2022 영어 교육과정에 반영된 English as a Lingua Franca의 특징과 실현 가능성

안유영 한국교육과정평가원 2023 교육과정평가연구 Vol.26 No.3

본 연구는 새로 발표된 2022 영어과 교육과정에서 내포하고 있는 링구아 프랑카로서의 영어(English as a Lingua Franca, ELF)의 특성과 교실 상황에의 적용 방안을 어떻게 제시하고 있는지 텍스트 마이닝을 통해 분석하였다. 교육과정은 영어 학습의 목표를 다양한 세계인과의 효과적인 의사소통과 문화적 다양성을 이해하기 위함으로 제시하는 점에서 ELF를 반영하고 있으나, 이해 가능 정도(intelligibility), 유창성(fluency), 평가와 같은 적용에 영향을 줄 수 있는 핵심 용어를 명확히 정의하거나 설명하지는 않았다. 이는 용어의 상대적인 이해를 방지하고 명확한 목표 제시를 위해 개선되어야 할 부분이다. 마찬가지로 ELF 목표 달성을 위한 관련 요소(예: 음운론적, 단어 강세, 리듬, 억양 등)에 관한 연구 결과를 제한적으로 반영하고 있으나, 구체적인 목표 성취를 위한 교수법과 평가에 관한 내용은 부족한 것으로 나타났다. 마지막으로 이해 가능 정도에 영향을 미치는 한국의 학습자의 영향은 교육과정에서 언급되지 않았는데, 이는 적용에 영향을 미칠 수 있는 실질적인 요소로서 적극적으로 논의될 필요가 있다. 이러한 분석을 바탕으로 관련 용어의 명확한 정의와 구체적인 적용을 위한 내용 제시의 필요성을 주장하고, 한국 상황에서 영어 학습자들의 특성을 고려한 연구를 바탕으로 한 교육과정과 교육 자료 개발의 필요성을 강조하였다. Observing the shift to English as a Lingua Franca (ELF) in the national curriculum for English education, this study analyzes ELF-related features in the 2022 curriculum’s learning aims and evaluates their feasibility using text mining. The findings indicate that the curriculum reflects ELF, for example, by viewing English as a medium of communication among diverse speakers whose first language is not English. The curriculum’s emphasis on cultivating learners’ awareness and appreciation for different cultures also aligns with the ELF literature, since communication contexts are not limited to interactions with native English speakers. However, the findings reveal that the curriculum lacks definitions of key terms, such as “intelligibility,” “fluency,” and “accuracy.” It also fails to provide pedagogical implications for its ELF-informed suggestions, such as introducing various English variants and teaching for effective communication. There is also a need to address Korean learner factors, as they are known as significant contributors to mutual intelligibility. Furthermore, the absence of information on assessment could significantly impact classroom pedagogy and calls for explicit guidelines. Drawing upon these findings, the study concludes with a call for the inclusion of definitions for key terms and pedagogical methods to achieve the curriculum’s objectives, considering unique characteristics of English learners in the Korean context.

How Do Learners of English Overcome Non-Understanding?: A Sequential Analysis of English as a Lingua Franca Interaction

( Hiroki Hanamoto ) 범태평양 응용언어학회 2014 Journal of Pan-Pacific Association of Applied Ling Vol.18 No.1

Although there seems to be no doubt that English as a lingua franca paradigm has affected the focus of English language teaching toward the issue of mutual intelligibility, studies involving only non-native English speakers (NNS-NNS interaction) are still in their infancy. Using a sequential analysis, this study examines how Japanese learners of English communicate with non-native English interlocutors who do not share their L1 background, and analyzes how they overcome non-understanding when a breakdown in communication occurs from the perspective of English as a lingua franca. Data from video-recording and interviews were collected and the interactions in the three groups, including L1 speakers of Japanese, Malay and Chinese, were analyzed. The analysis reveals that ELF users` interactional modifications probably vary depending on the interlocutors and the given context, and also that non-understanding might not be overcome only through a particular modification pattern, but that a few different types of modifications and negotiation of meaning may be needed for a successful communication among the interlocutors. These observations suggest that English as a lingua franca interaction is cooperative and mutually supportive. Based on these findings, raising teachers` awareness of the lingua franca role of English and the need for implementing the training of negotiation skills for a successful communication are also discussed.

