• 시큐리티연구
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• 제15호
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• pp.51-72
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• 2008

이 연구는 경호관련학과 학생들의 경호영어 능력 실태와 그 발전방안에 관한 연구에 목적을 두고 있다. 연구의 방법으로는 영어 능력에 관한 설문조사와 경호지식에 관한 간단한 테스트를 통하여 실태를 파악하였다. 일반 영어 및 경호영어 능력에 있어서 학생들의 현 실태는 전반적으로 매우 낮고 미흡한 것으로 나타났으며, 이로 인하여 개인들과 학교들의 적극적인 노력이 필요함을 인식하였다. 국내외 주요 인사 및 VIP를 경호하는 경호요원들은 국제적인 역량에 있어서 영어 의사소통능력이 필수적이며, 이를 위하여 졸업 후 원활한 취업 및 진로 준비에 도움이 될 수 있도록 경호관련학과 학생들은 대학 과정 중에 반드시 영어 의사소통 능력을 향상시켜야 할 필요가 있다. 교양영어 프로그램의 다양화를 통하여 일반영어 능력을 향상시켜야 하며, 더불어 전문적인 경호영어에 관한 능력 구비를 위하여 체계적인 학습과 노력이 필요하며, 또한 이를 위하여 각 대학들이 경호영어 커리큘럼 편성을 장려하여야 한다. 본 연구를 통하여 한국 경호관련학과에 경호영어의 중요성과 인식에 있어서 전환과 발전이 있기를 바라며, 그럼으로써 더욱 국제적인 자격과 역량을 갖춘 경호요원들이 많이 배출되기를 기대한다.

• International Journal of Advanced Culture Technology
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• 제12권1호
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• pp.20-25
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• 2024

The qualitative effect of class is influenced by the instructor's class design and operation method, but it comes from motivating students to actively participate in class and utilizing potential qualities that lead to student-centered learning. Students' activities and the quality development of class participation can be utilized in presentation-based classes. This could be confirmed through the presentation classes in English language curriculum applied to English major students in Korea. In other words, with presentations conducted in language-theoretic classes such as phonetics/phonology, and syntax, it turned out that immersion in learning, concentration on class, and motivation for learning can be improved, developing systematic self-directed learning ability and cooperative mutual communication ability. Instructors need to lead the direction and design of the classes, but the actual educational effect depends on how students accept the academic tasks, how well they understand the learning contents, and how well they can systematically transmit them to others. In this respect, this study aims to investigate that learner-centered presentation classes contribute to making learners develop their competencies in class design, data utilization, imparting knowledge, and communication, which would bring about the improvement of learning quality and educational effects.

• Asian Pacific Journal of Cancer Prevention
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• 제14권2호
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• pp.733-738
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• 2013

Background: Breast and cervical cancers are significant causes of mortality and morbidity for Asian women, and poor English-speaking ability is a barrier to cancer prevention practices. Materials and Methods: This project tested relationships among English-speaking ability and early detection practices regarding to breast and cervical cancer among female Chinese immigrants. A descriptive cross-sectional survey was used. Results: 175 female Chinese immigrants completed the survey in the breast cancer prevention section, and 35 of them also completed the cervical cancer prevention section. Some 63% of them had heard about the clinical breast exam (CBE), but only 54% had had a CBE. While 46% of the participants were aware of their need for a Pap smear, only 31% had heard about it and had undergone a pelvic exam. Conclusions: English-speaking ability was strongly associated with immigrant women's knowledge of female cancer early detection. Culturally and linguistic issues should be considered as the first step to access immigrant population in designing future education intervention.

• 한국인터넷방송통신학회논문지
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• 제16권5호
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• pp.13-20
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• 2016

본 연구는 국내 영어 학습자들의 말하기 출력 활동을 활성화시킬 방안으로서 스마트폰과 음성합성(Text-to-Speech)이 지닌 장점을 활용하여 모바일 영어 학습의 한 형태인 영어 말하기 영상 과제 학습 모델을 개발, 적용한 후, 이 모델이 학습자들에게 미친 효과를 탐구하였다. 설문 조사 결과 모바일 기기를 활용한 영어 말하기 영상 과제는 학습자들의 전반적인 영어실력 뿐 아니라 발음, 말하기, 듣기, 쓰기 영역에서 자신감과 실력 향상에 긍정적인 영향을 미친 것으로 나타났다. 이런 결과를 기반으로 외국어로서 영어를 학습해야 하는 상황적 한계로 인해 충분한 영어 입력에 노출되지 못하고 말하기 출력활동이 부족한 국내 영어 학습자들의 영어 말하기 능력을 향상시킬 한 가지 방안으로써 말하기 영상 과제의 가능성과 한계를 논의한다.

