• 한국콘텐츠학회논문지
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• 제18권8호
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• pp.157-165
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• 2018

이 연구의 목적은 일반 대학생 영어 학습자는 물론 영어교육 전공 대학생들을 위한 영어교육에서 영문학 작품의 활용 방안을 탐색하는 것이다. 영문학 작품은 제2언어는 물론 외국어로서의 영어교육에도 몇 가지 이유에서 매우 유용한 자료이다. 이러한 효용성은 주로 문학 텍스트의 진정성, 문화적, 언어적 가치, 그리고 개인적 감동 등에서 기인한다. 이러한 목적을 위하여 이 논문에서는 영어 교육에서 문학 작품을 활용하는데 있어서 중요한 몇 가지 고려사항들을 살펴 볼 것이다. 이러한 고려사항은 외국어 교실에서 활용할 적절한 문학 텍스트의 선정과 관련된 고려사항들, 문학과 언어 기능의 교수 학습 방법들로서 영어교육에서의 읽기, 쓰기, 듣기 말하기 교육론에 관한 고려사항들을 포함한다. 이러한 고려 사항들은 영어교육에 영문학을 전문적으로 접목하는 이른바 영문학 교육론의 기초가 될 것이다.

• 영어어문교육
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• 제8권1호
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• pp.55-68
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• 2002

Since the introduction of literature in reading and writing during the 1970s, considerable research has attempted to determine whether literature has significantly positive effects upon enhancement of reading proficiency. It is said that literature extends our knowledge of the world. Through books, we can experience other people's thoughts, experiences, and ideas (Frye, 1964). This paper explored the role of children's literature for the teaching of reading through the literature-based instruction. It focused on why and how children's literature serves as an important context for enhancing learner's reading proficiency of English. It also discussed the authentic use of literature-based strategies for practical classroom use, and suggested the future directions for research toward the literature-based instruction in the domain of reading comprehension.

• 영어영문학
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• 제60권2호
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• pp.193-209
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• 2014

Writers in England's colonies and former colonies have long struggled with the advantages and disadvantages of employing the language of the colonizer for their creative work, an issue that today reaches beyond the older imperial trade routes in the era of "global English." Creative writers in widely disparate locations are now using global English to their advantage, with what can be described as post-postcolonial strategies. This essay explores the politics of global English, beginning with a satiric dictionary of "Strine" (Australian English) from 1965, and then looking back at the mid-1960s debate at Makerere University between Ngugi wa Thiong'o and Chinua Achebe, in which Achebe famously asserted the importance of remaking English for hi own purposes. The essay then discusses early linguistic experiments by Rudyard Kipling, who became the world's first truly global writer in the 1880s and 1890s and developed a range of strategies for conveying local experience to a global audience. The essay then turns to two contemporary examples: a comic pastiche of Kipling-and of Kiplingese-by the contemporary Tibetan writer Jamyang Norbu, who deploys "Babu English" and the legacy of British rule against Chinese encroachment in Tibet; and, finally, the Korean-American internet group Young-hae Chang Heavy Industries, who interweave African-American English with North Korean political rhetoric to hilariously subversive effect.

• 말소리와 음성과학
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• 제13권1호
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• pp.25-36
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• 2021

This study examined the perception and production of eight English fricatives /f/, /v/, /θ/, /ð/, /s/, /z/, /ʃ/, and /ʒ/ by thirty Chinese English majors and thirty Chinese middle school students through a fricative identification test, an intelligibility test, and a goodness rating test and focused on error patterns and the perception-production relationship. The results showed that substitution errors occurred frequently in the perception and production of English fricatives by both the English majors and the middle school students. Further, the error patterns were attributed to various influencing factors such as the negative transfer from Chinese consonant inventory, hypercorrection or overcompensation mistakes, deficiency of L2 teaching, and acoustic similarities. Significant overall correlations were found between the fricative perception and production by the two subject groups but were not manifested in all the eight fricatives, indicating that Chinese learners' perceptual competence of target fricatives was not necessarily tied to their productive excellence of those sounds in all cases. Furthermore, precedences of perception over production were incompletely manifested in the eight fricatives, which suggested that perception might not always be a necessary prerequisite for production. Additionally, subject group and vowel context differences were observed. The English majors performed better than the middle school students, both perceptually and productively, and the subjects' performances in perception and production varied when vowel contexts changed.