한국에서 세계어로서의 영어 학습과 교육 방향

박혜순(Park Hae-Soon) 강원대학교 인문과학연구소 2010 인문과학연구 Vol.0 No.24

이 연구는 일부 국가의 모국어로 사용되던 영어가 세계인들이 소통하는 매개 언어의 역할을 하게 됨에 따라, 이러한 패러다임의 변화가 한국 영어 학습자들과 교육자들에게 제기하는 문제를 살펴보고자 하는 것을 그 목적으로 삼고 있다. 그리하여 필자는 외국어로서의 영어 학습자가 아닌 주체적인 영어 사용자로서 거듭나기 위해 다음의 문제들; 첫째)교육 대상 variety와 문화의 선정 및 내용의 범위, 둘째)영어의 소유권, 셋째)영어의 변화 및 변이형에 대한 관용 및 인정 범위, 넷째)교육 목표 설정에 관한, 다섯째) 마지막으로 세계어로서의 영어 사용자의 정체성 확립에 대해 다시 고찰해야 할 필요성을 제기한다. 고찰 결과, 필자는 한국의 영어 사용자들이 세계어로서의 영어 사용자로 거듭나기 위해서는 1)다양한 언어 문화적 배경을 가진 영어 화자들과의 소통을 도모하고 공헌할 수 있는 variety에 대한 탐색 필요성, 2)문화 간 교류 증대를 통한 경험의 축척과 문화 간 차이점과 유사점을 학습자 스스로가 파악할 수 있는 능력 향상을 위해 대화 과정 자체를 중시하는 교육의 필요성, 3)학습자들의 문화적 특성을 고려한 학습자들에게 적합한 학습 방법 그리고 학습 동기 고취 방법 탐구의 필요성, 4)그리고 마지막으로 학습자들의 영어사용 주체자로서의 정체성 확립의 필요성을 제안한다. The purpose of this study is to investigate factors that both Korean English learners and educators need to consider in the changing paradigm of English use from a mother tongue of few countries to the lingua franca between people of different lingua cultural background. Therefore, to encourage English learners to be an active and creative English user, reconsideration on English education in terms of the following points; 1) the selection of the target variety and culture and the scope of their contents 2) the ownership of English 3) the scope of tolerance of linguistic change and variations 4) goals of English education 5) identity of users of English as a lingua franca is suggested. As a result, to be a user of English as a lingua franca in a global community, the need to pursue a variety that facilitates and contributes to effective communications between various English users, the need to build up experience through the increase in intercultural interaction, the need to provide learners with education that promotes the process of communication itself and through which they can enhance their ability to grasp intercultural difference and similarity, the need to seek methodologies for promoting English education and learning motivation based on learners' own socio-cultural characteristics, and lastly the need to help learners to establish their identity as a English user with the sense of self-esteem are emphasized.

Teaching De-Anglo-Americanized English for International Communication

( Nobuyuki Hino ) 한국영어영문학회 2014 영어 영문학 Vol.60 No.1

In the age of globalization, languages leave the hands of their native speakers. This trend is especially conspicuous with English today, sometimes referred to as “Englishes,” symbolizing the linguistic and cultural diversity in the three circles of English.the Inner Circle (e.g. British English), the Outer Circle (e.g. Indian English), and the Expanding Circle (e.g. Korean English). While the traditional teaching of English based on Anglo-American values should certainly continue in its own right, substantial changes are required when the purpose of English language education is focused on international communication. This paper discusses how English may be taught as a lingua franca beyond the linguistic and cultural framework of native speakers, as to the issues of materials, methodologies, and models. In short, the content of teaching materials needs to reflect the diversity of English including non-native varieties. Methodologies for teaching English should also be accommodated in accordance with local sociocultural factors. Most significantly, models of English will be liberated from native speaker norms for free expression of indigenous values. As concrete examples of such pedagogical practice, the author`s efforts to teach de-Anglo-Americanized English are presented. They include a weekly radio talk-show program between non-native speakers of English for which he served as the host, as well as his current university classes where real-time news across the world are used as authentic materials to enable the students to participate in the community of users of English as an international language.