• 영어어문교육
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• 제9권2호
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• pp.133-149
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• 2003

As the world becomes a global village, national conferences become more frequent, and the language of choice to mediate the exchange of information is English. Accordingly, the purpose of this research is to find several methods to prepare L2 students for English communication at conferences. Various studies about discourse markers can be found in this study. Discourse markers are indicators of fluency in spoken language, and indicators of improvement from features of spoken English to more typical forms of formal writing. In this study the presentation styles of native speakers and Asian non-native speakers are compared, and the difference between efficient and non-efficient speakers at conferences are discussed. As a study of conference English teaching and learning method, this research targets suggestion and application of discourse markers for L2 speakers. As a result, the fact that discourse markers are very important in effective writing and conference English is found and accordingly we can see that developing the ability to use discourse markers in writing and speaking are essential for L2 speakers.

• 공학교육연구
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• 제17권3호
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• pp.22-33
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• 2014

This paper presents a comparative study on the effectiveness of teaching an engineering course using English with Specific Purpose(ESP). A study was performed using student groups; one class using ESP, and one class conducted in English with an English text. The course conducted using ESP showed the greatest improvement in English writing and conversation, and the students reported a greatly increased confidence in their ability to function professionally using English. A self-assessment of each student was conducted before and after the courses. Prior to the course less than 10% in each group felt that they are able to: a) understand a textbook, b) write an email, c) generate a project report, or d) follow a lecture given in English. The survey at the end of the course showed that the ESP teaching style resulted in significant improvements in students ability and confidence with writing and speaking in English, whereas reading skills were similar for both groups. This is due to the ESP method, in which students are required to give presentations and keep journals in English. After a brief review of the ESP principles and a discussion of how they were implemented, the background data of the participants(students) are described. Finally, the end-of-semester survey highlights the efficacy of the ESP approach.

• 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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• 제13권2호
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• pp.129-153
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• 2007

When English language teachers are deciding on their priorities for teaching pronunciation, it is imperative to know what kind of differences and errors are most likely to interfere with communication, and what special problems particular first-language speakers will have with English pronunciation. In other words, phoneme discrimination skill is an integral part of speech processing for the EFL learners' learning to converse in English. Training using sound visualization technique can be effective in improving second language learners' perceptions and productions of segmental and suprasegmental speech contrasts. This study assessed the efficacy of a pronunciation training that provided visual feedback for EFL learners acquiring pitch and durational contrasts to produce and perceive English phonemic distinctions. The subjects' ability to produce and to perceive novel English words was tested in two contexts before and after training; words in isolation and words in sentences. In comparison with an untrained control group, trainees showed improved perceptual and productive performance, transferred their knowledge to new contexts, and maintained their improvement three months after training. These findings support the feasibility of learner-centered programs using sound visualization technique for English language pronunciation instruction.

• 영어어문교육
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• 제8권2호
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• pp.177-196
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• 2003

The purpose of this study is to help teachers and program developers develop comprehensive and authentic assessment models with appropriate ways of using various kinds of assessment tools in college English instruction and assessment. Assessing by traditional discrete tests based on grammar and vocabulary cannot measure the authentic ability for language use in meaningful context in the real world. Currently, the trend in language assessment is changing to performance assessment. Increased use of performance assessments that involve language students in selecting and reflecting on their learning means that language teachers will have a wider range of evidence on which to judge whether students are becoming purposeful and are able to communicate as English users. Also, language programs focused on performance assessment are likely to instil in students authentic skills related to communication in the global world and enable them to evaluate what they learn from their English classes. In this study, the author investigated the theoretical background, the need of change, and several types of performance assessment.

• 영어어문교육
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• 제16권3호
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• pp.119-139
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• 2010

The purpose of this paper was to examine various aspects of meaning negotiation process in online chatting. Korean college students were asked to engage in chatting on the Internet over the course of a semester-long period, and chatting transcripts were analyzed in terms of sources of communication breakdown, signals to indicate communication breakdown, strategies to overcome communication breakdown, and ways of closing meaning negotiation. According to the findings of the study, lack of background knowledge and incoherent string of sentences in text were two major barriers creating communication problems. Subjects were able to use signals to indicate their communication difficulties, and overcome them by using different strategies. In doing so, however, they were found to suffer a narrow range of signals and strategies, which showed their limited communicative ability in the management of interaction, and indicated a clear, strong need for an extension of discourse and strategic competences of Korean students for more effective and smoother transition of message in everyday interaction.