,권서경 현대영어교육학회 2020 현대영어교육 Vol.21 No.1

This study attempted to survey English teachers’ perceptions on elementary school English education in order to identify issues and reality of elementary school English education and propose policy implications. The participants of this study were 186 elementary school teachers from 100 elementary schools, stratified by 17 provincial and metropolitan Offices of Education. The survey results indicated that the majority of teachers think the amount of English class hours and the level of English learning contents are sufficient. Teachers also believed that teaching more reading and writing to the 3rd and 4th grade students is needed, in order to enhance the elementary school students’ written language skills. Furthermore, teachers pointed out that the most serious problem about elementary school English education is a large proficiency gap among students, particularly in the lower grades (grades 3 and 4). Based on these findings, this study suggests that teaching more written language in the 3rd and the 4th grades English classes is required while enhancing students’ motivation in learning the language at the same time. This paper argues the need for reformation of National Curriculum from sequential learning of the four skills to balanced learning of the four skills from the early stages.

영어 교사교육 프로그램의 현황과 과제: 교육대학원 교육과정 비교분석을 중심으로

김현옥 현대영어교육학회 2016 현대영어교육 Vol.17 No.1

The study investigated the current practices of English teacher education by comparing curriculums of the graduate school of education against five standard domains: 1) language proficiency and its instruction; 2) knowledge in linguistics and applied linguistics; 3) knowledge in literature; 4) pedagogical knowledge and curriculum design; and 5) teacher research and practicum. A total of 2,192 courses operated by 78 schools were analyzed in terms of the distribution, focus, and balance of the five areas. The findings show that only ten schools have separate curriculums for pre-service versus in-service teachers, with the core curriculum centering around the foundational requirements for the pre-service teacher education. The results also demonstrate that the area of pedagogical knowledge and curriculum design ranks the highest with 589 courses, followed by the domain of language proficiency and its instruction with 576 courses. While the areas of literature and linguistics include 489 and 421 courses respectively, they need to strengthen methodological components beyond the theoretical knowledge and understanding of literary works. The courses for teacher research and practicum are quite limited in scope and number, calling for reformulating curriculums towards a more field-sensitive and reflection-driven model for cultivating English teachers with professionalism and teaching excellence.

탈북 학생들의 영어교육 증진 방안 연구: 영어교육 현장의 실제와 개선방향

이현주 현대영어교육학회 2015 현대영어교육 Vol.16 No.3

This study aims to have a deep understanding of North Korean refugee students’ English learning context and the issues regarding English learning in South Korea. As the number of North Korean refugee students coming to South Korea has been increasing gradually, it is important to implement new directions and customizedcontents based on the learners’ needs. To this end, this study conducted in-depth interviews with five North Korean refugee students about their English language learning experiences and problems. Four English teachers were also interviewed regarding their teaching contents, experiences, and additional supports needed. The results of the study showed that it is necessary for North Korean refugee students to have living connected language contents, Korean educational culture strengthened by new teaching approaches, English academic skills, and extra-curricular activities for improving their English abilities in South Korean educational context. This study not only suggests some implications for effective English teaching for North Korean refugee students today, but also sheds light on establishing decent plans for those who are learning English in the unified Korea’s English education system in the future.

협동학습을 통한 Dictogloss 기법의 영어 쓰기학습 효과

오영호,민찬규 현대영어교육학회 2011 현대영어교육 Vol.12 No.4

This study aims at investigating the effects of dictogloss on English writing abilities. The subjects in this study were divided into two groups: an experimental group which performed dictogloss activities and a control group which received traditional dictation activities. After twelve weeks, post-writing tests were conducted and compared with the pre-test results. Based on a statistical analysis of the data, the results of this study can be summarized as follows. The experimental group showed a more meaningful improvement than the control group. In addition, both high-level and low-level students in the experimental group showed a significant improvement in writing proficiency compared with students in the control group. These results indicate that dictogloss was more effective for the improvement of students' writing proficiency,regardless of their existing writing proficiency levels. In addition, these results showed that cooperative learning in a dictogloss activity had a positive effect on students'writing proficiency. [

A Comparative Analysis of Public Speaking Anxiety Among Three Different Nationalities

