• Title, Summary, Keyword: 통합영어수업

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An Analysis of Empathy Represented in Students' Group Journal of Integrated English Class Using Literature (문학을 활용한 통합영어수업의 학습자 그룹저널에 나타난 공감성 분석)

  • Choi, Minju;Kim, Jeong-ryeol
    • The Journal of the Korea Contents Association
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    • v.18 no.3
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    • pp.228-234
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    • 2018
  • The aim of this study was to analyze the empathy represented in the learners' group journal of integrated English class using literature. 15 high school students participated in this class. In this study, integrated English class using literature was carried out by supplementing the point that amount of the English classes using literature had been focused on reading activities. In addition, not only communicative abilities but also learners' empathy to the main character in the literary was taught. In order to analyze the empathy expressed in learners' group journal, the integrated English class using literature was conducted in the second period and the class was recorded by video. The empathy was based on the community competence mentioned in the 2015 revised curriculum, and learners were asked to write the group journal. As a result of the research, the learners showed an understanding of the context in the novel and learners' group journal showed that their empathy to the main character in the novel. It is expected that the data on the empathy represented in the learner group journal of the integrated English class using literature will be used in English class.

Integrated and Isolated Form-focused Instruction from Korean EFL Learners' Perspective (한국 영어 학습자의 관점에서 본 통합과 분리 형태초점교수법)

  • Kang, Dongho
    • The Journal of the Korea Contents Association
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    • v.18 no.5
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    • pp.123-130
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    • 2018
  • The present study aims to investigate how Korean EFL learners' views of form-focused instruction, integrated and isolated FFI (form-focused instruction), are related to their beliefs about grammar and attention and how different these relationships are between high and low proficiency levels and between males and females in Korean college contexts. The findings indicated the participants' strong preference for integrated FFI, which was significantly correlated with two factors, attention in English class and English proficiency. On the other hand, the isolated FFI was strongly correlated with their beliefs about grammar learning, that is, independent learning of grammar and importance of learning grammar rules. In conclusion, the integrated FFI was associated with students' proficiency and attention, while the isolated FFI was related to their views of grammar learning. In conclusion, it is suggested that we need to use integrated FFI in Korean EFL contexts considering students' levels of proficiency and attention.

Hypermedia Tools and Digital Media on English Writing (하이퍼미디어 도구와 디지털 미디어 활용 영어 쓰기)

  • Lee, Il Seok
    • Journal of Digital Contents Society
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    • v.15 no.6
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    • pp.729-736
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    • 2014
  • Integrated multimedia education in English language education shifts instructor-orientated education to be more learner-orientated. The goal of this research is to analyze the effects of multimedia such as software, power point, flash animation and video in English language education. Experimental research with student subjects and multimedia in English education were used for this study and divided into the following categories: instructor-focused analysis, student-focused analysis, and response-based analysis. Teacher-focused analysis is comprised of prediction analysis and backward induction methods. This study aims to analyze whether multimedia tools achieves its intended effects, and to describe what sort of effects are achieved by the tools. This research intends to confirm the effectiveness and helpfulness of multimedia tools in school classrooms.

Development and Application of Web based English Writing System through Cooperative Learning (협동학습을 통한 웹 기반 영어 쓰기 시스템 개발 및 적용)

  • Lee, Hye-Rim;Goh, Byung-Oh
    • Journal of The Korean Association of Information Education
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    • v.15 no.1
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    • pp.137-146
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    • 2011
  • The elementary school English Education Course consists of four integrated aspects of language (Listen, Speak, Read, Write) used to develop skills for daily communication in English. yet the 6th Grade English Education Curriculum focuses almost exclusively on sentence completion through copying and "fill-in-the-blank" exercises. Further, these activities are insufficient time to develop literacy skills. Additionally, the curriculum's emphasis on memorization within the written component is very time consuming for students, leading many to develop negative opinions of the written aspect of a comprehensive understanding of English. This thesis attempts to address each these problems through development of a web-based Learning Model for Cooperative Writing in English. The study resulted in three observations. First, this model overcame limitations of the current teaching model in schools. Second, students expressed more interest in the experimental model than in the current curriculum and standard pedagogical methods. Finally, the study demonstrated that improvement of English literacy is indeed possible using the model presented here.

