특수목적영어 연구: 현재와 미래

전지현 한국영어교육학회 2015 ENGLISH TEACHING(영어교육) Vol.70 No.5

As English communication is vital for academic communities and workplaces in globalized society, learners seek for opportunities to learn English with specific needs for their studies and work. In order to make these learners equip with the necessary English communicative competence in the desired contexts, English teaching professionals and researchers now need to pay close attention to learners’ specific needs considering the context of discourse and the features of discourse community. The main purpose of the current study is to present an overview of ESP research in English Teaching for 50 years and to provide directions for the future research. In particular, this paper (a) discusses the features of ESP; (b) overviews ESP research articles published in English for Specific Purposes from 1986 to 2014; (c) presents current status of ESP research in English Teaching; and (d) suggests topics for ESP research in Korea for the future.

포인트클라우드에서 점자블럭 분할을 위한 딥러닝 기법의 적용

소형윤(Hyeong-Yoon So),박재국(Jae-Kook Park),김의명(Eui-Myoung Kim) 대한공간정보학회 2022 한국공간정보학회 학술대회 Vol.2022 No.5

영재반 학생들의 영어 어휘력에 관한 비교연구

조형숙(Cho Hyoung-Sook) 팬코리아영어교육학회(구 영남영어교육학회) 2007 영어교육연구 Vol.19 No.1

  The purpose of this study is to measure and analyze English-focused gifted students’ vocabulary to establish an authentic guideline for English classes of gifted programs. Since 2002 when the Laws of Promotion of Gifted Education was issued in Korea, gifted programs have been run all over the nation. Some academic studies have been conducted regarding gifted programs of Science and Mathematics. This is pilot research on Korean/English bilingual gifted students with linguistic intelligence. This study focuses on measuring English vocabulary proficiency of English-focused gifted students(N=11) by comparing it to that of graduate students (N=31) majoring in English at a university. The four fields of vocabulary proficiency for comparison are: 1) headwords of Academic Word List, 2) receptive skills, 3) productive skills, and 4) cultural awareness. The data analysis shows that the vocabulary proficiency of gifted students is not statistically different to that of graduate students majoring in English in academic words, receptive skills, and productive skills. Gifted students, however, are obviously poor at cultural awareness, compared to graduate students. These research results will be the basis for creating and developing EAP(English for Academic Purposes) programs for gifted students at the secondary levels.

국내 대학의 영어강의 사례 연구 : EAP과정의 중요성을 중심으로

김태호 ( Kim Taeho ) 경희대학교 비교문화연구소 2018 비교문화연구 Vol.53 No.-

본 연구의 목적은 국내 대학에서 개설되는 영어강의를 참관하고, 교수자와 학습자를 대상으로 영어강의에 대한 인터뷰를 통해 국내 대학에서 개설되는 영어강의의 문제가 무엇인지, 영어강의의 효과를 높이기 위한 방안이 무엇인지 고찰하는 것이다. 본 연구의 목적을 위해 우선 일부 강좌만 영어강의로 개설하는 부산 소재국립대학과 전체 강좌를 영어강의로 개설하는 울산 소재 국립대학의 영어강의를 구분하여 조사하고, 이를 전체 강좌를 영어강의로 개설하는 일본 대학의 경우와 비교 분석하였다. 영어강의에 대한 정확한 분석을 위해 동일한 방식으로 강의를 참관하고 분석하였으며, 해당 강의의 교수자와 학습자들을 대상으로 영어강의에 대한 인식을 확인하는 심층인터뷰를 진행하였다. 연구 결과에 따르면 국내 두 대학에서 개설되는 영어강의의 효과를 높이기 위해 학습자의 영어구사력을 영어강의 수강에 충분한 수준으로 높이고, 학습자간 영어구사력의 편차를 최소한으로 줄이는 것이 가장 필요하다는 것을 확인하였다. 이에 본 연구에서는 영어학습자의 영어구사력을 높이는 방안으로 영어강의 수강을 위한 학문목적 대학영어교육(EAP) 과정이 필요하다고 주장하였다. The purpose of this study was to investigate ways to improve the effect of English-medium instruction (EMI) in Korean universities by comparing EMI lectures in two Korean universities with those in a Japanese university. Some universities run all courses in English while others do so for only part of them. This study comparatively investigated how EMI courses were run by these two groups of universities. For the purpose of this study, in-depth interviews were conducted with EMI instructors and students to find out what merits and problems that such EMI programs had in EFL environment of Korea and Japan. Another important goal was to correct problems and improve the Korean programs. The result showed that the most important issue of EMI programs in Korean universities was students' low English proficiency. It also demonstrated that English for Academic Purposes (EAP) was necessary to overcome this problem. It is a key to the success of MI programs. Hopefully, this study will stimulate continuous discussions on limitations and ways to improve EMI in Korean universities in various aspects.

