• 한국게임학회 논문지
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• 제8권4호
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• pp.3-16
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• 2008

본 연구는 온라인 MMOPRG가 지니고 있는 다양한 언어적 환경을 살펴보고, 이를 영어 교수 활동에 효과적으로 활용할 수 있는 교수방법을 제시하고자 한다. 이를 위해, 지금까지 외국어교육에서 활용되어 왔던 다양한 CALL(Computer Assisted Language Learning) 어플리케이션의 특징을 고찰하고 MMORPG가 기존의 CALL 기술의 흐름에서 어떤 위치를 차지하고 있는지 살펴보았다. 이후, ‘군주 글로벌’을 대상으로 MMORPG가 가지고 있는 언어적 환경을 살펴보았다. 그리고 영어교육에서 활용되는 교수방법인 협동학습, 과제중심학습, 문제해결학습을 중심으로 이 특성들을 어떻게 활용될 수 있는지 살펴보았다.

• 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.

• 한국콘텐츠학회논문지
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• 제15권10호
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• pp.669-678
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• 2015

본 연구의 목적은 국내 한 대학 영어학과에서 실시된 시범수업에 대한 학생들의 인식과 동료피드백을 통해 학생들의 교수 활동을 살펴보는 것이다. 참여자는 영어교수법 수업을 수강한 42명의 학생들이며, 설문지, 12팀의 시범수업, 그리고 시범수업에 관한 15편의 동료피드백이 주된 데이터이다. 동료피드백의 내용 분석을 위해 '단어측정시스템(WCS)'이 사용되었다. 학생들은 시범수업(52.4%)이 강의(42.8%)보다 더 중요하다고 여겼으며, 80%의 학생들은 시범수업에 자신의 교안을 70% 이상 적용한 것으로 자평하였다. 또한 학생들은 시범수업을 통해 교사로서의 경험, 자신감 향상, 부족함 인식, 그리고 가르치는 일의 가치를 깨달았다. 한편, 동료 시범수업에서의 장점으로는 '교수방법과 기술', '멀티미디어 사용', 그리고 '교수자료' 등이 언급된 반면, '상호작용', '교수방법과 기술' 그리고 '칠판사용'등에 관한 부족함이 지적되었다. 전체적으로 칭찬의 내용이 보완되어야 할 요소보다 1.8배 많았다. 이러한 결과는 효과적인 교수활동에 관한 학생들의 안목과 긍정적인 동료피드백의 특성을 보여주는 것이라 할 수 있다.

• 한국산학기술학회논문지
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• 제16권5호
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• pp.3172-3179
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• 2015

본 연구는 성인 영어 학습자의 말하기 숙련도 향상을 위한 영어교수법을 제안하고 있다. 패턴 위주의 문장암기나 문법 규칙 중심의 대화식 영어회화 교육 방법을 탈피하여 스토리텔링 기법을 적용한 영어 말하기 교수 방법론을 소개하고 있다. 스토리텔링 중심의 영어 말하기 교수법의 이론적 타당도를 세 가지 측면에서 살펴본다. 말하기의 목적 즉, 자신의 생각을 적절히 설득적으로 표현하고 자신의 의견을 나눌 수 있기 위해서는 먼저 풍부한 담화량의 확보가 관건이다. 이를 위하여 이야기 구성요소 중심의 말하기 전략 12가지를 소개하고, 말하기 학습에 적용해 보고 있다. 다음으로, 수사학적 차원에서 설득적인 말하기를 위한 전략을 살펴본다. 아리스토텔레스의 설득적인 말하기를 위한 수사학적 5대 영역을 중심으로 스토리텔링 기법의 말하기와의 관련성을 찾아본다. 끝으로, 교육 현장에서 스토리텔링 중심의 영어 교수법 적용의 가능성을 살펴본다. 외국어 학습자로서의 언어 숙련도가 모국어 수준과 다르다는 이유만으로 위와 같은 스토리텔링 기법의 영어 말하기 교수가 교육 현장에서 실현될 수 있을까에 관한 의문에 학습자 전략 사용 양상을 살펴봄으로써 이에 대한 실현 가능성을 긍정적으로 기대한다.

• 영어어문교육
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• 제11권4호
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• pp.261-286
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• 2005

Lately, teaching methods and instruments have become student-centered and are directed towards developing a communicative competence of learners. However, compared with that of other countries, the level of our students English is not very good. I guess the reason is that our English education is focused on the uniformal teaching methods regardless of the differences of intelligence, affective domains and study time. I tried to find the relationship between these factors and the students' English accomplishments. So I divided the students into 2 groups of superior and inferior students by the standard of intelligence, affective domain and study time and compared the scores between the groups in the fields of reading comprehension, grammar, pronunciation, accent, vocabulary, and listening. These were the results that followed: First, intelligence has a great influence students' English accomplishment in all fields. Second, affective domains such as motivation, anxiety, attitude, confidence, and studying time also have some influence on the students' English accomplishments. Third, the sequence of these factors according to their influence force are as follows: study time, anxiety, intelligence, motivation, attitude, and confidence. So we can conclude that we should teach English according to our students' ability in the field of intelligence and affective domains and should not ignore the individual differences they have.

