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        검색결과 58

        1.
        2023.03 KCI 등재 SCOPUS 구독 인증기관 무료, 개인회원 유료
        This research investigated consistency of achievement levels stated in the 2015 revised national curriculum of English, high school English textbooks, and the Korean College Scholastic Ability Test (CSAT) according to CEFR Levels. Based on CEFR levels, this study compared levels of targeted achievement standards in the national curriculum, focusing on reading passages in High School EnglishⅡ and CSAT implemented for three consecutive years (2021-2023). Results indicated that the reading section of textbooks and CSAT included a considerable portion of passages whose text difficulty levels were higher than CEFR B2, exceeding the achievement standards required for high school graduates. These results suggest that difficulty levels in the national curriculum, textbooks, and CSAT should be adjusted according to target levels of language proficiency based on CEFR levels so that learning burden of students can be lessened and competency-based English teaching and learning finally can be performed.
        5,700원
        2.
        2022.09 KCI 등재 구독 인증기관 무료, 개인회원 유료
        This study attempts to examine the distributions and characteristics of language forms and learning activities necessary for communication used in the middle school textbooks based on the 2015 revised national curriculum. To this end, 12 textbooks were analyzed and compared by grades and 4 textbooks by different publishers. The results are as follows: 1) Of the 38 language forms required for communication in middle school textbooks, 23 forms were commonly addressed in all the textbooks, while 12 forms were optional or missing, which may cause problems in articulated learning. 2) Even in the same language form, the level of difficulty increases as the grade goes up, which follows spiral curriculum. 3) Some language forms were omitted in the list presented in the 2015 revised curriculum, where only examples were presented without explanation. Explicit explanations need adding with elaborately classified examples. 4) Although the activities in the textbooks focus more on language acquisition than language use, they are well-organized to practice core language forms focusing on meaning in a controlled manner and gradually apply them to real life situations.
        6,400원
        3.
        2022.09 KCI 등재 SCOPUS 구독 인증기관 무료, 개인회원 유료
        The purpose of this study was to investigate the continuity of reading passages of Korean high school English textbooks with the 2015 Revised National Curriculum using Coh-Metrix, a software that analyzes English texts in a range of linguistic features. Twenty-one English textbooks were analyzed: 11 High School English, five High School English I, and five High School English II. Only reading passages in textbooks were analyzed. Coh-Metrix indices related to basic counts, lexical features, syntactic features, cohesion, and readability were analyzed. Results revealed significant differences between High School English and High School English I and II, but no such differences exist between High School English I and II. This study implies that continuity of reading difficulty in terms of lexical, syntactic, and readability characteristics among High School English, English I, and English II textbooks should be considered.
        5,500원
        5.
        2021.09 KCI 등재 SCOPUS 구독 인증기관 무료, 개인회원 유료
        This study investigates some of the implications for developing Achievement Standards (ASs) in 2022 national English curriculum by analyzing the perception of elementary and middle school teachers on the role of ASs in the 2015 national English curriculum. The major research areas were categorized into clarity, practical usability, and AS level and amount in the national English curriculum. Based on a survey of both descriptive and inferential statistics, the results of the current study demonstrated group differences in specific subtopic questions. Teachers did not have positive perceptions regarding practical application and clarity, while they exhibited positive perceptions regarding the level and the amount of ASs. The survey also suggested alternative ways to improve clarity and practical application of ASs by strengthening the linkage between elements in the curriculum such as assessment methods and instructions and supplementary comments of Ass beyond clear presentation of the ASs.
        5,500원
        6.
        2021.03 KCI 등재 구독 인증기관 무료, 개인회원 유료
        This study probes how cultural contents are represented in middle school English textbooks based on the 2015 revised national curriculum. To this end, culture-related sections of 15 textbooks were analyzed in terms of five aspects: cultural subject matters, cultural types, backgrounds, activities for cultural learning, and language integration. The results reveal that the middle school textbooks deal with everyday life of various cultures, including tasks for introducing Korean culture. The three culture types are provided at a relatively balanced ratio, but as the grade goes up, the portion of spiritual culture increases whereas that of material culture decreases. As for cultural background, non-English cultures in the outer and expanding circle are the most frequently presented. In the analysis of cultural learning activities, searching and communication activities connected to speaking and writing have a large portion, but experiential activities are rare. 45.5% of cultural activities are presented in a single communication skill and 54.5% of them are integrated into two or more skills. Finally, based on the study results, some suggestions for effective culture education to attract students' spontaneous participation in middle school English classes are presented.