A Lexico-Grammatical Feature of English as a Lingua Franca in an Asian Context

민수정 ( Sujung Min ) 한국현대언어학회 2015 언어연구 Vol.31 No.3

This paper presents an empirical and descriptive analysis of one particular, but symptomatic, lexico-grammatical feature of naturally occurring ELF data, dropping of the 3rd person verbal suffix -s. English has become the chosen medium to facilitate successful communication among people of different linguistic and cultural backgrounds. As a result, English acts extensively as a lingua franca among people with different mother tongues, particularly in professional domains of education, research, and international relations. Yet, despite its ubiquity, English as a lingua franca (ELF) in Asian EFL contexts has not been recognized as a serious object of linguistic inquiry and any variation from the norms of Standard English has indeed often been dismissed as a defective form of English. The findings of this study suggest that the occurrence of a lexico-grammatical feature, zero marking for the 3rd person verbal suffix -s, follows general principles of language usage that have been observed in ELF in Europe and many varieties of English around the world. Consequently, this paper proposes that ELF in Asian contexts is not just a defective form but rather in line with a natural development of the language. (Kongju National University)

인도영어, 왜 통역하기 힘든가?:

고태진(Koh, Taejin),김도훈(Kim, Dohun) 한국통번역교육학회 2016 통번역교육연구 Vol.14 No.3

An increasing number of the world’s population is using English. More than 300 million (inner circle) and some 400 million (outer circle) use English as their first and second languages; as much as 1,000 million (expanding circle) are using the language as their first foreign language. As such, English has become the undisputed lingua franca, spoken between the native speakers of English, as well as between the non-native speakers. Among those in the outer circle, Indians constitute the largest population, reaching up to 150 million. Nevertheless, Indian English has not received due attention, and should be explored further. Previous studies have focused on the relationship between Indian English and Hindi, with much emphasis on pronunciation and accent. Nevertheless, the varieties of Indian English should also be dealt with, along with the origin and background of the phenomenon. This paper aimed to deepen the understanding of the shaping of Indian English with a dual focus on Hindi and Tamil. The guiding questions included i) the predictability of Indian English; ii) the grounds for exploring Hindi and Tamil to understand Indian English; and iii) the status of English in India. In search of answers, literature review has been carried out, followed by the comparison of Tamil and Hindi and their distinct features, which gave rise to the varieties of Indian English. The authors hope the descriptions and the contrastive analysis herein will contribute to characterizing the issues and problems during the course of interpreting and to offering guidelines for those in the profession.

Korean Pre-Service English Teachers’ Attitudes toward English as an Academic Lingua Franca

Lee Seongyong,Kim Arum 경인교육대학교 교육연구원 2019 The Journal of Education Vol.2 No.2

In the current literature, Korean pre-service English teachers’ attitudes toward English as an academic lingua franca (ELFA), have been underexplored even though they are considered an influential group in terms of social acquisition of English in South Korea. This paper is to explore pre-service English teachers’ attitudes and behavioral intentions regarding the use of English as a lingua franca in the South Korean academic setting. A survey method was used to collect data from 65 pre-service English teachers in a comprehensive university in Seoul. The results showed that the participants showed high intrinsic motivation but displayed relatively lower extrinsic motivation. In addition, it was found that they had ideologies of native English (NE) and provided relatively positive behavioral attitudes and intentions regarding the use of ELFA. Further analysis revealed a strong correlation between intrinsic motivation and ideologies of NE. This result indicates that despite their open-mindedness to ELFA, they still considered the native speaker model to be a norm of learning English. The findings of this study would shed light on the English language policy of higher education institutions in South Korea.

