벼리】이 연구의 목적은 영어권 학습자의 비음동화 발음 실태를 살 펴보고 오류 분석을 통한 비음동화 발음 교육 방안을 마련하는데 있 다. 비음동화 환경이 포함된 문장을 영어권 학습자에게 제시하고 발 화를 녹음하여 분석하였다. 녹음된 자료를 바탕으로 환경별 비음동화 발음 오류를 분석하였다. 오류 분석 결과를 바탕으로 통합형 한국어 비음동화 교육방안을 마련하였다.

본 연구는 의태어 어휘 목록을 가지고 있지 않는 영어권 화자가 ‘의태어+동사’의 유형을 활용하여 의태어를 학습할 수 있도록 ‘의태어+동사’의 목록을 작성하고자 한다. 의태어는 일반부사에 비해 특정 동사와 자주 어울려 쓰는 경우가 많아서 초급에서 배운 동사와 자주 어울려 쓰는 의태어를 함께 제시한다면 기억의 부담량을 줄이면서 어휘를 확장할 수 있다. ‘의태어+동사’형 어휘가 의태어 어휘를 확장시키고 기억의 부담량을 줄여 한국어로 의사소통을 할 때 유창성을 확보하는 데 유용할 것이라는 점을 밝힌 다음 1등급 동사를 대상으로 말뭉치를 이용하여 ‘의태어+동사’형 어휘 목록을 선정한다. 영어권 학습자에게 ‘의태어+동사’에 대응하는 영어의 동사를 언급해 준다면 의태어를 학습하는데 도움이 될 것으로 보아서 의태어만 제시하지 않고 ‘의태어+동사’의 형태로 제시하였다.

This study explores the way in which Korean parents involve in the development of their children's English language while they stay in the U.S. to improve the children's English abilities. 10 parents participated in this study through free discussion, E-interview, E-journal, and in-depth interview. The research finds that the parents play three roles involved with their children's English language development. First, the parents, as helpers, participate in their children's English study in direct or indirect ways. Second, they, as mediators, help their children build the relationship with their peers and teachers. Lastly, they place an emphasis not only on second language learning, but on their mother tongue to preserve their children's identities and to help their children continue to study in their own country, Korea. When they are ready to return to Korea, the parents are concerned about their children's continuous practice in English. The results of the study will offer pedagogical implications to parents who have children planning to study abroad and teachers to instruct students who finish studying abroad.

교육 현장에서 감정은 기억, 학습 성취, 동기부여에 있어 핵심적으로 중요한 요인으로 알려져 있다. 본 연구에서는 초등학교 아동들을 대상으로 감정적 개입(emotional engagement)을 촉진하기 위해 기능성 게임을 학습 현장에서 활용할 수 있는지를 확인해보고자 하였다. 이를 위해 영어 학습용 기능성 게임 '워드 콜렉트리안'을 이용하여 탐색 연구를 진행하였다. 워드 콜렉트리안은 인터액션을 통한 단어의 동적 시각화와 맥락 영상의 제시를 통한 상황 인지, 완성된 단어의 배치를 통한 단어에 대한 애착 고취 등을 활용하여 아동들이 감정적으로 영단어 학습에 효과적으로 개입할 수 있도록 설계하였다. 1차 프로토타입을 활용한 기초 실험 결과 워드 콜렉트리안이 학습 효과와 감정 개입의 효과를 모두 불러일으킬 수 있는 가능성이 있음을 확인할 수 있었다.

This study investigated Korean university learners' perception of native English speaking teachers(NESTs) and non-native English speaking teachers (NNESTs) in the University English for academic purpose. Questionnaire survey and interview data collection were implemented. For the questionnaire survey, 118 students participated for NEST courses and 127 for NNEST courses. Among them 10 students(5 from NEST, 5 from NNEST) were interviewed to consolidate the data. The results revealed that students perceived more positively in the English speaking courses by NEST with regard to improving their listening and speaking ability, NESTs' teaching attitude which intrigued students to participate in the class, trying to ask questions in class, and keeping their tense during the class with English language code. However, students in NNEST courses felt less anxiety, used more L1 in group work, and tended to ask questions later the class in Korean than in NEST course. Students in NNEST courses perceived positively about L1 use as long as it is controlled. These findings are valuable implications for NNESts to manage their EAP courses effectively.

