• 영어어문교육
• /
• 제5호
• /
• pp.123-147
• /
• 1999

English textbooks play essential roles in the whole English education context, the analytic study on English textbooks is very important in English education tasks. The purpose of this study is to analyze the expressive functions in the middle school English textbooks on the basis of the 6th national curriculum characteristics and the textbook analysis theories. The results of the expressive language function analysis are as follow: the teaching contents designed for the expressive language functions are not varied, but concentrated on the specific teaching types, and the teaching contents for the expressive language functions are not graded according to the students' development principles stated clearly in the 6th curriculum. The results of the English textbook analysis on the basis of the expressive language function analysis show that the 6th curriculum has some problems in itself and the middle school textbooks do not conform to the 6th curriculum principles. Therefore we need to improve the teaching contents for language functions by means of developing various types of teaching language functions.

• 영어어문교육
• /
• 제15권4호
• /
• pp.265-290
• /
• 2009

The present data-driven study attempted to explicate nonnative English teacher trainees' foreign language teaching anxiety in microteaching settings from their perspectives. It is assumed that nonnative English teachers or teacher trainees may experience anxiety not only as foreign language learners but also as foreign language teachers. In order to inquire into their anxiety, the researcher had 172 teacher trainees perform extended microteaching tasks and reflect on their teaching and anxiety through group discussion. Based on the analysis of their discussion, three aspects related to nonnative English teacher trainees' anxiety were identified. First, teacher trainees identified three main types of anxiety-provoking situations: communicative-competence-threatening situations, unexpected situations, and instruction-hindering situations. Second, they identified three sources of anxiety: limited ability to use English, lack of English teaching skills, and fear of criticism. Third, they were aware that they used diverse strategies to lower anxiety before and while teaching for different purposes. From their identification and awareness of anxiety-provoking situations, sources of anxiety, and anxiety-lowering strategies, they could reflect on professional qualifications as a foreign language teacher.

• 영어어문교육
• /
• 제3호
• /
• pp.203-229
• /
• 1997

This paper is to examine a desirable and promising approach to an effective English teaching in elementary schools. Teachers' understanding English curriculum, teaching methodology, language skills-listening and speaking, and their testing of spoken communication is necessary for students' better learning in their English classes. Thus detailed explanations of English curriculum are presented, and background knowledge of major traditional teaching methods as well as recent trends is discussed. Especially, for the purpose of developing students' English communicative proficiency. classroom teaching and testing techniques of listening and speaking are also discussed with examples.

• 영어영문학
• /
• 제54권2호
• /
• pp.189-215
• /
• 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.

• 비교문화연구
• /
• 제20권
• /
• pp.183-201
• /
• 2010

Based on case studies from Japan and South Korea, this review paper explores the hidden costs of English language learning (ELL). In a context where English has become a commodity and ELL a form of consumption, we focus on the personal and social costs of (a) studying abroad as a much-touted path to "native-like" proficiency and (b) sexualization of language teaching materials in order to reach new niche markets. The hidden costs of ELL are embedded in language ideologies which set English up as a magical means of self-transformation and, at the same time, an unattainable goal for most Japanese and Koreans. We end with the call to expose debilitating language ideologies in order to shed light on the hidden costs of ELL.

• 영어어문교육
• /
• 제15권3호
• /
• pp.353-380
• /
• 2009

The purpose of this study is to analyze the preconceptions Korean EFL learners have about team teaching in the field of English education at a secondary level. Team teaching is a method of teaching where a Korean English teacher works in co-junction with a native English speaker. Generally speaking, when we discuss teaching methods for a foreign language, the most important objective is to improve our communication skills. The purpose of this study is to examine the effect on communication skills when team teaching is employed, and to find ways to maximize the benefit when team teaching. The underlying issues are; firstly, what are the precedent conditions for team teaching? Secondly, what are the best teaching methods and preparations for teaching materials for improving the effectiveness of team teaching? Third, how do the programs for team teaching with native teachers assist in improving the student's communication skills? Ideally, this study will assist in overcoming the fear that foreign language learners have when communicating with real native speakers.

• 영어어문교육
• /
• 제4호
• /
• pp.117-130
• /
• 1998

It is simply not true that anyone who can speak English can teach it. Language teaching is both a science and an art; its methods are based on a theoretical foundation and implemented by techniques. However, at a time like the present, when the scientific justification for our methods seems to be uncertain, we should concern ourselves less with theory and more with developing techniques that work with our students. The success of language teaching must be evaluated by the effectiveness of the techniques used. The purpose of the present study is to suggest some useful techniques that the teacher can utilize in teaching English as a foreign language in the elementary school. The techniques suggested are based on the investigation of the characteristics peculiar to children. The investigation takes into account cognitive, affective, and linguistic factors affecting specific techniques. The goal of language teaching is communication and all techniques should move toward this end. The resourceful teacher will provide techniques which exact more and more from the students and less and less from the teacher.

• 영어어문교육
• /
• 제16권4호
• /
• pp.71-90
• /
• 2010

This study suggests that English literature educators need to be eclectic and flexible in applying theories and methods, not simply adhering to one or two for all situations and occasions. They need to be available to go with the flow and particularly employ whatever is needed at any given moment of class time. There is a current trend emphasizing English literature as merely a language resource rather than the study of English literature as an end in itself. Without much attention given to literary analysis and criticism, students tend to lack creative and critical thinking abilities. Given the current imbalance, it would seem important to address the issue, and create English class programs that maintain a balance between teaching the study of English literature to improve students' critical thinking abilities, and its use as a language resource. To fulfill this goal, thorough preparation is required. Indeed, we can direct our intelligence more effectively when we are well prepared and we are familiar with the basic methods and mechanics of teaching our subject. The greatest achievement of the English literature class I taught was that the students showed unexpectedly remarkable creative and critical appreciation of the novel we studied, in addition to improving their English language skills.

• 영어어문교육
• /
• 제11권4호
• /
• pp.391-411
• /
• 2005

The purpose of this study was to examine the effects of culture teaching and using web sites as a method of culture teaching in college English education. To achieve these purposes, a web-based culture teaching-learning model was developed and applied in English classes. Then, the effects were compared with those of a culture teaching method which were based on the traditional verbal explanation. As the tools for this study, two test sheets were used to measure language proficiency and American cultural knowledge. Focusing on the study results, the conclusions were summed up as follows: First, for enhancing the American cultural knowledge, using the web was found to be more effective than traditional verbal explanations. Second, for English language enhancement through web-based culture teaching, it is necessary to do it for each level of English proficiency or develop web sites which fit well with students' interests or levels.

• 영어어문교육
• /
• 제12권4호
• /
• pp.1-29
• /
• 2006

The purpose of this paper is to present a qualitative case study on teaching English as an international language in Korean context. The researcher investigated the implementation process of the new elementary English program from the government to local schools to find out to what extent the symbolic value of English as an international language affect the implementation process of the elementary English program. The research result showed that the elementary teachers shared the different views of the status of English from those of government and the parents, and their differing perception of the role of English constantly affected their implementation efforts. The research findings also revealed that the public's concern of English dominance in Korean educational system resulted in the government's 'comprised curriculum' by lowering the learning goals of the English program. The findings also indicated that the introduction of the elementary English program accelerated English dominance in both teacher and student culture. The question of how to resolve the conflict between acquiring English proficiency and its negative influence on Korean culture remains a complex issue in implementing the new elementary English program.