• 영어어문교육
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• 제16권4호
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• pp.291-320
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• 2010

The Bible has been and still is one of the most influential books ever published. The English Bible has a great impact on English language, literature, and culture. Therefore, knowledge of the Bible is essential in learning English language, its literature, culture and tradition. Biblical allusions are found in great literature and the daily newspapers as well. Rock musicians, screenwriters, television producers, and advertisers use the Bible as a source. Politicians use the words and accounts of the Bible to frame their debates. The Bible has continued to be philosophically, ethically, religiously, and politically influential in Western, Eastern, now World cultures. Therefore, not to know it means not to understand a great portion of world culture. This study examines the influence of the first book of the Bible, Genesis, in English language, literature, and culture. Furthermore, this study suggests why we should incorporate the English Bible in English education.

• 디지털융복합연구
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• 제14권4호
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• pp.43-53
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• 2016

키네틱 교육(Kinetic education)은 모션을 인식하는 디지털 기기인 체감형 게임기(motion based game device)를 사용하여 교육행위에 운동성을 접목하는 융합형 교육방안이다. 본 논문은 키네틱 교육의 필요성과 의미를 탐색하고, 영미문학 서사 교육, 전신반응 활동에 기반을 둔 스토리텔링(Total Physical Response-Storytelling) 교수법의 특성을 상보적으로 결합시켜 새로운 방식의 디지털교육 콘텐츠의 방향성을 제안해보고자 한다. 이러한 '영문학 기반 키네틱 교육 콘텐츠' 기획을 위한 구체적인 방안과 예시는 '아기돼지 삼형제'(The Story of the Three Little Pigs) 동화를 활용하여 1) 어린이 영문학 작품 선정 및 분석, 2) 콘텐츠 프로토타입 설계 및 개발, 3) 동작 데이터베이스 구축 세 단계로 구분하여 제시하였다. 본 연구는 서사문화 교육과 스토리텔링의 문화콘텐츠 개발을 위한 새로운 융합적 모형을 제안할 것으로 기대된다. 영문학 서사 기반의 키네틱 콘텐츠의 교육적 연계성과 인문학적 가치를 부연하였다.

• 영어영문학
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• 제54권2호
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• pp.189-215
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• 2008

This study proposes using children's literature as a means of teaching and learning English as a foreign language and suggests practical strategies on the basis of transactional theory of reading suggested by Rosenblatt (1994, 1995). This study suggests three novels written for children or young adults: On My Honor (1986) by Marion Dane Bauer, The Giver (1993) by Lois Lowry and Hatchet (1987) by Gary Paulsen. These texts were selected because of their diverse topics, easy and comprehensible language, engaging stories, and authentic and rich expressions, making them effective materials for foreign language learners. This paper is organized as follows: First, it reviews research on teaching literature in English education and response-oriented language teaching to provide theoretical background of literature-based language teaching and learning. Second, it provides the background of the texts selected for the study. Third, it develops diverse, practical strategies for instructors who intend to use children's literature in EFL teaching. We expect to guide EFL instructors in adopting children's literature in their English class by connecting theory and practice and by providing diverse methods and strategies, and sample responses by EFL university students.

• 영어영문학
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• 제55권5호
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• pp.821-841
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• 2009

This paper explores the ways to reshape humanistic values of the curriculum of the English department of Korean universities. The English curricula are usually composed of three fields of literary studies, general education, and English proficiency, whose conventional humanistic values have been currently dwindling. As for literary studies, teaching literature still hovers over the canonical works of past decades, not allowing students to access the canon with their own ideas and ending up with authoritative monologues. The general education field leans toward edited texts rather than authentic ones, which ignores a genuine path of communication between the author and its readers. Subjects for English proficiency such as "TOEIC" tend to be taught online with no teacher's presence for the nominal purpose of optimizing economic efficiency in teaching. All these testify to the attenuation of humanistic values in the curriculum, which motivates us to suggest some ways to reshape the values. Authoritative monologue in teaching literature can be shifted to the open-ended conversation by using role-play methods as well as accepting extra-canonical works into the curriculum. Authentic texts for general education prove to be preferred by students with the successful result of our experiment. Lastly, it is teacher's presence in the class that helps get higher achievement of "TOEIC" than some online classes. As suggested above, open-ended conversation, wider communication between author and readers, and human presence of the class will help reshape humanistic values in the English curriculum.

• 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.