• 디지털융복합연구
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• 제13권9호
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• pp.463-472
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• 2015

본 논문은 서사 창작에 도움을 제공하기 위해서 영문학 작품 기반으로 스토리 DB를 구축해야 하는 필요성과 개발방안의 특성을 탐색하고자 한다. 보다 구체적으로는 영문학 고전으로 알려져 있는 윌리엄 셰익스피어의 작품 <햄릿(Hamlet)>을 예시로 두고 모티프 기반으로 서사의 구성요소간의 관계를 논리적으로 구조화시키기 위한 방안을 제안하였다. 영문학 작품의 특정 텍스트에서 서사의 최소 단위 모티프 데이터를 추출한 후에 내부적으로 데이터를 연결하면서 서사 창작자에게 도움을 제공할 수 있는 스토리 DB의 절차적 개발 틀을 제시하고자 한다. 이와 같은 연구가 축적되면 앞으로 양질의 스토리텔링 콘텐츠가 해외 문학작품 기반으로 (재)생산될 수 있는 기반이 조성될 뿐 아니라 영미문학 작품 역시 보다 대중적인 콘텐츠로 학제간 연구자들에게 노출될 수 있을 것이다.

• 음성과학
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• 제12권4호
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• pp.95-112
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• 2005

We investigate Korean learners' speech-timing of English before and after instruction in comparison with native speech, in an attempt to resolve disagreements in the literature as to whether speech-timing is measurable (Lehiste, 1977; Roach, 1982; Dauer, 1983 vs. Low et al., 2000; Yun 2002; Jian, 2004). We measured the pair-wise variability between the adjacent stressed and unstressed syllables within a foot as well as that among adjacent feet in approximately 555 English sentences, which were read by 29 native speakers and 41 Korean learners in the intermediate proficiency level. The results show that in comparison with native American English, Korean learner speech is before instruction significantly (p<.001) smaller for the pair-wise variability between the adjacent stressed and unstressed syllables within a foot; and significantly (p=.01) bigger for the variability among adjacent feet within the utterance. The learner speech after instruction showed significant (p=.01) improvement in the pair-wise variability of syllable sequence toward native speech values. The variability among adjacent feet was progressively smaller for learner speech before and after instruction and for native speech (p=.03). We thus conclude that the speech timing difference between Korean English and American English is measurable in terms of the duration. of stressed and unstressed syllables and that the latter is stress-timed and the former is syllable-timing interfered.

• 영어영문학
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• 제60권2호
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• pp.395-400
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• 2014

• 영어영문학
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• 제60권2호
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• pp.391-393
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• 2014

• 영어어문교육
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• 제6호
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• pp.49-73
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• 2000

• 인문언어
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• 제7집
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• pp.205-226
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• 2005

Up to January 2003, the amount of English translated works of Korean Literature are 399, among which 170 are translated abroad, 189, in Korea, and 40, abroad as well as in Korea at the same time. Like other language speaking countries, the 1980s and the 1990s are peak not only for the translation of Korean Literature but also for its scholarly attention. The statistic analysis of information, accumulated in various databases such as The Harvard Korean Studies Bibliography, Hawaii Korean Studies Bibliography, and MLA International Bibliography, shows that up to February 2004, 33 books, 16 dissertations and one thesis, 200 articles, and 84 reviews are wholly devoted to the study of Korean Literature in English speaking countries. However, why certain works of poets like Kim Sowol, Han Youngun, So Chungju, and novelists like Hwang Sunwon, Han Moosook, Kim Dongri are mostly translated in English speaking countries remain to be analysed in their socio-political details in breadth and depth. Likewise, why the works of So Chungju, Yi Kwangsoo, Kim Manjoong, Han Youngun, Kim Sowol, Chung Jiyoung are mostly taught and studied in English speaking countries are open to further scholarly discussion and debate.