        6,900원
        7.
        2021.02 KCI 등재 구독 인증기관 무료, 개인회원 유료
        This paper analyses the foreign language curriculum of general high schools in China. The Chinese educational authority announced an experimental version of its language curriculum in 2003, revised it in 2017, and revised it in 2020. In 2003, the foreign language curriculum included only three foreign languages: English, Japanese, and Russian. German, French, and Spanish were added from the 2017 curriculum. The 2017 curriculum consists of three categories: ‘required’, ‘required optional’, and ‘optional’. The required courses meet the requirements for graduation by all students. Students intending to go to college must complete all required optional courses. The six foreign language curriculums equally set four core competencies: language ability, cultural consciousness, thinking ability, and learning ability. In addition, this paper investigated curriculum structure of the six foreign languages, learning vocabulary, and items included in the appendix, and compared the foreign language curriculum in China and Korea. In conclusion, Korea’s next curriculum suggested that achievement standards and evaluation criteria should be more specific in preparation for the high school credit system, and that achievement standards and evaluation criteria should be described so that the curriculum and college entrance can be linked.
        7,700원
        8.
        2020.06 KCI 등재 SCOPUS 구독 인증기관 무료, 개인회원 유료
        The purpose of this study was to explore how English teachers perceive the appropriateness of the quantity and level of content in the 2015 Revised National English Curriculum. In order to evaluate the appropriateness of the modified curriculum, a survey questionnaire was administered to English teachers at elementary and middle schools across Korea. Teachers and university professors were also consulted for guidance regarding the appropriate quantity and level of content. According to the survey results, both elementary and middle school teachers believe that the quantity and level of content are mostly appropriate for students. However, responses related to the appropriateness of achievement standards for reading and writing were less positive than those for listening and speaking for children in elementary school grades 5 and 6 and middle school grades 1 to 3. In general, methods of optimizing reading and writing content in the English curriculum are discussed.
        5,200원
        9.
        2020.02 KCI 등재 구독 인증기관 무료, 개인회원 유료
        This study investigates the historical development of English education in South Korea regarding the fourth and fifth National Curriculum Period. By analyzing the newspaper articles in five major newspapers in Korea, we focused on the characteristics of English education in each period. The research questions are: 1) what are the characteristics of the fourth National Curriculum? 2) what are the characteristics of the fifth National Curriculum?, and 3) what is the implication of these previous curricula on the current English education in South Korea? During the fourth National Curriculum Period, after the successful hosting of the 1986 Asian Games and the 1988 Summer Olympic Games in Seoul, the importance of communication skills in English spread throughout the country. Accordingly, the need for early English education emerged. In the fifth curriculum, various social factors, including the liberalization of overseas travel, led positive washback effects on English education. In elementary schools, English instructions were conducted as a special activity. In secondary schools, various changes in the educational environment were involved, including the introduction of listening tests and recruitment of native English teachers, which still affects English education in 2020. This paper concludes with educational implications and future research directions.
        8,300원
        10.
        2020.02 KCI 등재 구독 인증기관 무료, 개인회원 유료
        This study examined how teaching and learning activities in primary English textbooks include the components of creativity and character building. Three third and fourth grade level textbooks based on the 2015 revised curriculum were analyzed in order to find the proportions of the components of creativity and character building, and the types of learning activities that embody those components were analyzed by examining the teachers’ guides. The analysis revealed that all of the textbooks examined included diverse components that were intented to increase creativity, among which components stimulating divergent thinking and originality were a high proportion, while convergent thinking and dispositional aspects appeared less frequently. Among character building components, care-forgiveness and responsibility were two of the more popular components, while honesty and moral judgment were few and far between. From these findings, this study suggests that the components of creativity and character building should be more evenly distributed across textbook activities since they should be of equal importance in education.
        6,900원
        11.
