• 영어어문교육
• /
• 제17권4호
• /
• pp.123-139
• /
• 2011

The purpose of the current study is to analyze a model of OPIc-based speaking test for Korea English classroom. The research questions were (1). What is the English teachers' opinion on the current speaking teaching and testing? (2). Is the OPIc speaking test appropriate in the Korea English class? and (3). What are the English education students' perceptions of the OPIc-based speaking test for English classes? To answer the first research question, a survey was conducted targeting one hundred and forty-seven teachers. The result of the survey shows that Korea English teachers' great concern on the English teaching and speaking test are "communicative competence," "scoring and criteria," and "condition and need." To answer the second research question, the OPIc speaking test for the class was analyzed and it was found that in terms of the communicative competence," "scoring and criteria," and "condition and need" issues, OPIc based speaking test is appropriate in Korea English class. For the third research question, Q methodology was used targeting English education students and the result shows that most English education students strongly agree to the statements that the OPIc-based speaking test has the advantage to improve communicative competence. This study may provide the information about creating and adopting tests for English classes and relating standardized test and the English classes.

• 영어어문교육
• /
• 제15권3호
• /
• pp.1-31
• /
• 2009

Although Korean university students' primary concern is academic success in their higher degrees in the UK, they highly desire to develop English communicative competence through a number of opportunities to speak with natives speakers. The paper aims at examining to what extent they are able to be socialised into a new environment while they are studying at UK universities. The in-depth, longitudinal interviews with the targeted group of six Korean masters' students at the University of York was undertaken to observe the pace of their progress in developing social skills. Reluctance and hesitance to contact and interact with their supervisors and other academic staff persisted for most of them to the final term caused by cultural reasons such as face and hierarchy rather than language problems. Despite the six participants' variation in their patterns of social interaction, they struggled with pressures towards monoculture-biased interaction with Korean people, which was quite extreme for the five participants. This passivity can be explained by several reasons such as the students' lack of communicative competence and other situational factors on one-year course. It is important to note that students' failure to develop network with native speakers is strongly associated with experience of cultural withdrawal and frustration with developing communicative competence in English.

• 영어어문교육
• /
• 제18권1호
• /
• pp.91-114
• /
• 2012

The purpose of this study is to investigate teachers' perspectives on content-based instruction (CBI) in English at a higher education in Korea. Based on the assumption that content-based instruction programs could be successful if teachers were actively involved not only in transmitting the content knowledge but also in students' development in the second or foreign language competence, the study explores teachers' treatments of language in relation to the students' language development in CBI classes. Research questions were related to five areas such as (1) the goals of CBI programs, (2) difficulties in CBI classes, (3) the use of native language, (4) teaching strategies and techniques, and (5) factors that affect the success of the CBI programs. Data gathered from 24 college instructors from a large university located in the metropolitan city of Korea. Results of the study indicated that college instructors of CBI programs had keen interest in developing students' language competence, experienced difficulties in designing course syllabus for mixed leveled group of students, rarely used Korean in class and used successful teaching strategies. Also factors needed to improve the CBI programs were recommended at the end of the study. Results of the study implied that teachers needed to be more aware of the students' learning process of English and to be more communicative with students in English in class. Further studies were needed in relation to the CBI courses for students of different age levels.

• 영어어문교육
• /
• 제15권3호
• /
• pp.105-127
• /
• 2009

This study investigates effective models of team teaching in Korean middle school classrooms based upon a questionnaire survey and two English listening tests. The data from 349 first year middle school students from 3 different middle schools were collected and compared between team teaching (TT) types in terms of participants' background language learning methods and their opinions about TT. The findings of the present study indicate that students appear to have different opinions about TT according to the TT types. Also the results of the English listening tests between students who took TT and those who didn't take TT show significant differences between TT groups. This study gives both native English teachers (NETs) and Korean English teachers (KETs) the perspectives about effective TT type and the opportunities that both types of teachers could reconsider their TT in order to develop students' English communicative competence more successfully.

• 대한음성학회:학술대회논문집
• /
• 대한음성학회 2000년도 7월 학술대회지
• /
• pp.338-349
• /
• 2000

Pronunciation teaching is once again coming into the foreground of ELT. Japan is, however, lagging far behind many countries in the development of pronunciation curricula and in the actual speech performance of the Japanese learners of English. The reasons for this can be found in the prevalence of communicative methodologies unfavorable for pronunciation teaching, in the lack of trained professionals, and in the large numbers of students in Japanese foreign language classes. This paper offers a way to promote foreign language pronunciation teaching in Japan and other countries by means of employing computer and internet facilities. The paper outlines the major directions of using modem speech technologies in pronunciation classes, like EVF (electronic visual feedback) training at segmental and prosodic levels; automated error detection, testing, grading and fluency assessment. The author discusses the applicability of some specific software packages (CSLU, SUGIspeech, Multispeech, Wavesurfer, etc.) for the needs of pronunciation teaching. Finally, the author talks about the globalization of pronunciation education via internet resources, such as computer corpora and speech and pronunciation training related web pages.

