• 영어어문교육
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• 제18권1호
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• pp.1-22
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• 2012

This study explores the effects of phonological awareness instruction with phonetics on listening comprehension and speaking. For the test of measuring the improvement of listening comprehension, two nationwide listening comprehension tests were used for pre-test and post-test. To find out the improvement of speaking ability, students were required to take the Level-3 NEAT speaking tests. There was a notable correlation between phonological awareness instruction with phonetics and listening ability. Also a significant correlation between phonological awareness instruction with phonetics and speaking ability was found. The group with phonological awareness class with phonetics received higher scores in listening and speaking test than the group without phonological awareness class with phonetics in the post-test. This study implies that phonological awareness class with phonetics is helpful for the improvement of listening and speaking ability. With this research, we can also say that students' communicative competence increased.

• 영어어문교육
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• 제11권4호
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• pp.305-333
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• 2005

The purpose of this study is to investigate the effects of teaching English through the techniques of storytelling with dramatization upon children's competence of English speaking and listening. These techniques are considered to enable children to have ample opportunity of use in and exposure to English, as well as interest. This study is sequenced as selecting stories by way of consulting literatures, developing a teaching model for practising classes through storytelling with dramatization, and analyzing the data resulting from the pre- and post-listening/speaking tests using the SPSS program. The results of this study can be summarized as follows: the experimental group shows better significance than the control one in the listening and speaking post-test. Therefore, literary units also need to be incorporated into English textbooks in order to improve children's aural-oral competence through the storytelling with dramatization.

• 정보교육학회논문지
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• 제20권4호
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• pp.367-374
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• 2016

본 연구는 초등학생의 영어 말하기 능력 신장을 위한 스마트 앱의 개발을 목적으로 한다. 영어 학습 앱을 개발하기 위해 말하기 듣기의 기초가 되는 반복말하기와 자신의 소리를 녹음하여 듣는 TTS기능을 적용하였다. 개발된 앱의 효과성을 분석하기 위하여 4개월간 수업에 적용하고 말하기 능력 검사와 정의적 영역을 검사를 하였다. 검사결과, 말하기 능력에 있어 4-6학년 초등학생 모두 능력이 신장된 것을 볼 수 있었다. 정의적 영역에서도 대부분의 학생들이 긍정적인 반응을 보였다.

• 한국항공운항학회지
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• 제27권4호
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• pp.114-118
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• 2019

EPTA(English Proficiency Test for Aviation) was not very aviation realistic test before 2019. Testee needed pass listening test first. Then testee could take speaking test. There were 20sets of speaking test. If the testee memorize well, he or she could pass the test easily even though he or she was not very good at English. So the pilot and the authority agreed to change the format of EPTA since 2016. Through development of new EPTA format, the Korea Transportation Safety Authority started new EPTA test since January, 2019. It has been one year since the new format of EPTA started. Now I try to survey satisfaction of new EPTA through questionnaire.

• 한국치위생학회지
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• 제14권5호
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• pp.641-648
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• 2014

Objectives : The purpose of this study is to investigate the attitude toward English learning in the dental hygiene students. Methods : A self-reported questionnaire was filled out by the 498 dental hygiene students in Seoul, Gyeonggi, Gangwon and Chungcheong Province. The questionnaire consisted of motive of English learning, confidence and interest. Data were analyzed by SPSS 19.0 program. Results : Approximately 85 percent of the students had strong motivation for English learning. Test-based English learning generally discouraged the students(61.8%). The students found that listening and speaking was the best way of learning English(44.6%). Most of the students were very interested in English but the cramming method of learning made them tired(p<0.05). Conclusions : Self-directed learning is the best way of learning English to the students. The curriculum should consist of actual listening and speaking practices instead of test-based study.

• 한국영어학회지:영어학
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• 제4권2호
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• pp.229-252
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• 2004

The TOEIC has widely used to evaluate business English proficiency in Korea, but those who achieved high scores still often face difficulties in performing their duties in English at work. This implies that the test may not evaluate business English proficiency effectively enough. With an ultimate goal of proposing an effective way of assessing business English proficiency, therefore, his study analyzed the predictive validity of the TOEIC. A correlation analysis was conducted between TOEIC scores of 64 office workers of multinational companies and their working skills in English evaluated by themselves, and their colleagues and seniors. Its results illustrated a significant correlation between their listening and reading scores and their working skills measured by all the groups, but not between their scores and their working skills in speaking and writing. In addition, the study did a delphi study to identify working skills in English to be assessed in business English tests and a contents analysis of the TOEIC. The results suggest business English tests should be able to assess working skills by work types and more direct testing of working skills in speaking and writing is needed.