• 대한음성학회:학술대회논문집
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• 대한음성학회 2000년도 7월 학술대회지
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• pp.36-43
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• 2000

Koreans' interest in and concern with learning English are at the peak as more actions and transactions in our daily life are carried out in English. Even though we are experiencing a big transition from a conventional grammar-translation method to communicative language teaching, little efforts have been made to set the new goals and objectives, norms and standards, and to develop new instructional methods for teaching pronunciation for international communication. This lecture will introduce a new approach of teaching English pronunciation for international communication, suggesting how to implement it to Korean ELT classrooms. It will also address the necessity of research on Korean learners of English, focusing on their perception and production of English sounds for international intelligibility and identity,

• 한국컴퓨터정보학회논문지
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• 제22권11호
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• pp.135-141
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• 2017

Exposed to a great many media and technology resources, EFL students seem to lack the motivations for learning on the basis of the conventional teaching methods. For this reason, in teaching English, finding teaching methods and materials appropriate to make the learning experiences for EFL students more engaging and interesting has become more challenging than ever. This is the main reason why English language teachers always keep searching for more motivating teaching sources. Although most of course books have CD's and DVD enclosed, these turn out to be less authentic and not very engaging for students. In order to bring diversity into the classroom, many teachers use films in EFL teaching. Films are usually seen as a media that attracts students' attention and tend to present language in a more natural (interactive) way as well. What is more important is that films offer a visual context aids which help students understand and improve their reading skills. This paper analyzes the effects of using films in the EFL classroom. Moreover, It shows that films as a teaching resource play a very effective role in developing students reading and communication skill. Last but not least, mobile phones are used as a main supplementary device in that either group is recommended to watch a movie anytime and anywhere.

• 영어어문교육
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• 제12권1호
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• pp.239-256
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• 2006

With the rapid development in computer hardware and software in recent years, the contents and methods of teaching English have been altered greatly. The use of multimedia and the Internet as a means of language teaching is increasing as information technology accelerates. Using multimedia and the Internet in language teaching allows teachers to have more time to devote to interacting with their students. Above all, it arouses in students the motivation for learning and enables each student to study with the speed commensurate to his/her own ability. Both teachers and students can choose their own style that is most efficient for their classes. When students are efficiently stimulated through visual and auditory materials, they can be more easily motivated to utilize and develop creative techniques by using multimedia and the Internet. Thus, in the information age, it would be desirable to innovate the existing concepts of lineal education and allow more student-centered lessons to more readily expose students to contents and experiences according to their own demands.

• 영어어문교육
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• 제12권3호
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• pp.167-186
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• 2006

We live in a global village that requires a language with a genuinely global status as a means of communication. During the twentieth century, English has clearly emerged as the lingua franca owing to both past British political imperialism and the more recent superpower status of the United States. Further contributing to world domination of the English language is the fact that the computer and Internet sprang from the US. Whether you like it or not, you are destined to learn English at least to some extent in order to live in this global village. For the last two decades, one of the most mistaken ideas a number of Korean English teachers have had is that speaking and listening are the primary forms of language, while reading and writing are secondary. In fact, reading is regarded as a skill of much consequence to us since it provides us with access to a huge quantity of information on the Internet, of which at least 80% is written in English. Writing, too, deserves a great deal of attention because we are increasingly called upon to use standard English expressions. As diligent learners of English, we had better not forget the place accorded to language not only as a medium for exchange and constructing information but as a tool for thinking. So we should try to think in English to the point where we have thinking-in-English as a habit, thereby leading to increased familiarity with the language. Such familiarity entails, above all, possessing a command of English.

• 영어어문교육
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• 제13권4호
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• pp.87-108
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• 2007

Given that various classroom contextual factors influence the nature of writing instructional practices, it would be worthwhile to explore these factors to generate better environment for learning to write. Among many factors, this study examined teachers' beliefs and knowledge, which would operate as a very influential contextual factor in that changes in principles and methods of teaching writing would be the results of their underlying beliefs and knowledge related to teaching writing. Three professional teachers who teach second- and third-grade English language learners (ELLs) were interviewed, and the analysis of teacher interviews was conducted. The research findings indicated that basically all of the teachers perceived the role of writing in second language learning as very important, sharing the belief that the ultimate goal of teaching writing is to have their students gain fluency in writing and that some of instructional methods such as integration of writing and other language aspects, content-based writing, and providing scaffolding are important. In addition, some beliefs that two ESL teachers shared included the importance of ample and continuous opportunities to write, vocabulary knowledge, and explicit instruction about writing. Other beliefs, including the importance of creating a comfortable writing environment and opportunities for writing for varied purposes and genres were represented.