• 한국보육지원학회지
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• 제5권1호
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• pp.81-101
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• 2009

본 연구는 1990년부터 2008년까지 8개의 유아교육 및 아동학 관련학회지에 발표된 영어교육/이중언어 관련 논문을 37편의 연구대상, 방법, 주제, 변인의 일반적인 경향을 살펴보았다. 또한 이러한 연구들이 가설 검증을 통해 경험적으로 도달한 결론들을 무엇인지 분석하였다. 그 결과, 유아교육/아동학계에서 가장 관심 있게 다루어진 주제들은 영어교육 경험과 유아의 발달, 유아기 영어교육 실태 및 인식, 그리고 영어교육프로그램의 개발 및 효과임을 알 수 있었다. 그러나 가정환경변인과 영어교육/이중언어 발달을 다룬 연구는 소수에 그쳤으며, 이른바 '영어유치원'을 적극적으로 탐색한 연구는 한 편도 없었다. 경험적으로 증명된 결론들을 요약하면, 이중언어 아동들의 언어발달의 양상은 단일언어 아동과는 약간 다를 수 있으나 일정한 연령에 도달하면 단일언어 아동과 유사한 언어능력을 갖게 되는 것으로 보고되었다. 또한 외국어로 유아교육기관에서 영어를 배울 경우 연령이 높은 아동들이 어린 아동들보다 영어와 관련된 정보를 더 잘 처리하여 결론적으로 영어학습의 효과가 크게 나타났다. 유아기 때의 영어교육경험이 초등학생들의 영어능력에 미치는 장기적 영향은 관련 연구부족으로 아직 미지수이다. 유아교육기관에서 쉽게 접할 수 있는 교수 매체를 이용한 영어교육프로그램의 개발과 효과검증연구가 여러 편 이루어졌고, 모두 대상프로그램이 어느 정도 효과적이었다고 주장하고 있다. 그러나 연구 설계나 방법이 엄정한 과학적 연구기준에 미치지 못하는 경우가 있으므로 연구결과에 해석에 주의를 요한다. 외국어로서의 영어교육연구와 이중언어발달 연구에서 공통적으로 주장하는 바는 하나 이상의 언어에 노출된 경험은 유아들의 상위언어발달에 긍정적인 영향을 준다는 것이다.

• 비교문화연구
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• 제39권
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• pp.219-240
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• 2015

The following summarized argument is the comparative research of the characteristics of automatic techniques demonstrated in the mixed expression of foreign language and Korean language in Lee Sang's poetry. Our research examines the use of foreign languages such as French and English shown in Lee Sang's poems, and then, recognized the characteristics of the automatic techniques demonstrated by the parallel marks and signs of Korean language. The automatical technique's element that Lee Sang made use of is a language of loanblend, consisting of free use of French, English, Japanese and Korean. The mathematical and geometric figures such as numbers and shapes can be seen as an important poetic language. In Lee Sang's poetry, the French words "AMOUREUSES" and "ESQUISSE" and English words "I WED A TOY BRIDE" are considered as parts of Korean language. The use of foreign language is seen by the readers as encodes of a unacquainted language and it provides rhetorical characteritstics that gives off profanatory feeling about the poetry. The poet is seen to have created a new poetic language that excess the standards of the limitations that Korean and Chinese marks have through the application of polysems and poliphonyic effects that foreign languages have. The mathematical and geometric signs are Lee Sang's special experimental elements that can't be seen in other literary poetries. They are conversational and the requirements for the expression of abstract artistry and esthetics. The language used in his poetry are external to those traditional poetic languages and they mix freely with other poetic elements to become an automatic technique used in the writing. Lee Sang's techniques can be considered as the pursuit of defiance and departure, freedom about literature and artistry. Moreover, the avant-garde expressionism is the literary form that demonstrated the sense of inferiority, nervousness and loneliness risen from physical pain and the abnormal relationship with women in the poet's personal life. The technique shows the longingness of the the Western culture and literature that lay dormant in the poet's consciousness and it is also the expression of ingenious that created the new guide in the Korean poetic literature, exceeding the European surrealism. Lastly, the automatic technique images that are demonstrated by the mixture of the foreign languages and Korean language are the creations of an innate poetic language and poetic literature that can't be imitated by anyone in Korean literature.