Student Attitudes toward English as a Lingua Franca Use to Teach a Third Language

Andrew Garth 한국외국어교육학회 2018 Foreign languages education Vol.25 No.2

This study examines student opinions into teacher use of English as a lingua franca as a second language to teach a third language. This research focuses on student recognition of the benefits of specific teacher uses of English as a lingua franca, student preferences of specific teacher uses of English as a lingua franca, and potential attitudinal effects of teacher use of English as a lingua franca. Thirty eight Korean university students participated in this study by completing a questionnaire. The data were analyzed through Mann Whitney U tests, a Borda count, chi-squared goodness of fit tests, and descriptive statistics. The results revealed students held the different uses in a similar and positive light but did not prefer uses that perform a social function. The results also showed students did not perceive of much positive attitudinal benefit (anxiety, connection to the teacher, and motivation). Nor did the students indicate teacher use of English as a lingua franca causes the students to lose face or feel that their mother tongue is disrespected. Classroom implications and limitations are discussed.

세계 영어(World Englishes)에 대한 한국 초등학생의 인식과 태도

조아름,이제영,김정렬 사단법인 인문사회과학기술융합학회 2017 예술인문사회융합멀티미디어논문지 Vol.7 No.11

본 연구의 목적은 한국 초등학생들의 세계 영어에 대한 인식과 태도를 설문을 통해 살펴보는 것이다. 이를 위해 부산광역시에 위치한 D 초등학교의 5, 6학년 160명을 대상으로 세계어로서의 영어에 대한 인식과 태도를 묻는 설문을 실시하였다. 또한 다양한 세계 영어(미국 영어, 영국 영어, 한국 영어, 일본 영어, 싱가포르 영어, 인도 영어) 발음의 녹음 파일을 듣고, 세계 영어의 각 범주의 영어에 대해 초등학생들이 갖고 있는 선호도와 이해도를 함께 조사하였다. 설문 분석 결과 설문 응답자들은 영어가 더 이상 한 나라의 소유물이 아닌 세계의 공용어로서의 역할을 하고 있다는 인식을 강하게 갖고 있었다. 또한 세계 영어의 변이형 부분에서는 학생들이 친숙하고 많이 접해 본 미국 및 영국 영어에 대한 이해도가 높았고, 또 따라하고 싶어 했다. 한편 실제 학생들은 다양한 세계 언어에 관심을 갖고 있으며 또 배우고 싶은 욕구를 지니고 있었지만 공교육에서 이러한 현실을 제대로 반영하지 못하고 있다는 점이 발견되었다. The purpose of this study is to investigate Korean elementary school students’ perceptions and attitudes on World Englishes through the survey. In order to do so, the questionnaire, asking their attitudes and perceptions on World Englishes was conducted on 160 5th-grade and 6th-grade elementary school students in Busan. The questionnaire included items related to the perception of English as an International Language and the preference and understanding of different varieties of World Englishes such as American English, British English, Korean English, Singapore English, Indian English, and so on. The results showed that the survey participants were strongly aware that English was the world’s lingua franca, no longer one country’s property. They also showed a high level of comprehension in American and British English. Meanwhile, English education in Korean public school is based on American English, but students actually have a lot of interest in diverse English varieties and a desire to learn them.

다언어 화자 간 담화 상의 영어 자음 발음 수용과 수렴 현상: 영국의 한국인 영어 학습자 사례

정현성 ( Hyun Song Chung ) 한국외국어대학교 언어연구소 2013 언어와 언어학 Vol.0 No.59

Phonological accommodation and convergence in interlanguage talk in English as a lingua franca context were investigated to identify the lingua franca core of Korean learners of English. It was found that some non-canonical forms of English pronunciation by Korean learners of English decreased in intelligibility when [kw], [gw] were pronounced without a glide; furthermore, [t] and [l] were replaced by [f], [dg] by [z], [θ] by [s], and [l] by [j]. Successful accommodation, however, was found in English fricatives, which improved intelligibility. Thus, it is suggested that while an ILT situation could work well for phonological accommodation of some certain consonants, analytic approaches are required to improve the intelligibility of English liquids in Korean English speakers.