Recent studies on sentence processing show that late learners of a second or foreign language, those who begin learning after puberty, differ from native speakers (and early L2 learners) as to how they comprehend complex sentences in real time. One construction in which this difference has been discovered is in the processing of non-local dependencies where constituents are displaced, such as in sentences containing wh-dependencies: The nurse who the doctor argued that the rude patient had angered ___ is refusing to work late. This paper presents a brief overview of recent findings investigating this issue. To this end, differences and similarities between L1 and L2 speakers in employing lexical and syntactic information to resolve these types of dependencies are discussed. In particular, the L2 learners appear to associate the fronted wh-phrase directly with its lexical subcategoriser, without postulating an intermediate gap position. Our result is argued to render support to the hypothesis that L2 learners under-use syntactic information in L2 processing, which causes them difficulty in processing the L2 input in a native-like fashion.

Learning vocabulary is considered basic in second language learning and yet Korean high school students tend to use a limited range of vocabulary learning strategies. The present study attempts to investigate the relationship between Korean high school students' English vocabulary learning strategies (EVLS) and vocabulary proficiency. For the purpose, a survey was conducted to 113 first grade high school students to find out their vocabulary learning strategies and their relationship with vocabulary proficiency. The results show that the participating students favored simple memorization strategies regardless of the proficiency levels though the higher group used more EVLS than the lower group. Among the five EVLS categories, the meaning-determination strategies were most frequently used while the social strategies was least used. The results suggest that students need to be encouraged to use various vocabulary learning strategies to use words in their productive language.

본 연구는 고등학교 영어수업시간에 문화수업을 실험 적용하여 학생들의 문화간 감성수준의 향상 효과를 알아보고, 더불어 문화간 감성수준과 영어성취도의 상관성을 규명하는 것을 목적으로 하였다. 이를 위해 우선 문화수업 실시 전의 학생들의 문화간 감성수준이 확인되었으며, 확인된 문화간 감성수준을 토대로 문화수업의 내용 선정 및 과업기반 문화수업 교수-학습모형 구안 등의 과정을 거쳐 실험수업이 적용되었다. 실험수업 적용 후에는 문화간 감성수준의 변화를 알아보기 위한 사후 검정작업이 이루어졌으며, 더불어 학생들의 문화간 감성수준과 영어성취도간의 상관관계 분석 단계로 연구가 진행되었다. 본 연구에서 활용된 자료는 연구 과정에서 수집된 것으로 구체적으로 기초정보 조사 설문과 실험수업을 전후로 두 차례 이루어진 문화간 감성수준 검사 및 영어성취도 평가 등을 통해 확보되었다. 이때 사용된 문화간 감성수준 검사지는 Bennett(1986, 1993)의 문화간 감성발달모형(Intercultural Sensitivity Development Model: DMIS)을 근거로 제작된 문화간 감성발달 검사지(Hammer, Bennet, & Wiseman, 2003)를 본 연구자가 수정하여 적용한 것이다. 이와 같은 연구과정을 통해 일련의 연구 결과가 도출되었으며 이를 바탕으로 다음과 같은 결론에 이르게 되었다. 첫째, 외국어로서의 영어(English as a Foreign Language: EFL)환경에서 영어를 학습하는 고등학교 학생들은 문화차이에 대해 방어적이거나 차이를 최소화하려는 자문화 중심적인 문화간 감성단계이면서, 한편으로는 문화차이를 수용하고 경험하고자 하는 문화상대적인 관점을 지향하고 있다. 둘째, EFL의 환경적인 제약에도 불구하고 문화수업이 문화적인 차이에 대한 경험기회를 제공하여 타문화에 대한 태도와 인식의 변화를 가져오는 데 효과가 있다. 셋째, 문화간 감성수준을 영어학습성취도를 예측할 수 있는 최고의 지표라고는 할 수 없을 것이나 그 상관성은 영어교육에서 고려될 가치가 있다.