공학 전공 대학원생의 영어 학술 논문 작성 실태 연구

김남희 ( Kim¸ Namhee ) 경희대학교 비교문화연구소 2020 비교문화연구 Vol.59 No.-

본 연구는 공학 전공 대학원생들의 영어 학술 논문 작성에 관한 실태 알아보기 위하여 서울시 소재 5개 대학의 공학 전공 대학원생 101명을 대상으로 설문조사를 통해 영어 사용 상황과 전공 ESP 수업의 경험과 효과, 그리고 영어 논문 작성 현황을 알아보았다. 분석 결과 공학 전공 대학원생들의 영어 자가 평가에서는 쓰기와 문법, 어휘, 말하기 영역들은 부족한 것으로 나타났다. 구체적인 영어 사용 상황에서는 읽기를 제외한 말하기, 듣기, 쓰기, 어휘 영역에서 어려움이 있었다. 또한 수강했던 전공 ESP 수업은 현재 영어 논문 작성에 많이 도움은 되지 않았으며 학생들이 선호하는 전공 영어 수업 유형은 교수의 강의와 개인 지도로 나타났다. 영어 학술 논문 작성 현황으로는 응답자들의 영어 학술 논문 투고 경험은 적었고 영어 논문 작성이 한글 논문 작성보다 2배 이상 힘든 것으로 나타났다. 영어 논문 작성에는 지도교수의 도움이 가장 많았으며 문장간의 논리적인 연결에 가장 많은 지도를 받았다. 또한 영어 논문 쓰기에서 가장 중요한 부분과 가장 어려 운 부분도 모두 문장 간의 논리적 연결로 나타났다. 이와 함께 응답자들은 논문 작성에서 문법과 어휘 사용의 어려움도 있었다. 본 연구의 결과는 공학 전공 대학원생들을 위한 영어 학술 논문 작성 ESP 프로그램 개발의 기초 자료로 사용될 수 있을 것이다. This study investigated the current state of academic English journal writing by graduate engineering students. The data were collected from a survey of 101 graduate students in engineering from five universities located in Seoul. The survey inquired about the participants’ current state of English usage, their experiences with ESP courses, and their current state and difficulties with using academic English for journal writing. The results revealed that the participants had difficulties in areas of speaking, writing, listening, and vocabulary when using English in their academic contexts. Moreover, their previous experiences with ESP courses were not helpful in writing academic English. Also, they preferred an ESP class with personal assistance. In terms of publishing academic papers, they required more than twice the amount of effort to write in English as in Korean. The results also showed that logical connections in paragraph development were the most difficult and important feature in English journal writing. In addition, the students needed support in both grammar and vocabulary. Suggestions for further research and pedagogical implications are provided.

Proficiency-Differentiated and Discipline-Specific Student Needs for English-Medium Content-based Courses

최연희 한국영어영문학회 2008 영어 영문학 Vol.54 No.6

This study aims at investigating Korean EFL college students’ difficulties in English-medium content-based courses (EMCs) and their needs for supporting programs to take EMCs effectively. Most of the Korean universities do not provide specialized support for those who take EMCs, despite the increasing number of EMCs. The results of the survey on student needs, however, reveal the need of a prep course, or videotaped class or class materials in the cyber campus, regardless of academic disciplines and proficiency levels. They also illustrate the need of improving speaking and writing skills, despite the key role of listening and reading in EMCs. Lower-level students experience difficulty on all four skills and courses integrating the four skills are suggested. Higher-level students still struggle with speaking and writing. Lack of background knowledge, subject vocabulary, and speaking and writing practice were found as the main cause of difficulties in liberal arts and major EMCs. Some variations were also identified across disciplines, such as types of required reading and writing. The findings from the needs analysis suggest content-based EAP (English for Academic Purposes) courses which are tuned to needs of different proficiency levels and academic disciplines. This study aims at investigating Korean EFL college students’ difficulties in English-medium content-based courses (EMCs) and their needs for supporting programs to take EMCs effectively. Most of the Korean universities do not provide specialized support for those who take EMCs, despite the increasing number of EMCs. The results of the survey on student needs, however, reveal the need of a prep course, or videotaped class or class materials in the cyber campus, regardless of academic disciplines and proficiency levels. They also illustrate the need of improving speaking and writing skills, despite the key role of listening and reading in EMCs. Lower-level students experience difficulty on all four skills and courses integrating the four skills are suggested. Higher-level students still struggle with speaking and writing. Lack of background knowledge, subject vocabulary, and speaking and writing practice were found as the main cause of difficulties in liberal arts and major EMCs. Some variations were also identified across disciplines, such as types of required reading and writing. The findings from the needs analysis suggest content-based EAP (English for Academic Purposes) courses which are tuned to needs of different proficiency levels and academic disciplines.

