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기업 맥락에서 직장인 고부담 영어 말하기 시험 준비: 수험자 정체성 관점으로
김나희 한국영어학회 2019 영어학 Vol.19 No.3
This study aims to explore high stakes English speaking test preparation and test taker identity in a work place setting, investigating why and how employees prepare for a language test, and how their English learning and identity are influenced by test preparation activities from the test-takers’ perspectives. Qualitative data were collected through participant-interviews, documentation, field notes and research journal for three months in work place settings. The results indicated that test preparation activities were focused on test strategies, including memorization of sample answers. Also, it was found that test takers’ preparation practice may have come into being, negatively influencing their English speaking learning and narrative identity. The implications of the paper are to raise awareness of links between high-stakes language test, preparation activities, and test taker identity, focusing on negative effects on a test taker’s actual language proficiency and identity construction. It is also suggested that there is a need for investigating more cases of employee-test takers preparing high-stakes tests of English speaking proficiency at work by listening to their voices.
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A Study on Adult Learners’ IELTS Preparation from an English-mediated Identity Perspective
김나희 한국영어학회 2017 영어학 Vol.17 No.3
The objective of this paper is to examine Korean test takers’ English speaking test preparation, focusing on how they construct their English-mediated identity during test preparation. The test in question is the International English Language Testing System (IELTS) Academic which has been used for university admission. Data consist of interviews, observation and field notes. The data were analyzed using Bryman’s qualitative analysis (2004). It was found that test takers’ identities were constructed in a context of English speaking practice. Also, they experienced test preparation impact on their identity. It is suggested that English speaking activities in high-stakes test preparation could act as critical experiences which shape English-mediated identity. By listening to voices of test takers, the implications of the paper are to raise awareness of the importance of test use and impact.
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내러티브 정체성 기반의 영어 말하기 시험 준비: 글로벌 기업 교육 실행
김나희(金娜希) 서울대학교 교육연구소 2021 아시아교육연구 Vol.22 No.1
본 실행 연구의 목적은 내러티브 정체성 기반의 영어 말하기 시험 준비 프로그램(김나희, 2020)의 글로벌 기업교육 적용 가능성을 탐색하는 것이다. 연구자가 교사로 직접 참여하여 글로벌 기업의 정규사내어학과정(총 16차시, 주 2회)에서 교육 전 내러티브 정체성 진단-단계별 교육-교육 후 내러티브 정체성 진단 절차로 실행하였다. 교육기간 동안 관찰된 학습자 반응과 발화 변화에 따라서 내러티브 정체성 구성(내러티브 발달, 내러티브 전달/소통, 내레이터 정보/성찰)기반의 수업이 계획, 실행, 조정 반영되었다. 연구결과 개선점은 학습자 내러티브 정체성 구성 향상으로 나타났다. 명시적으로 학습된 요소들이 포함된 학습자 발화의 내러티브 발달 등급, 내러티브 전달/소통 및 내레이터 정보/성찰 요소가 교육 전 진단과 다르게 크게 향상되었다. 새롭고 도전적인 교육 내용을 수행하는 학습자 역동성 또한 발견되었다. 프로그램 제한점 역시 교육 기간 동안 관찰된 학습자 반응과 교사 성찰을 토대로 확인하였다. 본 연구 결과를 바탕으로 기업 및 기관의 다양한 언어(시험 준비)수업 맥락에 적용할 수 있는 교육 절차, 방법, 내용, 교재, 평가 등의 후속 연구가 특정 맥락의 영어 수행에 관한 복합 다면적인 한국 성인 수험자 정체성 탐구와 이해를 기반으로 지속적으로 보고될 필요가 있다. This action research aims to design and conduct English speaking preparation for an OPIc test in a context of a global corporation, exploring narrative identity development of test-takers during the course. In order to do that, the study mainly adopted Kim’s (2020) a global corporation’s English speaking preparation. During the summer semester of 2018 language course, five participants employed at the global corporation joined this study and were taught by the researcher. This course consisted of three procedures: pre-test, steps of narrative intervention and post-test. According to participants’ various reactions to narrative activities, each step of intervention was revised and conducted. As a result of post-test, learners’ narrative identity was improved in terms of narrative level, narrator information/reflection and narrative mode/interaction, compared to the pre-test result. It revealed that narrative identity based English test preparation was effective in practising test taker identity-centered learning. The findings have implications of future research of narrative identity based test preparation, revising procedures, guidelines, activities, assessment and text book to apply to various test preparation contexts.
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대중문화에서 재현된 영어시험과 수험자 분석: 문화연구, 정체성, 기호학의 접점으로부터
신동일(Dongil Shin) 한국응용언어학회 2020 응용 언어학 Vol.36 No.2
This paper is intended to explore the meaningfulness of interdisciplinary approaches to cultural studies, identities, and semiotics in the field of language education and applied linguistics in Korea. The ‘cultural turn’, which notes representation issues in mass culture, identity construction, and semiotics, are reviewed and intertwined to lead to the question of how high-stakes test takers are described in the mass media. 10 printed advertisements in which test takers are modeled to prepare for NEAT (National English Ability Test) and TOEIC (Test of English for International Communication) were analyzed through syntagmatic and paradigmatic analysis, as well as through the Barthes’ signification analysis. Results obtained from semiotic analysis revealed that NEAT and TOEIC learners were often described in a stereotypical manner, positioned as taken-for-granted, competitive, emotional test-takers in conventional teach-to-the-test culture. The (distorted) representation of test takers discussed in this study, however, needs to be researched in different media settings, since the values of test prep appeared multiple, conflicting, and even entertaining in the present study, especially in the recent coverages. Meanings surrounding TOEIC learners, for example, could be interpreted as both forced and voluntary, competitive and friendly. It was found that the research tradition built on cultural studies, along with semiotic approaches, has great potential to critically understand a better meaning-making signification in the field of language education industry.
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