• 영어어문교육
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• 제5호
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• pp.49-62
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• 1999

Education systems throughout the world encourage their students to learn languages other than their native one. In Australia, our Education Boards provide students with the opportunity to learn European and Asian languages. French, German, Chinese and Japanese are the most popular languages studied in elementary and high schools. This choice is a reflection of Australias European heritage and its geographical position near Asia. In most non-English speaking countries, English is the foreign language most readily available to students. In Korea, the English language is actively promoted by the Education Department and, in less official ways, by companies and the public. It is impossible to be anywhere in Korea without seeing the English language alongside or intermingled with Korean. When I ask students why they are learning English, I receive answers that include the word globalization and the importance of English throughout the world. When I press further and ask why they personally are learning English, the students mention passing exams, usually high school tests or TOEIC, and the necessity of passing the latter to obtain a good job. Seldom do I ever hear anything about communication: about the desire to talk with other people in English, to read novels or poetry in English, to understand movies or pop-songs in English, to chat on the Internet in English, to search for information on the Internet in English, or to email pen-pals in English. Yet isnt communication the only valid reason for learning a language? We learn our native language to communicate with those around us. Shouldnt we set the same goal for learning a foreign language? In my opinion communication, whether it is reading and writing or speaking and listening, must be central to language learning. Learning a language to pass examinations is meaningless unless those examinations are a reliable indicator of the ability of the student to communicate. In previous eras, most communication in a foreign language was through reading novels or formal letters. This required a thorough knowledge of grammar and a large vocabulary. Todays communication is much less formal. Telephone conversations, tele-conferences, faxes and emails allow people to communicate regularly and informally. Reading materials are also less formal as popular novels and newspapers are available world-wide. Movies and popular songs have added to the range of informal communication available. Finally travel has ensured that people from different cultures will meet easily and regularly. This informal communication requires less emphasis on grammar and vocabulary and more emphasis on comprehension and confidence to speak. Placing communication central to language learning has important implications for the Education system and for teachers.

• 영어어문교육
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• 제5호
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• pp.1-25
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• 1999

The objective of the present study was to model the relationships between language learning strategy use and language proficiency among the Asian (Korean, Japanese, and Taiwanese) students studying English in the United States. The instruments were a language learning strategy Questionnaire and the Institutional Testing Program Test of English as a Foreign Language (ITP TOEFL). Structural equation modeling was utilized to model the relationships between language learning strategies and language proficiency. The present study found only weak relationships between language learning strategies and language proficiency. Only 13% and 15% of variance of the listening and grammar/reading factor were explained by the language learning strategies. The metacognitive strategies appeared not to have direct relationships to the language skill factors, as was found in other studies (Purpura, 1996, 1997). The effects of the social and affective strategies were very small. They in combination could account about 1% and 4% of the variance of the listening and grammar/reading factors.

• International Journal of Computer Science & Network Security
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• 제22권4호
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• pp.183-192
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• 2022

The role that English currently plays is undeniable. It has become the most common means of communication among native speakers of several languages around the world. English penetrates into all areas of people's daily lives. In the field of Information Technology (IT), English has taken a dominant position, as many of the terms used on a daily basis are written in English. The purpose of the article is to analyze the linguistic features of anglicisms in the field of Information Technology. Methods. The research is based on systematic and comparative analysis, dialectical method, as well as methods of classification and generalization. Results. This study presents the results of compiling a multilingual glossary with anglicisms used in the GitHub and 3D Slicer fields. Despite the limited number of terms included in the glossary, the article provides a lot of evidence for the influence of the English language in the areas of Information Technology, GitHub and 3D Slicer under consideration. The types of anglicisms used in the 3D Slicer area seem to be more diverse than in the GitHub area. This study found that five European languages use language strategies to solve any communication problem. The multilingual glossary showed that in some cases there is a coexistence between Anglicism and the native term. In other cases, the English term is the only one used in different languages. There are cases when only the native language is used. Conclusions. This study is a useful tool that helps to improve the efficiency of communication between engineers and technicians who speak different native languages. The ultimate goal of this research will be to create a multilingual glossary that is still under development and is likely to cover other IT areas such as Python and VTK.