        2019.12 KCI 등재 SCOPUS 구독 인증기관 무료, 개인회원 유료
        Given the important status of students as major stakeholders of the National English Curriculum, this study investigated specific needs of curriculum-takers for an English curriculum and compared the results with analyses of curriculum evaluation from curriculum-completers. We implemented a needs assessment survey targeting 68 elementary school students (current curriculum-takers) and an evaluation survey targeting 27 high school students (curriculum-completers) in Korean EFL context. Results showed similarities between students’ needs and evaluation in terms of the ideal time for starting English education and time allotments. However, we found significant gaps between the two groups in several domains related to their specific goals of learning English. While the current curriculum-takers showed a high motivation to learn English for both instrumental purposes and integrative purposes, the curriculum-completers were strongly biased toward instrumental purposes. Our findings provide useful insight into curriculum development and improvement for seeking educational effectiveness in EFL settings. This study also provides helpful resources for conducting needs and evaluation analyses.
        6,400원
        12.
        2019.09 KCI 등재 구독 인증기관 무료, 개인회원 유료
        The purpose of this study is to analyze the readability of reading passages used in 5th and 6th grade elementary school English textbooks under the 2015 Revised National Curriculum. For this purpose, all the reading passages of each textbook were calculated with ATOS (Advantage-TASA Open Standard) formula as a readability index. The results of this study indicate that, firstly, the average readability score of 6th grade English textbooks is higher than that of 5th grade ones. Secondly, the readability of 6th grade English textbooks is about six months ahead of that of 5th grade ones. Thirdly, the readability scores are similar in all reading passages for 5th grade, while the readability scores of 6th grade differ from textbooks to textbooks. According to the textbook writers, the readability score of 6th grade textbooks is higher than that of 5th grade ones in four out of five textbooks. Lastly, In terms of the units in each textbook, the readability scores fluctuate and do not increase sequentially as expected.
        5,700원
        13.
        2019.06 KCI 등재 구독 인증기관 무료, 개인회원 유료
        This paper explores the historical development of English education in Korea regarding the second and third National Curriculum period. By using the historical research method which analyzes newspaper articles in four major newspapers in Korea, we compared the similarities and differences between these two periods. The research questions are: 1) what are the characteristics of the second National Curriculum? 2) what are the characteristics of the third National Curriculum?, and 3) what is the implication of these previous curricula on the current English education in Korea? It was found that the second National Curriculum Period showed steady development in English education in terms of its emphasis on oral skills instead of the traditional emphasis on reading and grammar skills. However, the lack of coherence among various English textbooks, the lack of English teachers fluent in English, and the exam-oriented social atmosphere were the significant challenges in fully implementing the second National Curriculum. The third National Curriculum Period overlaps with the Yushin Regime propagated by the late President Park Junghee. During this period, a systematic effort to introduce communicative language teaching continued, whereas the exam-orientation persisted which made the English class employ teacher-centered grammar-translation methods. This paper concludes with educational suggestions and future research directions.
        6,400원
        14.
        2017.09 KCI 등재 구독 인증기관 무료, 개인회원 유료
        This study investigates the core competencies required of Korean secondary-school English teachers and how they perceive these competencies in terms of importance, applicability, and teachers’ competency level ahead of implementing the 2015 revised national English curriculum in secondary schools. After the literature research, interviews, and expert review processes, five core competencies were extracted: curriculum and content reorganization competency; learner-centered teaching competency; innovative assessment competency; multicultural (intercultural) education competency; and information literacy and ICT use. From the results of a survey administered to 93 secondary school English teachers, it was found that the perceived competency level was lower than required, but it was higher than applicability. Overall, teachers felt insecure about how to apply the required competencies to their lessons. There was also a difference between middle school teachers and high school teachers in the self-rating results. These results provide implications for teacher preparation and the direction of teacher education toward the successful implementation of the 2015 revised curriculum.
        7,000원
        15.
        2017.03 구독 인증기관 무료, 개인회원 유료
        Korean government has made continued efforts to aim the communicative method as the national object of English education since the 6th curriculum. However, a number of researches have reported that there are consistent problems in English education instructions in public schools. Students in Korea including Jeju have suffered from communicative competence such as speaking and writing since public schools in Korea have focused on grammar-translation method. This research focuses on the differences exists among undergraduate students’ perceptions on the effectiveness of university English curriculum in Jeju. The participants in this research are the first and second year undergraduate students in the Department of Tourism English for the spring semester of 2017 in Jeju province. The data were collected in May, 2017 by distributing survey questionnaire to the students in four classes. Six questions in the questionnaire were used to measure how participants perceived the importance of various goals regarding English instructional approaches. Participants tend to be more interested in Communicative language teaching (CLT) than the traditional English instruction (TRA).
