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- 주제어 : 영어능력 English medium instructions (검색결과 5 건)
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최진숙 대한언어학회 2012 언어학 Vol.20 No.3
Choi, Jin-sook, 2012, A study of changes in attitudes towards English medium instructions among university students. This study examines Korean university students`` attitudes towards English medium instructions (EMI), how their attitudes change after participating in EMI, and whether their attitudes are related to English skills. In attempting to investigate the issues concerned, data collection has been carried out with a questionnaire with 84 EMI takers both at the beginning and the end of the semester. The overall results on surveys were as follows; the participants`` English skills were improved and the degree of exposure to English was also increased for one semester. Further, although their attitudes towards EMI did not show big changes for one semester, the anxiety and fear of EMI have been reduced and the perception that they acquired English skills and academic knowledge through EMI has been strengthened. Also, the level of English skills did not significantly affect their attitudes towards EMI at the beginning, but favoritism to EMI and anxiety and fear of EMI have been affected by the level of English skills at the end of semester; the more higher English skills, the more favorable attitudes to EMI and the less anxiety and fear of EMI in general, Additionally, it was notable that the lowest group of English skills showed more higher anxiety and fear of EMI at the final survey than the first survey`s. Therefore, this study suggests that original attitudes can change after taking EMI and English skills can affect the attitudes towards EMI after one semester, but EMI is effective to only those who are in high English skills.
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황선유 현대영어교육학회 2013 현대영어교육 Vol.14 No.3
The purpose of the study is to examine how Korean students majoring in engineering perceived EMI(English Medium Instruction) engineering courses. To this end, 50senior students completed a questionnaire. The results showed that most of the students took EMI courses in sophomore, when they started their major study, and junior year,whereas a few took them in senior year. They recognized their instructors used various teaching strategies such as speaking slower, repeating, and using more frequent words to facilitate content understanding. They suggested that the class size be limited so as to guarantee frequent feedback and interactions between instructors and students. Regarding the course effectiveness, the study demonstrated EMI was more effective in learning engineering terminology and improving English reading comprehension. However, they do not seem to be effective in explaining and understanding fundamental engineering concepts, which is having a negative influence on their major study. Therefore, it is suggested that EMI courses be planned and designed based on the academic year. It would be advantageous to open more EMI courses in junior year,after students finish courses in major in Korean. Major knowledge and concepts formulated from the courses could offer supportive context to EMI courses, which moves to context-embedded from context-reduced learning environment..
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김현주,장샛별 현대영어교육학회 2013 현대영어교육 Vol.14 No.3
The purpose of this study is to analyze the perceptions and demands of students and professors in English Medium Instruction (EMI) at a university. Seventy hundred sixty five university students and 23 professors participated in this study and their perceptions of EMI were examined by the survey. The major findings of this study are as follows. First, students and professors consider that EMI is somewhat effective in terms of improving English skills in general. Students consider that among four language skills, listening has the most positive influence and professors think reading has the most positive influence on improving language ability. Second, students believe that majors should be taught in English but with some supplementary materials or additional lectures in Korean so they can understand the contents thoroughly. On the other hand, professors believe teaching majors totally by EMI is better for students if they do not have much problem understanding the lectures. Lastly, students think learning majors in EMI by native speakers is primary important whereas professors believe using the textbook written in English is the most necessary condition for the successful EMI. This study suggests several ways to implement EMI more effectively at a university for students and professors.
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영어 매체 교육에서 이공계 대학생들의 영어능력과 학업성취도 간의 관계
권수옥 현대영미어문학회 2018 현대영미어문학 Vol.36 No.4
. This study examines the relationship between TOEFL (iBT) scores and student academic achievement as measured by grade point average (GPA). The academic records were collected from 259 science and engineering major students who are taking EMI (English-Medium-Instruction) classes in their first semester at a university. A multiple linear regression analysis was calculated for gender, high school type, self-perceived validity of TOEFL test, self-perceived English proficiency, and TOEFL scores. Although gender and high school type showed a significant relationship with GPA, respectively, validity of the TOEFL test and self-perceived English proficiency did not. More importantly, the results refute the predictive validity of TOEFL scores, suggesting that TOEFL scores may not be a determining factor for academic success in EMI classes at a Korean university.
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한경희(Kyong Hee Han),허준행(Jun Haeng Heo),윤일구(Ilgu Yun) 한국공학교육학회 2010 공학교육연구 Vol.13 No.3
이 연구는 최근 급증하고 있는 공과대학 영어강의가 글로벌 인재 양성에 기여하려는 본래의 목적을 실현하기 위해 어떤 방식으로 추진되어야 할지를 탐구하고 있다. 21세기 사회에서 공과대학 학생들은 다양한 언어와 문화적 차이, 서로 다른 동료와 일하기 위한 전략을 개발할 필요가 있다. 단순히 영어강의를 제공한다고 해서 학생들의 글로벌 능력이 향상되는 것은 아니다. 이 연구는 사례 분석에 기초하여 서로 다른 문화와 의사소통과정에 대한 이해를 요구하는 글로벌 공학교육의 맥락에 영어강의를 위치시켜야 한다는 점을 강조한다. 그리고 영어강의를 개선하기 위한 몇 가지 방안을 제시하고 있다. This article explores how we pursue and operate the English medium instruction(EMI) in engineering colleges so as to educate global engineers. Engineering students in the 21st century society need to have fundamental work in languages, cultural differences, and strategies for working with diverse colleagues. EMI is not sufficient for preparing our engineering students to cope with the changed environments in our globalized society. Based on the case study, we emphasize that EMI needs to be located in the context of global engineering education which demands our understanding of different cultures and communication practices. We also suggest some programs how we develop our EMI circumstances.
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