• 영어어문교육
• /
• 제4호
• /
• pp.53-84
• /
• 1998

The purposes of the present study were to give the new direction of teaching English based on the 7th English curriculum, and to show some useful insights on English teaching in the 21st century. The 7th English curriculum was developed in two parts: as a required subject and as an elective subject. As a required subject, the English curriculum applies to the third grade of elementary school through to the first grade of high school. The elective subject of the English curriculum applies to the second and third grades of high school. In the 7th curriculum reform, a proficiency-based language program will be applied in the form of intensive and supplementary courses at the same levels irrespective of differences based on students' abilities, schools and regions. Linguistic functions, communicative functions, subject matters are included in the content area in language organization. Limiting the length of sentences is applied at elementary school only and is not applied at higher levels.

• International Journal of Computer Science & Network Security
• /
• 제22권11호
• /
• pp.63-70
• /
• 2022

At the present stage, the main directions of the professional position of a specialist in the implementation of English-language Education are to improve and spread the practice of learning languages throughout a person's life by involving information, communication and digital technologies in the educational process. Computerization of the educational process in Higher Education Institutions is considered as one of the first and most promising areas for improving the quality of education in Higher Education Institutions. The necessity of ensuring timely training and retraining of specialists of various profiles (in particular teachers) on the effective use of domestic and foreign electronic resources with the help of modern information technologies for the implementation of the professional position of a future specialist in a foreign-language environment is noted. The main goal of teaching a foreign language (the formation of students' communicative competence, which means mastering the language as a means of intercultural communication) is defined. The types of speech activity that cover the content of teaching a foreign language are highlighted. The main types of assessment in a foreign language are shown - current (non-classroom), thematic, semester, annual assessment and final state certification. The task of the teacher is drawn, which is to create conditions for practical language acquisition for each student, to choose such teaching methods by means of information technologies that would allow each student to show their activity, their creativity; to activate the cognitive activity of the student in the process of learning a foreign language.

• 영어어문교육
• /
• 제13권3호
• /
• pp.41-56
• /
• 2007

This paper, drawing on various secondary sources related to bilingualism and bilingual education, proposes a semi-CLIL (Content and Language Integrated Learning) model as an initial option for Korea's ELT instruction at a primary level, with a subsequent application to a secondary level in mind. It is reported that the current pedagogy focused on early English education and communicative language teaching does not meet the needs of students' EFL proficiency. The main reasons for this are considered to lie in the social and educational environment which impedes EFL students' meaningful and authentic communication in target language. Thus, by exploring a conceptual approach to such a problem, this paper suggests a paradigm of integrating content and language for a reasonable solution.

• 한국콘텐츠학회논문지
• /
• 제18권2호
• /
• pp.269-279
• /
• 2018

본 연구는 초등 영어 우수 수업으로 선정되어 교육포털사이트에 업로드 되어 있는 수업 동영상을 전사하고, COLT 2부와 TALOS 저추론 분석법을 사용하여 이를 분석하여 의사소통성과 수업의 특징을 파악한 연구이다. 그동안 COLT를 사용하여 초등 영어 수업의 의사소통성을 파악한 연구는 많았지만, TALOS 분석을 한 연구는 부족했다. 또한, 대부분의 연구가 초등 영어 수업이 의사소통적이지 않다는 결론이 대다수였다. 이에, COLT 2부와 TALOS를 사용하여 초등 영어 수업을 분석하여 의사소통성을 파악하고, 초등영어의 성격과 관련하여 나타나는 특징을 알아보았다. 서울교육포털사이트에 우수 수업 동영상으로 업로드되어 있는 1개의 수업 동영상을 COLT(Communitive Orientation of Language Teaching)와 TALOS(Target Language Observation Scheme)를 활용하여 분석한 결과, 이 수업은 높은 학생 발화의 양과 질, 학생의 높은 참여, 주도적인 발화의 시작, 예상 불가 정보 발화의 높은 비율, 확장 비율이 높은 발화 지속의 양태 등으로 의사소통중심 수업임을 확인하였다. 수업에서 두드러지게 나타난 학생의 높은 참여, 정의적 요소의 중시, 재미있게 몰입하는 활동 속에서 무의식적으로 충분한 반복을 통한 내재화 등은 초등 영어 특성과 관련된 본 수업의 특징이다.

• 한국콘텐츠학회논문지
• /
• 제14권5호
• /
• pp.480-486
• /
• 2014

본 연구는 영자 신문 발간 활동이 영어 의사소통 능력 향상에 미치는 긍정적인 영향을 확인하며 프로젝트 기반의 출판 과정을 통한 독립적이면서도 협동적인 학습 환경의 구현가능성을 탐색한다. 한국과학영재학교의 첫 번째 영자 신문 발간 기획은 프로젝트 기반의 교수학습 방법을 적용한 일련의 단계를 거쳐서 완성되었다. 영어 능력과 참여도에 따른 학생 편집자 선발 과정을 시작으로 분야와 주제 및 제재를 선택하고 역할과 기사를 배분하며 결과물을 통합 편집하는 과정을 거친다. 전 과정에 걸쳐 참여자들은 최소한의 지도 감독 아래서 독립적이면서도 협력적으로 활동에 참여하였다. 사후 설문조사에 따르면 성공적인 영자신문의 발간이 전반적 영어 능력을 향상 시켰을 뿐만 아니라 긍정적인 학습자 자아인식과 주도적인 학습 태도를 키웠다고 나타났다. 본 연구는 언어 교육 뿐 아니라 통합적인 프로젝트 기반 교수 학습에 있어 신문 잡지 등의 출판 활동이 주는 장점을 논하는 한편, 향후 프로젝트 교수 학습 방법과 영어 의사소통능력 향상과 관련된 보다 심화된 연구가능성을 제시한다.