• 영어어문교육
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• 제9권2호
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• pp.193-211
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• 2003

This study aims to illustrate students' and teachers' perceptions towards certification of English proficiency and proficiency- based curriculum, and to investigate their needs for developing college English program. A total of 597 students and 28 teachers participated in the survey. The findings showed that both groups acknowledged the usefulness of the certification of English proficiency and proficiency-based curriculum. However, both groups showed a negative response to 'waive test' (testing for the replacement of English required class). They also expressed high level of needs in increasing the number of courses and credit hours, reducing the class size, and improving facilities. Both groups perceived speaking and listening as more important skills, while students showed various preferences for effective language practice activities. The findings of this study suggest t hat the introduction of certification of English proficiency should he supplemented with follow-ups both in pedagogical aspect and on administrative level.

• 컴퓨터교육학회논문지
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• 제8권6호
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• pp.75-83
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• 2005

본 논문에서는 외국어 학습 영역인 영어 듣기와 말하기 평가를 웹과 VoiceXML 기반 교육 평가 시스템을 이용하여 장소와 시간적 제한을 받지 않고 평가하는 방법을 연구하였다. VoiceXML 기반교육 평가 시스템은 사용자 등록 모듈, 평가 모듈, 평가 결과 모듈로 구성된다. 사용자 등록 모듈은 사용자 이름과 아이디, 비밀번호를 사용자 데이터베이스에 등록하여, 학습자가 평가를 하기 위해 전화를 했을 때 vxml 시나리오에 의해 제공되어지는 음성을 듣고 로그인을 하여 사용자를 확인할 수 있도록 하였다. VoiceXML 기반 전화 평가 시스템에서 출제자는 문제 출제와 평가, 평가 결과를 얻기 위한 시간, 노력을 경감할 수 있으며, 학습자는 언제 어디서나 유무선 전화기를 이용하여 VoiceXML 마크업 언어로 제공되는 시나리오에 의해 대화형 음성으로 제공되는 평가 문항을 듣고 직접 음성으로 평가함으로써 외국어 학습에 대한 효과를 올릴 수 있다.

• 농촌지도와개발
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• 제16권1호
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• pp.125-152
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• 2009

The objective of this study, which applies the multiple-disciplinary approach to the developmental characteristics of children, is to study and develop a class model that can be applied to actual kindergarten classes in rural area. For this purpose, this study proposes teaching and learning methodologies for children based on English children's tales to help make the English education of children more effective and efficient. Based on the findings, the following suggestions should be considered for improving the English-education class model for kindergartners for rural areas: First, various activities based on the multiple-intelligence approach are important methods of children-oriented education advanced by the Sixth Children's Curriculum, helping children grow their independence and creativity. Second, various activities developed by this study on the basis of the multiple-intelligence approach to promote children's reading, listening, speaking, and writing abilities helped children improve their linguistic capacities, improve creativity, and remain motivated, which was reinforced by the differences found between the test group and the control group.

• 대한음성학회:학술대회논문집
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• 대한음성학회 2000년도 7월 학술대회지
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• pp.241-254
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• 2000

The past decade has witnessed the abundant use of computer in testing language skills such as listening and reading. Compared with these language skills, we have experienced little use of computer in testing a speaking skill including pronunciation. This is largely due to limitations of the current computer technology. One of such limitations for testing pronunciation is to store and automatically evaluate what the learner utters. Due to this limitation, the computer simply stores what the learner utters and raters evaluate it afterward on a certain rating continuum. With the advent of voice recognition technology, however, the computer has been able to test pronunciation in a systematic way. This technology enables the computer to identify, visually show, and evaluate the learner's intonation pattern by means of autocorrection. The evaluation is expressed in terms of the degree in which the learner's intonation pattern overlaps with that of the native speaker of the target language. In particular, the degree is numerically displayed on the screen, and this numeral is considered as the score of the learner's utterance under our testing framework.