• 영어영문학
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• 제55권1호
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• pp.107-128
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• 2009

Literature had been at center-stage in the traditional grammar-translation-focused English classrooms up to the mid-twentieth century. As the Audiolingual Method and the Communicative Language Teaching have gained popularity in the English classrooms, however, literature has receded into the background of English education. The main reasons for using literary texts in the English classrooms for communication-focused English instruction need to be examined. First of all, students can come in touch with the subtle and varied uses of language through literature-based teaching. They also feel close to certain characters in the literary work and share the emotional reponses with them. They get personally involved in the plot of the story. Universal human experience and cultural enrichment are two other merits which can be conferred on students by literary texts. Such linguistic and literary experiences can be significantly integrated into the literature-based instruction. More significantly, the four language skills (reading, writing, listening and speaking) can be combined with one another and integrated into a literature-focused curriculum for English education. The value of literary texts in the English classrooms can be clearly demonstrated by effective ways of using such texts as Charlotte's Web for integrated instruction. The full array of benefits that literature can bring to English instruction, however, has yet to be fully realized. These potentials need to be materialized into classroom practice.

• 한국콘텐츠학회논문지
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• 제19권8호
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• pp.565-571
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• 2019

본 연구는 사범대학 영어교육과에 재학 중인 학생들의 교양영어에 대한 인식과 요구를 바탕으로, 전공에 특화되나 전공 교육과는 차별화된 좀 더 효과적인 교양 영어교육에 대한 제언을 하고자 하는 것을 목적으로 한다. 이를 위하여 영어교육과에 재학 중인 학생들을 대상으로 영어교양 교육의 인식과 요구와 관련된 설문과 인터뷰를 수행하였다. 설문 결과, 현 교양영어에 대한 영어교육과 학생들의 만족도는 전체적으로 3점대로 높지는 않았다. '멀티미디어 시설 등 강의실 환경'에 대한 만족도나 교수진의 전문성, 자질, 교수방법'은 타 항목에 비해서 평균 점수가 비교적 높았으나 '영어실력 향상의 정도'나 '흥미유발 정도'에 대한 항목 가장 낮은 평균점수를 보였다. 이 외에도 본 연구에서 수행한 교양영어 프로그램에 대한 요구와 수준별 수업에 대한 요구, 교수자에 대한 요구 결과를 바탕으로 영어교육 전공자들을 위한 교양영어 교육을 위하여 제안은 다음과 같다. 첫째, 영어 교육 전공자들을 위한 전공특화 교양영어선택 과목을 개설한다. 둘째, 전공과 연계된 교양영어 회화 과목을 개발한다. 또한 영문학을 바탕으로 한 의사소통중심 교양 독해수업을 개발한다.

• 아동학회지
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• 제28권6호
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• pp.17-36
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• 2007

This study examined educational and career backgrounds of 180 early childhood English teachers and curricula of training courses for early childhood English teachers in continuing education centers across 6 areas in Korea. Data analyses showed that (1) curricula for early childhood English teachers consists of basic practical conversation, English teaching skills, understanding early childhood education and general English knowledge. (2) Most teachers are women between 30 to 40 years of age, university graduates with majors in English literature, English education and/or early childhood education with confidence in speaking in and listening to English. (3) They were satisfied with their retraining courses. (4) English pronunciation skill was not always related to English conversation skill, but clarity of pronunciation influenced teaching confidence.

• 영어어문교육
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• 제11권2호
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• pp.19-34
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• 2005

Hypertext raises question to general assumptions about our conventional conceptions of education. In this essay, three kinds of learning-models are presented by the application of "writing" hypertext literature to the English education of the elementary school. These models, which I call the "scene-centered" system, give knowledge to learners in non-linear, non-sequential structure. The term "scene" is a single concept or idea composed of a single sub-text, which is to be made by the group of students. This system is focused on the collaborative composition of students. Students, by generating sub-texts and connecting texts, perform the educational activities to expand the source text. The "scene-centered" system is, to put it into a Barte's term, a "writerly text." But in order to "write," "reading" should be accompanied. So, this system is a learning model in which writing and reading are carried on simultaneously. In all the process, students play a role of multi-user, with three access rights: read, write, and annotate. So, students making use of hypertext systems will act as reader-authors. And teachers will take the new role in collaborative writing environment. No longer the central authoritarian evaluator, they will become consultants, co-writers, coaches of their students.

• 영어어문교육
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• 제17권2호
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• pp.115-137
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• 2011

The tourism industry has attained remarkable growth, and the need for professional Tourism English education has increased. Universities of online education can offer an environment for education to both job applicants and laymen who are interested in Tourism English. Tourism English belongs to English for Specific Purposes, which reflects the needs of specific area. The aim of this study is to propose improvements in classes design for online Tourism English instruction. The results of a needs analysis conducted on 160 Korean online university students suggest that online Tourism English class should be different from a traditional classroom-based one in regards to aims, contents, and methods. Online Tourism English class should not only focus on English for specific purposes, but also include more generalized topics. This comes as a result of the diverse backgrounds of online students. The results suggest that extralinguistic elements, such as culture and etiquette differences among English-speaking countries, become more interesting when introduced using pictures, videos, animations, etc. Additionally, SMS or emails can be utilized to raise students' motivation for online Tourism English class.