• 영어어문교육
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• 제11권3호
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• pp.139-164
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• 2005

The purpose of this study is to analyze the writing activity materials presented in the thirteen middle school textbooks and determine if the writing activity materials are appropriate for the goals and contents of the 7th national curriculum. The writing activity materials are analyzed based on three criteria. First, the writing activity materials are analyzed based on Rivers'(1981) five writing guidances, which are specified with detailed writing activity materials. The first criterion was suggested by Young-Ran Lee(2004). Second, the writing activity materials in the textbooks are analyzed according to the criterion prescribed by the 7th national curriculum, which are specified with writing activities presented by Rivers(1981), Raimes(1983), Hedge(1988), and Beverly and Carol(1988). Third, the writing activity materials related to other skills, such as listening, speaking, and reading, in the textbooks are selected and analyzed according to the proportion of the integration of skills. The results are as follows: First, writing activity materials in the textbooks belong to the type of 'reproduction', ie. the second stage of Rivers' writing guidance, 'recombination, which is the third stage of Rivers' writing guidance, and the type of 'guided writing', noted on the fourth stage of the guidance. Second, the writing activity materials satisfy the criterion in the 7th national curriculum, as for the proportions, but they are not balanced. Third, most of the writing activity materials contain writing activities that involve non-writing skills such as listening, speaking and reading, but they are not balanced. Particularly, writing activity materials related to reading activities are common.

• 공학교육연구
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• 제22권3호
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• pp.18-31
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• 2019

In addition to technical skills and competencies, communication competence has been identified to be important to engineering students who will be drivers of innovation in a rapidly changing society. Drawing on the previous studies, this research examines the results of an empirical exploration of engineering students' perception of speaking ability and their communicative competence. To date, there has been most of the research conducted on 'writing' (e.g., its educational process, class designs, ability, etc.) for engineering students. However, relatively little attention has been paid to engineering students' speaking ability perception and their competence diagnosis. This study relies on quantitative data obtained from one survey questionnaire and one test conducted respectively. The sample consists of 386 engineering students as well as 481 non-engineering students for the 1st survey. And to measure communicative competence, 150 engineering students as well as 136 non-engineering students participated in the test. Our findings show that firstly, there were significant differences in perception of speaking ability by majors and gender. Whereas there was no difference in the same survey by grade. Secondly, there was a close and significant relationship between sub-factors of speaking ability. Thirdly, there were significant differences in communicative competence by majors. Whereas there was no difference by gender and grade. Fourthly, there was a close and significant relationship between sub-factors of communicative competence. These findings are expected to provide an explanation for the improvement on engineering students' speaking ability and to encourage the participation in extra-curricular activities and programs in engineering school.

• 한국콘텐츠학회논문지
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• 제20권1호
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• pp.573-580
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• 2020

본 연구는 대학의 말하기 교육 유형인 발표와 토론 수업을 중심으로 동료 및 자기 평가와 피드백을 통해 말하기 능력 함양을 위한 교육 방안을 탐색해보고, 그 효과를 확인하는데 목적이 있다. 연구대상 및 내용은 H대학교의 교양 필수인 <독서와 소통> 수업을 수강한 1학년 학생들로 '읽기, 말하기, 쓰기'의 통합 활동 중 말하기 활동과 그 효과에 한정하여 제시한 것이다. 말하기 교육에서 동료 및 자기 평가와 피드백은 학생들 간에 상호 공감대를 형성하고 협력 하에 말하기에 필요한 역량 함양과 자기 발견 및 소통을 통한 주도적인 학습이 가능하게 한다. 연구결과, 다양한 말하기 실습을 통해 말하기 태도 및 심리적 측면에 긍정적인 효과가 있었으며, 평가와 피드백 활동이 학생들에게 유의미한 학습 효과를 가져다 줬음을 확인할 수 있었다. 대학생의 의사소통 능력의 중요성이 강조되는 만큼 현실적이며 유용한 말하기 교육 및 지도 방안들이 지속적으로 연구 및 개발되어야 한다고 본다.

• International Journal of Computer Science & Network Security
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• 제24권3호
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• pp.160-172
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• 2024

The characteristic aspects of learning a foreign language require special resources and tools for online learning. Criteria for choosing educational platforms depend on key elements of an academic subject area. Microsoft Teams (hereafter, MT) educational platform is competitive one because it meets most of the needs that arise during the formation of a secondary linguistic persona. Due to the large number of corporate programs, there are a successful acquisition of language skills and the implementation of all types of oral activities of students. A significant MT advantage is the constant analysis and monitoring of the platform of participants' needs in the educational process by developers. The article highlights MT advantages and disadvantages. The attention is drawn to individual programs, which, in the authors' opinion, are the most successful to learn writing, reading, speaking, listening, as well as organize classes that meet needs of modern foreign students.

