The main objective of this research was to probe the DLM-based teaching method for Korean students’ English communication skills. For this study, the corpus was made of Korean reading materials with 307 frequently used sentence patterns extracted. The present research employing a quasi-experimental design and a comparative analysis of Korean and English corpora revealed the followings: first, the difference between the DLM (experimental group) and the CTR (control group) was examined in terms of the pretest score in order to identify the students’ level of English productive skills. After the pretest, meaningful translation focused DLM was employed in the instruction of the experimental group but not in the instruction of the control group. After one semester of teaching, on the posttest, the students in the DLM group outperformed the students in the CTR group. In conclusion, it can be inferred that the DLM teaching method is effective for English productive skills and can be a good solution to our English education environments in which both teachers and students use Korean as a medium of teaching English.

This research is aimed at developing Web-Based Instructional Media in the Indonesian senior high school writing class. The Dick and Carey Model (2009) was employed as the development model. The steps began with identifying instructional goals, conducting instructional analysis, analyzing learners and contexs, writing the performance objectives, developing assessment instruments and instructional strategies, developing and selecting instructional materials, designing and conducting formative evaluation of instruction, revising, and finally designing and conducting summative evaluation. The overall results identified that the Educational Technology Expert validation reached 94.62%, the Media Expert reached 99.04%, and the Matter Expert reached 85.00%. These results proved that the use of Web-Based Instructional Media significantly improved the students’ writing skills. The small group trial demonstrated 78.38%, while the field trial 82.79%; these showed that the Web-Based Instructional Media could be implemented both in the small group and the field trial. In conclusion, the results of the expert validation and the field trials stated that the web-based instructional media is highly appropriate use in improving Bahasa Indonesian students writing skills.

본 연구는 중학교 국어 교과의 읽기 영역에서 문학 장르와 비문학 장르에 각기 적합한 국어 교과 내 언 어 영역 통합 교수 학습 모형을 구안 적용함으로써 학습자의 자기 주도적 학습 능력을 신장시키는 것을 목적으로 하였다. 문학 장르에서는 읽기 영역에서 문제 중심, 팀 중심의 ‘창틀 채우기’ 교수‧학습 모형을 적용하고 이를 확장하여 ‘독서 토론하기’와 ‘논증 글쓰기’까지 통합하여 수업에 적용하였다. 비문학 장르에 서는 읽기 영역에서 ‘의미지도 만들기’ 교수 학습 모형을 바탕으로 ‘문단형식 글쓰기’를 통합하여 수업에 적용하였다. 그리고 이러한 교수 학습 모형에서 적합한 포트폴리오 방식의 수행평가를 적용하였다. 그 결 과, 학습자의 학습흥미를 높이고 학습자가 교수 학습 과정에 적극적으로 참여하도록 유도할 수 있었고, 효 과적으로 자기 주도적 학습 능력을 신장시킬 수 있었다.

다양한 기능이나 영역을 통합하여 학습하는 의미로 해석되고 교육계에 화두로 등장한 융합교육에 대하여 바르게 이해하고 수업에 적용하려는 생각으로 국어과 수업에서 융합적 활동으로 학습효과를 올리는 방법을 제시하고자 하였다. 국어과에서의 융합은 듣기, 말하기, 읽기, 글쓰기가 단위 시간 안에 다양하게 시도하는 것을 의미한다. 이야기를 노래로 만들어 부르고, 미술과 융합하여 배경과 연극 소도구를 만들어 상황극이나 역할극, 무언극 등을 하는 등 많은 활동을 하는 과정에서 창의적 표현능력을 기를 수 있었다. 창의적인 대사를 만들고 감상문이나 다짐문, 일기, 편지글을 쓰는 과정에서 인성이나 진로지도도할 수 있었다. 이처럼 여러 교과와 융합을 이루며 다양한 활동과 통합을 시도한 것은 학생들의 흥미를 유발하였고, 적극적인 참여를 유도하게 되었으며 창의적인 언어사용능력을 신장시키게 되었다.

This study aims to investigate the major themes and contents of studies on teaching English as an EFL in elementary schools in Korea since TEFLES (Teaching English as a Foreign Language in the Elementary School) was first introduced in elementary schools as a regular subject under the 7th National Curriculum in 1997. For the purpose of the study, a total of 218 research was examined in terms of the research methods, topics and main contents, and implications. The results of the study show that more than a half of the research was oriented toward quantitative approach. In addition, the main foci were the effects of certain tasks, pronunciation, dramatization, the use of a variety of multimedia materials on elementary school students" speaking skills. However, a large number of studies dealt with speaking skills in an integrated manner with other factors such as language skills, motivation, interests, and confidence. On the basis of the results, pedagogical implications on the teaching of speaking skills are suggested.