• 한국영어학회지:영어학
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• 제3권3호
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• pp.309-339
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• 2003

This paper provides an overview of second language (L2) socialization research, some examples of recent studies addressing this topic, and finally a theoretical reconceptualization of L2 socialization. The three studies to be presented include secondary schools in an English-as-a-foreign-language context in Central Europe, mainstream classes in an English-as-a second-language school in Western Canada, and programs for English language and nursing skills for immigrant Canadians. This empirical, qualitative research does not support a linear, deterministic view of L2 socialization; such a view assumes, erroneously, that students or other novices are fully willing and able to adopt stable, monolingual, local target L2 norms and that members of the target culture are both competent and receptive to the newcomers. Some consequences and implications of these findings are discussed.

• 영어어문교육
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• 제13권4호
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• pp.127-152
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• 2007

Recently, the number of students to choose to study in Australia has been increasing significantly. The purpose of this study is to examine how Korean primary school children perceive their own English language learning and cultural adaptation in Australia. A questionnaire survey was conducted with 34 Korean children aged 8-13 who were attending primary schools in Brisbane, Queensland. The study results show that they made diverse efforts to learn English language and culture in Australia, such as making English-speaking friends, watching TV/video/DVD, reading English books, and studying with a foreign tutor. Their English listening and writing abilities were thought to be improved most, followed by speaking, reading and cultural understanding after studying in Australia. The subjects were mostly satisfied with their study and life in Australia but they had difficulties with communicating in English, homesickness, foods, weather, insects, and discrimination. In particular, they had problems with understanding classes conducted all in English and participating in the classroom activities due to their low level of English ability and understanding of Australian classroom culture. The findings of this study have pedagogical implications for educators both in Australia and Korea.

• 음성과학
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• 제9권4호
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• pp.143-148
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• 2002

This study examined the foreign accent of Korean speakers of English concerning vowel length and utterance position. It then attempts to explain the foreign accent of Koreans when they speak English. The method was to measure the sentence-initial and sentence-final vowels as spoken by Koreans. I chose these two positions, sentence-initial and sentence-final, in order to know if Korean speakers of English, compared with native English speakers, show a difference in sentence stress. I chose English diphthongs, because most Koreans have difficulty pronouncing these sounds. I found that Korean speakers of English as a second language do not know English sentence stress patterns and show a foreign accent, especially when using diphthongs.

• 대한음성학회:학술대회논문집
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• 대한음성학회 2000년도 3월 학술대회지
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• pp.103-104
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• 2000

As the role and status of English as an international language(EIL) have been widely discussed, studies need to be done to find out new issues and concerns related to teaching EIL In Korea. This presentation will review the changes in teaching English in Korea, teaching pronunciation, in particular, focusing on its goal and major instructional approaches. Suggestions will be made on developing a learner-centered communicative model for teaching English pronunciation and on training both Korean and foreign teachers of English to teach English pronunciation.

• 영어어문교육
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• 제16권4호
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• pp.71-90
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• 2010

This study suggests that English literature educators need to be eclectic and flexible in applying theories and methods, not simply adhering to one or two for all situations and occasions. They need to be available to go with the flow and particularly employ whatever is needed at any given moment of class time. There is a current trend emphasizing English literature as merely a language resource rather than the study of English literature as an end in itself. Without much attention given to literary analysis and criticism, students tend to lack creative and critical thinking abilities. Given the current imbalance, it would seem important to address the issue, and create English class programs that maintain a balance between teaching the study of English literature to improve students' critical thinking abilities, and its use as a language resource. To fulfill this goal, thorough preparation is required. Indeed, we can direct our intelligence more effectively when we are well prepared and we are familiar with the basic methods and mechanics of teaching our subject. The greatest achievement of the English literature class I taught was that the students showed unexpectedly remarkable creative and critical appreciation of the novel we studied, in addition to improving their English language skills.