National Discourse of EGL and English Teaching in Korea: Focusing on Education Policies and Teacher Perspectives

조영교 현대영어교육학회 2014 현대영어교육 Vol.15 No.4

This study examines the impact of English as a global language (EGL) on Englishlanguage teaching in Korea in terms of pedagogical principles and practices operating within the nation’s English education. The study first reviewed the English education policies presented in the National Education Curricula since the 6th Revision, in which communicative competence was promulgated first time in the nation’s history as the primary objective in English language teaching. Then, these discourses were assessed by 19 Korean teachers of English and native English-speaking teachers using aquestionnaire and in-depth interviews. The study shows that national discourses ofEGL impose considerable impact on the contents and methodologies in Korean English education. Communicative competence is a firmly established goal for languagepedagogy at all school levels; yet such policy objectives leave a significant gap in our understanding of the reality of classroom-based language instructions, where testoriented pedagogy and teachers’ inadequate preparedness for oral language aredominating such that implementation of communicative syllabi appears to be a distalreality. Teachers’ biggest challenge comprises students’ unequal levels of proficiencyand motivation; their assessment of teaching Korean EFL is essentially not congruentin itself suggesting a clear disjunction between policy ideals and pedagogical reality.

태권도 세계화에 따른 태권도관련 학과 대학생들의 태권도영어 인식 및 영어 학습 의사소통 방안

한동희 ( Han Donghee ),한은희 ( Han Eunhee ) 한국현대영어영문학회 2018 현대영어영문학 Vol.62 No.2

The purpose of this study was to analyze Taekwondo related department students’ Taekwondo English awareness and their English study attitude as Taekwondo becomes globalized. A total of 251 students of Taekwondo related departments participated in this study. A survey was conducted by using a 5-scale Likert questionnaire and then collected. The data was analyzed, and the results were divided into two categories. First, the participants were well aware of the importance of Taekwondo English and its necessity in the department curriculum. In order to study Takewondo English effectively, the related Taekwondo English courses need to be development based on the students’ English ability. Also, the participants agreed to the relationship between the Taekwondo English and their job. Secondly, the participants were interested in studying English in general especially for interaction with foreigners. However, the level of interest of studying in English was not very high because of their lack of experience in studying English. Pedagogical implications and the direction of Taekwondo English are discussed. (Korea University, Korea Nazarene University)

2009 개정 교육과정에 따른 초등영어 발음 교육 자료 개발

윤여범 ( Yeo Bom Yoon ),김용구 ( Yong Gu Kim ) 서울敎育大學校 初等敎育硏究所 2012 한국초등교육 Vol.23 No.3

2009년도에 개정된 초등영어 교육과정에서는 국제어(global language)로서의 영어의 성격이 강조되고 있으며, 특히 발음 교육의 측면에서는 영어 원어민 수준의 정확성보다는 학습자 자신의 발음을 상대방에 무난히 이해시킬 수 있는 정도, 즉, 이해도(intelligibility)의 상승을 목표로 하고 있다. 또한 발음 교육에 관한 최근 문헌(Jenkins, 2000; Rogerson-Revell, 2011, Walker, 2010)을 살펴보면 영어 발음의 이해도에 관한 연구가 활발하다. 본 논문은 Jenkins(2000)의 국제어로서의 영어 발음의 핵심 요소(LFC: Lingua Franca Core)를 분석하고, 우리나라의 초등영어 교육 환경에 적합한 요소를 추출하여 발음 교육 자료를 제시하는 것을 목적으로 한다. 연구 결과, 자음에서는 /l/과 /r/의 구별, /p/와 /f/의 구별, 자음군의 발음, 모음에서는 /i:/와 /i/의 구별, /u:/와 /u/의 구별, 강세에서는 교육과정에 제시된 2, 3음절 단어의 강세 연습, 억양에서는 성조 음절이 우리나라의 초등영어 교육 현장에서 필수적으로 지도되어야 할 발음의 요소로 나타났다. The 2009 National Curriculum for Primary English brought many important changes, one of which is the emphasis of English as a global language. This change is closely related to the debate on the goals of teaching English pronunciation: gaining native-like competence vs. improving intelligibility. In an EFL setting like Korea, the latter goal is considered more realistic. Moreover, the change in the national curriculum is in favor of the latter more realistic goal of teaching pronunciation. In this paper, five main aspects of English pronunciation (i.e., consonants, vowels, stress, rhythm, and intonation) are compared in terms of their contribution to the intelligibility of Korean learners of English, elementary school children, in particular. The four concepts are suggested as core teaching materials in primary English pronunciation: (1) contrasts in consonants (/l/ vs. /r/; /p/ vs /f/) and consonant clusters; (2) length contrasts in vowels; (3) stress in two- and three-syllable words; and (4) the tonic syllable in intonation. This selection, of course, does not mean that other concepts are not important, but it suggests that the four concepts need to be taught first.

국제어로서 영어의 관점으로의 인식 전환: 예비초등교사들의 사례

고경희 미래영어영문학회 2022 영어영문학 Vol.27 No.1

The purpose of this paper is to report the results of applying the findings of Ko(2017)’s study to promote perspective change from English as a foreign language(EFL) to English as a global language(EGL) among 121 pre-service teachers. The component of considering the practice of using Korean as a means of communication among foreigners of several nationalities was also employed to facilitate the participants’understanding of EGL. The study investigated whether and how the participants’ reflections on the findings of Ko(2017)’s study and the practice of Korean as a means of communication resulted in their perspective changes. It then investigated whether the newly adopted perspective of EGL influenced the participants’ perceptions of their English speaking abilities and further development process of their speaking abilities. The study also presents cases of not adopting the EGL perspectives and the reasons behind such positions. Content analyses were conducted on the participants’ journals containing their thoughts on these research questions. Discovered recurring themes are presented and further research proposed.

Analyzing Pedagogic Strategies to Incorporate Global Englishes into the Teaching of Young EFL Learners

최고운 글로벌영어교육학회 2023 Studies in English education Vol.28 No.1

Global Englishes (GE) research has revealed the diverse and fluid use of English in global communication, and numerous calls have been made for changes in mainstream English language teaching to reflect the authentic use of English used in a global community. Although concrete proposals for such changes in language teaching have been suggested, teachers are still faced with practical difficulties and contextual constraints when incorporating the diversity and hybridity of English into their language teaching practice. In particular, teaching GE can be especially challenging for teachers of very young learners, who generally have limited language proficiency and cognitive maturity compared to adult learners. Problematizing the lack of pedagogic-oriented research which can provide practical insight to teachers, this study explores how a group of Korean elementary EFL teachers strategically overcame contextual constraints and raised very young students’ awareness of GE. The findings reveal teachers’ strategies to design appropriate instructional materials and classroom activities and provide language assistance tailored to raising very young students’ awareness of GE. This study concludes with practical insights for language teachers of very young students in similar contexts who are interested in the pedagogic implications of GE.

The Effectiveness of Three Different English Instruction Approaches

Mi-Sun Kim 세계환경사회거버넌스학회 2017 World Environment and Island Studies Vol.7 No.3

The Dark Side of TESOL: The Hidden Costs of the Consumption of English

( Ingrid Piller ),( Kimie Takahashi ),( Yukinori Watanabe ) 경희대학교 비교문화연구소 2010 比較文化硏究 Vol.20 No.-

How university students perceive English curriculum?

Mi-Sun Kim 세계환경사회거버넌스학회 2017 World Environment and Island Studies Vol.7 No.1