김낙복 현대영어교육학회 2017 현대영어교육 Vol.18 No.2

The purpose of this paper was to comparatively analyze public speaking anxiety (PSA) as observed in a Public Speaking (PS) course at an American university. A PSA survey was conducted, targeting 23 college students enrolled in a speech course. For the utilization of the PSA survey, in-depth interviews were conducted with five students of different nationalities who had excessive public-speaking anxiety. Also, descriptive statistics were done with the collected samples using SPSS 14.0 for PSA analysis. The results were as follows. First, on the PSA pre-test, participants felt more nervous, having a comparatively higher PSA level, reticence to speak in public, and experiencing pre-speech anxiety. As time went by, students felt less nervous. Especially, Chinese and Korean students felt more nervous before giving speeches, whereas American students felt more nervous when delivering the actual speech. Secondly, regardless of gender, Chinese and Korean students were more anxious than American students and focused more on linguistic and verbal communication skills, while American students tended to focus on non-verbal communication skills. Furthermore, in overcoming PSA, Chinese and Korean students memorized the content and looked at the front row, whereas American students utilized the key words and delivery outline, and made eye contact with each person in class. These findings demonstrate an imperative need to develop applicable strategies for PS in the EFL context.

Korean Mothers’ Extratextual Talk and Questioning in Shared Book Reading

김은주 현대영어교육학회 2016 현대영어교육 Vol.17 No.2

The shared book reading experience is hailed as a cornerstone for children’s language development and academic success in their later years. However, relatively little research has been done in Korean preschoolers’ English book reading. This study aimed to investigate Korean mothers’ communication behaviors and their use of questioning when they share books with their children in home settings. Seventeen mothers and their 4- to 6-year-old (Korean age) children from middle income families participated in the study. They shared one Korean and one English book and audio-recorded their readings, followed by an online questionnaire. Their recordings were transcribed verbatim into the CHILDES program and then analyzed into 13 communication behaviors. A paired samples t-test revealed that the Korean mothers used evaluation more often when they read the Korean book than they did with the English book, while they used translation and directives more often in reading the English book. As for questioning, the mothers preferred to use recall prompts the most, asking about aspects of the story on average; however, the question types did not make any differences in both language readings. Some pedagogical discussions are addressed for the parents and educators who teach English through book reading.

Can flipped learning be applied to a test-based English classroom?

조영상,이유진 현대영어교육학회 2016 현대영어교육 Vol.17 No.4

The present research attempted to explore the effects of flipped learning in a test-based English classroom on students’ perceptions of their class and on their language proficiency. One hundred and twenty four EFL university students who were taking a core TOEIC preparation course with low motivation participated in this study. One class of 30 students was flipped during the half-semester, and the other three classes of 94 were taught in a traditional method. Through a survey questionnaire and a course evaluation form, how the students perceived of their flipped or non-flipped classes were examined. Additionally, their performance on the midterm and final mock TOEIC exams were compared. It was revealed that the majority of the flipped class students showed great satisfaction with flipped approach since it helped them increase individualized learning, engagement, concentration, comfortable feeling, and interactions with others. It was also discovered that only those in the flipped class showed statistically significant improvement from the midterm to the final exam. It can be concluded that flipping a test-based language classroom would be successful in enhancing students’ positive attitude and motivation in learning as well as their language test proficiency.

국가수준 학업성취도 평가 영어 서답형 문항에 대한 학생 반응 분석

김성혜 현대영어교육학회 2016 현대영어교육 Vol.17 No.3

The present study aims at analyzing student responses to constructed response items in order to obtain detailed information on academic achievement and to draw suggestions for enhancing curriculum, teaching, and learning. The data is compiled of students’ responses to constructed response items on the National Assessment of Educational Achievement (NAEA) from 2010 to 2014. The responses of around 7,000 to 8,000 students from sample-based testing schools regarding two constructed response items (one item from speaking and the other from writing) were analyzed. The responses were classified based on their content and then analyzed in relation to achievement level. According to the analysis results, detailed information regarding the characteristics of students’ educational achievement from each achievement level was obtained. Most of the students had difficulties in using formulaic expressions such as ‘what about’ and ‘how about’ by considering grammar, meaning, and context. In addition, low-advanced and proficient level students understood the content but were unable to speak and write correctly. It is shown that basic and below-basic level students did not understand basic vocabulary and sentence structures to determine the main ideas of a text or dialog.