• 한국환경교육학회지:환경교육
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• 제12권1호
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• pp.40-63
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• 1999

As the environmental problems are recognized as daily problems in our lives, not as issues of those who are engaged in specific professional fields, the interest in environmental education is increasing gradually. The environmental education is the one that studies the environment and its problems and seeks the solutions for them. This paper deals with how the Korean subject will include environmental education. The environmental problems are already dealt with in the Korean textbooks according to the 6th curriculum for the Korean subject. A noticeable fact is that those textbooks connect the skills for language skills with environmental education. That is, the textbooks try to improve 4 language skills (speaking, listening, reading, and writing) with the Korean data related to environment, which can be the most practical means. This tendency will be also reflected in the 7th curriculum for the Korean subject, and the means will be taken by which environmental education will be able to be implemented more effectively through a variety of learning activities. In case of speaking and listening, learning activities such as speaking of, listening to, or discussing the contents concerning environmental problems can be recommended. In case of reading and literature, learning activities such as reading articles or works concerning environmental problems. Through these learning activities the Korean education will be able to achieve the goal in the fields of knowledge, information, and autonomy or attitudes which are the goals of environmental education. If the contents of the Korean curriculum are described in detail, it can be known that the Korean subject have someting to do with knowledge, skills, and recognition more deeply. In the methods In obtain information and knowledge, it will be desirable to recognize knowledge and information indirectly through various reading data rather than to recognize knowledge and information directly. Or it will be desirable to increase the sensitivity about environmental problems through literary works. For this environmental education in the above, we need to utilize discussion or presentation-oriented leaching and learning in the Korean education. Also we need to approach environmental problems by using various teaching media. We need to emphasize the education in the affective domain, especially through expression of emotions. guidance of reactions, internalization, personification, and so on.

• 영어어문교육
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• 제13권4호
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• pp.127-152
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• 2007

Recently, the number of students to choose to study in Australia has been increasing significantly. The purpose of this study is to examine how Korean primary school children perceive their own English language learning and cultural adaptation in Australia. A questionnaire survey was conducted with 34 Korean children aged 8-13 who were attending primary schools in Brisbane, Queensland. The study results show that they made diverse efforts to learn English language and culture in Australia, such as making English-speaking friends, watching TV/video/DVD, reading English books, and studying with a foreign tutor. Their English listening and writing abilities were thought to be improved most, followed by speaking, reading and cultural understanding after studying in Australia. The subjects were mostly satisfied with their study and life in Australia but they had difficulties with communicating in English, homesickness, foods, weather, insects, and discrimination. In particular, they had problems with understanding classes conducted all in English and participating in the classroom activities due to their low level of English ability and understanding of Australian classroom culture. The findings of this study have pedagogical implications for educators both in Australia and Korea.

• 비교문화연구
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• 제25권
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• pp.695-721
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• 2011

본 연구는 결혼이주여성들이 출신국의 문화에 대한 자부심을 가지고 한국문화를 공부하기 위해 자신의 출신국 지역문화 스토리텔링(자기문화 스토리텔링) 활용 표현교육 모형을 제안하고자 한다. 이를 통해 결혼이주여성들이 자신의 문화에 대한 자부심을 가지고 한국문화를 공부할 수 있을 것으로 기대한다. 본 연구는 결혼이주여성들의 자기문화 스토리텔링 활용 표현교육 5단계 모형을 활용하여 한국어 고급 학습자 49명에게 한국어 쓰기와 말하기 활동을 주목하였다. 그 중 일본 출신 A씨의 한국어 쓰기 및 말하기 표현교육 사례를 중심으로 각 단계별 활동 결과물을 제시했다. 활동 결과 제시의 방법은 내러티브 기술법을 사용하였다. 본 연구에서 자기문화 스토리텔링은 스토리텔링의 '대중성', '상호작용성', '참여성'을 중심으로 구성하였다. 자기문화 스토리텔링은 결혼이주여성에게 출신국의 문화에 대한 쓰기와 말하기의 재구성을 포함한다. 이를 통해 결혼이주여성들은 자기문화에 대한 자부심 함양과 정체성의 확립에 긍정적인 변화가 있었을 뿐만 아니라 한국어 및 한국문화 이해도가 높아진 것을 확인할 수 있었다.

• 영어어문교육
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• 제1호
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• pp.69-108
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• 1995

Listening comprehension can be defined as a process of an integrative, positive and creative activity through which listeners get the message of speakers' production using linguistic or non-linguistic redundancy as well as linguistic or non-linguistic knowledge. Compared with reading comprehension, it has many difficulties especially for foreigners. while it can be transferred to the other skills: speaking, reading, writing. With this said, listening comprehension can be taught effectively using the following teaching strategies. First. systematic and intensive instruction of segmental phonemes, suprasegmental phonemes and sound changes must be given to remove the difficulties of listening comprehension concerned with the identification of sounds. Second, vocabulary drill through various games and other activities is absolutely needed until words can be unconsciously recognized. Without this, comprehension is almost impossible. Third, instruction of sentence structures is thought to be essential considering grammar is supplementary to listening comprehension and reading comprehension for academic purpose. So grammar translation drills, mechanical drills, meaningful drills and communicative drills should be performed in succession with common or frequently used structures. Fourth, listening activities for overall comprehension should teach how to receive overall meaning of intended messages intact. Linguists and literatures have listed some specific activities as follows: Total Physical Response, dictation, role playing, singing songs, selective listening, picture recognition, list activities, completion, prediction, true or false choice, multiple choice, seeking of specific information, summarizing, problem-solving and decision-making, recognization of relationships between speakers, recognition of mood, attitude and behavior of speakers.

• 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.

• 영어어문교육
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• 제10권1호
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• pp.53-76
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• 2004

This paper introduces a class model based on a course, Internet English, offered by an English department at a university. The course has dual purposes of developing students I English skills and Internet using skills at the same time. In support of using the Internet for language learning, the advantages of project-based language learning and constructivist learning in relation to CALL are explored. The activities in this course, which are basically project-based under the paradigm of constructivist learning perspective, are explained in detail to show the relationship between second language learning theory and teaching application. The way how the four language skills - speaking, listening, reading, and writing - are integrated in this class is described as well. Finally, judgmental evaluation of the course by the students is noted. The results show that a project-based CALL class could be a promising class model to realize an integrative, constructivist, and authentic learning.