Dong-Ho Kang. 2001. The Use of Language Learning Strategies in Korean EFL Input-Poor Contexts. Studies in Modern Grammar 24, 179-201. The purpose of this study was to identify Korean students` learning strategies through the cross-sectional study as a first step to make a framework of the strategy instruction. The retrospective interview and think-aloud procedures were used to assess the learning strategies of sixty students from grades 7, 8, and 9. The results showed that (1) biological or developmental increase in strategy use did not appear with Korean middle school students and regardless of their proficiency levels, all students seldom used social strategies; (2) the differences between advanced students and poorer students were significant in the use of metacognitive and memory strategies; (3) specific strategy use depended on the type of tasks; and (4) there was no difference between males and females across levels. The findings suggest that effective language learning strategies should be taught for a students and be modeled simultaneously with what is being taught, but with different emphasis of the strategy use.

Han, Sang-Ho. 1999. Directions for Learner-Centered English Education in the 21st Century. Studies in Modern Grammar 17, 191-206. This study proposes that, in the 21st century, English teaching in Korea should be implemented in a learner-centered way, not only in name, but in substance. The author initiates his arguments by attributing the reason for a loose application of learner-centeredness in Korea to its Confucian educational practice deep-rooted in history. He suggests that leaner-centered teaching will assist Korean English teachers to overcome the constraints of traditionalism in the new era. The author gives a brief overview of recent development of English language teaching from the prescientific era to structural linguistic, to cognitive linguistic, and finally to leaner-centered English education. He then conceptualizes learner-centeredness from the four perspectives which, combined together, have given birth to modern western traditions in foreign language education: humanistic movements in general education, communicative approach to curriculum developments, orientation towards individualized instruction, and process-oriented English education. Finally, the author goes into the details of open English education and self-directed learning. He argues that teachers need to have an in-depth awareness of learners` motivations, learning styles and strategies to be able to incorporate the traditional teacher-centered approach into more learner-based teaching. In order for this to be materialized, teachers should seek open-mindedness in their own teaching situations and develop professionally from the traditional status of `teacher as explainer` to `teacher as involver`, and even to `teacher as enabler` in the long run, in an effort to facilitate self-directed English learning.

Kim Han-kyung. 1998. A Study on the Readability As Learner-Originated Open Teaching Method. Studies in Modern Grammar 14, 365-387. The purpose of this study is to make researches in the readability as a way of open teaching method that is focused on learners, as the current trend of education is changing from supplier-originated education to customer-originated one. The English teaching courses, focused on students, consist of three parts; planning, implementation and evaluation. The phase of planning includes the needs analysis and the goal setting. And the implementation also includes the development of texts and teaching methods. Those are not different from existing English teaching processes. The student-originated curriculum, however, is quite different from traditional curricula in the fact that the former allows the students to participate in the decision-makings on the contents curricula and teaching methods. The student-originated curriculum suggests the teacher and students have prior conferences t negotiate on their curricula. The basic philosophies of English teaching open-method, particularly focused on learners, are to increase students` learning-motives and effectiveness by teaching them the issues and functions they need, and to most effectively use the limited session of class. In this study, corresponding to the concepts above, various teaching methods for reading such as bottom-up processing, top-down processing and interactive processing are further discussed. And some factors, related to more effective readability, and the principal models, including both substantial and formal background informations and the concept of super-recognition, are illustrated.

Han, Sang-Ho. 1997. A Model of English Instruction Based on Communication Strategies. Studies in Modern Grammatical Theories 10: 149-171. The purpose of this paper is to identify developmental stages of communication strategies displayed by basic learners of English. For this purpose two groups of ESL learners and a group of EFL learners were observed and videotaped for 9 months respectively. Through an analysis of transcribed data, it was found that communication strategies develop in a relatively invariant order: avoidance, paralinguistic, code-switching, reduction, and paraphrasing strategies. Based on the result of the study an effective instructional model is suggested for Korean learners of English.