일상영어와 학업영어 융합에 대한 제안

유도형(Ryu, Do Hyung) 미래영어영문학회 2016 영어영문학 Vol.21 No.1

The purpose of the study is to make a suggestion about the integration of practical and academic English through the concept of discourse community, defined as “a group of members that share goals and communicate with other members to pursue those goals”(Borg, 2003). Basically practical English has a social function and academic English has a message-oriented function (Boers & Lindstromberg, 2009). In this paper, the TV drama Crossing Lines was chosen as material in that the drama is more message-oriented and consequently functions like academic English. Three college students majoring in English participated. The participants chose characteristic language forms from the drama scenes, which were divided into discourse communities. The findings showed that participant A chose specific words and expressions used only in the relevant communities, participant B chose less specific words and expressions in the relevant communities, and participant C preferred general vocabulary to expressions, ignoring specific or technical words. In spite of their differences, what they showed in common was that their choices were message-oriented thanks to the concept ‘discourse community’. It was found that the participants developed awareness of discourse community. It is believed that such awareness leads to putting practical and academic English in a continuum, not to their separation into the discrete categories ‘practical’ and ‘academic’.

Teaching Writing for Academic Purposes - A Genre Analysis of Research Article Introductions

Eunsook Shim 팬코리아영어교육학회(구 영남영어교육학회) 2005 영어교육연구 Vol.17 No.1

The purpose of this study is to investigate cultural and linguistic similarities or differences in academic writing for the purpose of enhancing the pedagogy of writing instruction for English language learners with regards to the rhetorical structure and the use of citations in research articles preferred by Korean writers and native English-speaking writers. The primary data consisted of twelve research article introductions from two prestigious journals in the field of applied linguistics. To have a better understanding of cultural and linguistic differences in academic writing, openended interview was conducted via email correspondences. This study seeks to assist composition teachers who work with English language learners, and the learners themselves such that they are able to make appropriate choices about the way they write research papers in English. The understanding of writing conventions can help writing teachers provide better instruction for their students entering disciplinary communities in which they are seeking membership.

Teaching and Learning Hedging in Academic Writing

Shim, Eunsook 한국중앙영어영문학회 2005 영어영문학연구 Vol.47 No.4

The purpose of the study was to reveal cultural and linguistic differences in hedging for the purpose of enhancing the pedagogy of writing instruction for English language learners. Thirty research article introductions were selected from two journals in the field of ESL/EFL education, English Teaching from Korea and TESOL Quarterly from the United States. The results showed that Korean writers tended not to hedge their statements to such a great extent, but are assertive, whereas Korean writers writing English introductions and native English-speaking writers appeared to favor hedging; more frequent use of hedging appeared in indicating a research gap in the field or announcing the implications of the study. For native English-speaking scholars in this study, hedging was considered a polite device in academic writing to gain acceptance for their statements, whereas Korean scholars considered hedging an indication of authors’ uncertainty. These differences can be utilized in teaching so as to enable students studying English to make appropriate choices about the way they write research papers in English.

Korean Students' Perceived Difficulties in Different Academic Situations of UK Universities

Ju-hyun Back 한국영어교육연구학회 2009 영어교육연구 Vol.- No.39

Despite their high level of English language proficiency in IELTS or TOEFL exams, many Korean students still struggle hard with academic studies in an English-speaking country. It has been hypothesized that cross-cultural difficulties account for much of these difficulties, as ‘using a second language in a school setting also involves sociocultural norms’ (Major, 2005), and students need to deal with a range of sociocultural factors. Prior to conducting a national survey which aimed at investigating cultural and language issues of Korean students at UK universities, a series of preliminary interviews as a preparatory work were undertaken with 12 Korean students at a north of England. This papers reports what are the problematic areas in a new academic context that Korean university students would often face in the UK. The data from the validation work showed that all the 12 interviewees perceived cultural differences between the Korea and UK universities in the areas of academic culture such as supervision, writing academic essays, feedback system. With the face-related reasons, they experienced difficulty contacting and interacting with supervisors. They also had problems with structuring an argument in their English academic essay. It gave a clearer reason for investigating how far the cultural factors can affect their academic study and learning English.