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Effects of English Grammar Teaching in Korean Context: A Meta-analysis (메타분석을 통한 영어 교과에서의 문법 교육의 효과 분석)

  • Lee, Je-Young
    • The Journal of the Korea Contents Association
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    • v.16 no.1
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    • pp.743-752
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    • 2016
  • This study aims to investigate the overall effects of teaching grammar in the Korean EFL classroom. A meta-analysis of 67 research findings in 30 articles was conducted to synthesize the results of these studies by calculating the mean effect sizes. This study reviewed and analyzed the previous studies in terms of subjects, treatment period, and types of grammar teaching. The results showed that teaching grammar in the classroom had beneficial effects on learners in general (d=.907). It was found to be more effective for middle school and university students than for elementary and high school students (Q=37.065, df=3, p=.000). There was no statistically significant difference in terms of treatment period and types of grammar teaching. Pedagogical implications and suggestions for Korean EFL learners are also discussed.

Teachers' and Parents' Perceptions on the Implementation of the 2015 Revised National Curriculum: Focusing on Process-Oriented Assessment and Student-Participatory Class (2015 개정 교육과정 운영에 대한 교사와 학부모의 인식: 과정 중심 평가와 학생 참여형 수업을 중심으로)

  • Lee, Je-Young;Baek, Kwang-ho;Baek, Min-kyung
    • The Journal of the Korea Contents Association
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    • v.20 no.6
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    • pp.498-509
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    • 2020
  • The purpose of this study was to investigate the teachers' and parents' perceptions on the 2015 revised national curriculum, which integrated humanities and sciences. In order to do so, 102 high school teachers and 68 high school parents were surveyed on their understanding of the 2015 revised curriculum including core competence, student-participatory class, and process-oriented assessment. The results are as follows. First, the teachers had a higher understanding of the purpose, contents, and major revisions of the 2015 revised curriculum than the parents. Second, among the core competencies presented in the revised 2015 curriculum, both teachers and parents considered communication, community and self-management competencies important. Third, both groups said that student-participatory classes and process-oriented evaluation has increased since the implementation of the 2015 revised curriculum. Based on these study results, suggestions for successful operation of the 2015 revised curriculum and future research were discussed.

A Study on the Development Direction of Reading Education in the 2015 Revised Curriculum (2015 개정 교육과정에 따른 독서교육의 발전 방향 모색 - 교과서 수록 읽기자료를 중심으로 -)

  • Choi, Young-im
    • Journal of Korean Library and Information Science Society
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    • v.48 no.4
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    • pp.429-448
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    • 2017
  • The purpose of this study is to present the development direction of future reading education by examining the characteristics of reading materials within the high school textbook developed as the 2015 revised curriculum. For this purpose, reading materials of high school textbooks were analyzed in Korean language, mathematics, English, integrated science, and integrated social studies. The analysis criteria of reading materials were subject type, purpose, and student activities. As a result of the study, reading materials on various themes such as humanity, liberty, culture, environment, and district were presented in the integrated society and integrated science textbook of the 2015 revised curriculum. In particular, the Korean language curriculum was composed of a unit called "reading one book in one semester". However, most reading materials have no guidance on reading effective or reading direction, and lack of reading materials and information for extended reading. The reader's reading of the textbook was found to be simply supplementing the learning content of each unit or presenting fragmentary cues for conceptual purposes. This suggests that there is a lack of awareness of students' interest in reading, internalization of reading, and extension of reading. In this paper, we suggest supplementary materials of reading materials for expanding the high school textbooks, and explore the developmental relationship between textbooks and reading education through suggestions on aspects of textbook composition and teaching methods.