        4,000원
        16.
        2016.12 구독 인증기관 무료, 개인회원 유료
        The paper observes that grammatical competence has been interpreted as the ability to judge grammaticality ever since the employment of communicative competence as the core basis of curriculum design in the 6th national English curriculum of Korea. It contends that this interpretation is different from what has been widely accepted in the literature on grammatical competence, that is, the ability to understand and express propositional meaning of utterances. The study suggests that a new and fresh look at grammatical competence needs to be taken in developing and implementing the national English curriculum which is to provide English learners in Korea with more potential opportunities for success in acquiring communicative competence.
        4,800원
        17.
        2015.12 KCI 등재 SCOPUS 구독 인증기관 무료, 개인회원 유료
        This paper reviews the revisions of the National Curriculum of English, featuring the characteristics of each revision on which the government educational policies have been heavily reflected. On the basis of the analysis of a variety of literature on the National Curriculum and of Korea's sociopolitical and educational surroundings, points that need improving plus future directions of Korea's English education are presented in a summarizing manner. It was revealed that education in Korea has been heavily influenced by politics. This was inevitable in some way, but it seems necessary to make every effort to let education come before politics.
        5,200원
        18.
        2015.12 KCI 등재 구독 인증기관 무료, 개인회원 유료
        This study investigated the test scores and student responses about placement in the General Education English Program by level and major. Using composite scores of College Scholastic Ability Test for English (CSAT) and the in-house speaking test (SEPT), the study placed students into four levels (2–5). It also categorized 1,847 students into three groups: Humanities and Social Science (HS), Business Administration and Law (BL), and Science and Engineering (SE). Higher levels showed significant differences in oral proficiency while having similar results on the CSAT. Lower levels attained similar scores on the SEPT but represented a vast range of CSAT scores. Participants across all levels understood the purpose of the placement test, perceived the content of the SEPT as appropriate, and positively responded toward the accuracy of placement. HS and BL scored higher on the test than SE, confirming the contrast between engineering and non-engineering majors. HS, however, showed more positive evaluation on the accuracy of placement than BL and SE. Across groups and levels, all participants opposed exclusively using CSAT in course placement. This study discusses utilizing data by various variables to enhance differentiated instruction and to meet unique needs of students at all levels with different majors; it also addresses using CSAT scores as the exclusive criterion.
        6,300원
        19.
        2015.02 KCI 등재 구독 인증기관 무료, 개인회원 유료
        This study was aimed at integrating English novels into a Korean high school English curriculum. To accomplish the objective, the study adopted diverse post-reading activities using an English novel, The City of Ember by Jeanne DuPrau. Data were collected from diverse sources such as students’ worksheets, transcripts of students’ presentation, answers to survey questions, and the teacher’s field note. The results of the study are as follows: First, there were some educational effects when an English novel with diverse post-reading activities was used in high school English classrooms. Students showed a positive attitude toward the class and expressed satisfaction in terms of classroom management. Second, students responded to the novel through diverse post-reading activities. For example, students had opportunities to reflect on their lives, became active in solving problems, and deepened their thoughts through discussion. Based on the results of this study, suggestions for future studies are provided.
        6,900원
        20.
        2014.12 KCI 등재 구독 인증기관 무료, 개인회원 유료
        The purpose of this study is to investigate elementary school teachers’ and students’ experience of teaching and learning English grammar and how they perceive English grammar education with regard to its role in learning English and the need and ways of including grammar instruction into the curriculum. Questionnaires were administered to 123 teachers and 1513 6th grade students. In addition, written interviews with 20 teachers were done through e-mail. Major findings from the analysis of this survey are three-fold. First, most of the teachers and the students had experiences of teaching and learning English grammar and they perceived that English grammar knowledge plays a positive role in learning English. Second, majority of both the teachers and the students believed that grammar instruction should start in 5th grade, but there is a gap between the teachers and the students with respect to grammar teaching approaches; the teachers prefer the inductive method, while the students prefer the deductive one. Third, many teachers considered that grammar instruction would not have a negative effect on English classes based on the communicative language teaching approach, but they believed that activities for grammar instruction should be well designed in order to keep students interested in learning English. Based on these results, several suggestions for improving English education in elementary schools are made.
        8,700원
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