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한국중등영어교육학회> 중등영어교육> 영어 뉴스 미디어 활용 딕토글로스 활동 수업이 EFL 학습자의 영어듣기 능력에 미치는 영향

KCI등재

영어 뉴스 미디어 활용 딕토글로스 활동 수업이 EFL 학습자의 영어듣기 능력에 미치는 영향

The effects of dictogloss activities using English news media on EFL learners’ listening proficiency

김동규 ( Kim Dongkyoo ) , 강동호 ( Kang Dongho )
  • : 한국중등영어교육학회
  • : 중등영어교육 12권3호
  • : 연속간행물
  • : 2019년 08월
  • : 201-220(20pages)

DOI


목차

I. 서론
Ⅱ. 이론적 배경
Ⅲ. 연구 방법
Ⅳ. 연구 결과 및 분석
Ⅴ. 결론 및 제언
참고문헌

키워드 보기


초록 보기


						
The purpose of this study was to explore the effects of dictogloss activities using English news media on EFL learners’ listening proficiency. Fifty seven EFL college students divided into two groups, an experimental group and a control group, participated in this study. The instructional materials used in this study were the same in both groups, partaking in an English class that involved both traditional English materials and authentic materials during the period of the treatment. However, for examining the effects of dictogloss activities using English news media on students' listening proficiency, the experimental group received instruction in which traditional dictation activities were replaced by dictogloss activities during some portions of the listening instructions for the eight-week period of the treatment. According to the results of the study, the effects of dictogloss activities using English news media in the EFL classroom was statistically significant, although both groups showed significant improvements in listening during the period of treatment. Several implications are presented based on the findings of the study.

UCI(KEPA)

간행물정보

  • : 사회과학분야  > 교육
  • : KCI등재
  • :
  • : 계간
  • : 1976-8222
  • :
  • : 학술지
  • : 연속간행물
  • : 2008-2019
  • : 220


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발행기관 최신논문
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1The Contribution of Linguistic Complexity to EFL Learners'Writing Proficiency

저자 : Soohyun Min

발행기관 : 한국중등영어교육학회 간행물 : 중등영어교육 12권 3호 발행 연도 : 2019 페이지 : pp. 3-24 (22 pages)

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초록보기

This study was intended to probe the characteristics of syntactic complexity and lexical complexity presented in English written work of Korean high school students, and the relationship between syntactic complexity and lexical complexity and writing proficiency. Sixty students' English argumentative essays were collected and scored by an automated writing assessment program, Criterion. The syntactic complexity of the written work was measured by the L2 Syntactic Complexity Analyzer (L2SCA), while lexical complexity measures were analyzed using the Lexical Complexity Analyzer (LCA) and Coh-metrix. The results were analyzed using correlation analyses and hierarchical regression analyses. It was found that most of the sub-dimensions of syntactic complexity were positively related with writing proficiency, while only lexical diversity, one of the sub-dimensions of lexical complexity, was related with writing proficiency. The findings not only show the positive relationship between linguistic complexity and writing proficiency, but also identified which specific linguistic complexity measures can predict writing proficiency. Pedagogical implications for classrooms and suggestions for further studies are discussed in this study.

2The Efficacy of Language Learning Strategy Instruction in a Korean High School English Class

저자 : Minkyung Chang

발행기관 : 한국중등영어교육학회 간행물 : 중등영어교육 12권 3호 발행 연도 : 2019 페이지 : pp. 25-49 (25 pages)

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초록보기

This paper examines the efficacy of language learning strategy instruction based on the cognitive academic language learning approach (CALLA). This paper studies the effect of language learning strategy instruction with particular reference to English proficiency, learning strategies, and the relationship between such strategies and motivation of a Korean high school student. In this study, seventy-nine high school students were given twenty weeks of instruction. The control groups were given lectures without employing a language learning strategy programs; conversely, the experimental groups utilized language learning strategies. In order to assess student language proficiency, pre- and post-tests were given. SILL and questionnaires related to motivation as well as language learning strategy use were also adopted. Results showed that the scores of less-proficient students in the experimental group dramatically improved. The most frequently used strategy was cognitive strategy, while metacognitive strategy was reported least applied. After CALLA instruction, the experimental group of students used metacognitive strategy more actively. In addition, there was a strong correlation between language proficiency and language learning strategy use. This study also indicates that learner motivation influenced language learning strategies. Therefore, the implementation of language learning strategy instruction based on the cognitive academic language learning approach (CALLA) should be considered in language classes in Korean high schools.

3Processing and Use of Relative Clauses in L2 Comprehension and Production

저자 : Jong Hak Hur , Jeong-ah Shin

발행기관 : 한국중등영어교육학회 간행물 : 중등영어교육 12권 3호 발행 연도 : 2019 페이지 : pp. 51-69 (19 pages)

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(기관인증 필요)

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초록보기

Many L2 learners of English have more difficulties in producing relative clauses (RC) than in reading and comprehending them. This study examined the relationship between L2 learners' production and comprehension of RCs by the type (subject RCs vs. object RCs) and the embedding position (center vs. right). Forty-four Korean learners of English participated in the comprehension and production study consisting of a self-paced reading task and a picture description task. The results showed that participants tended to produce SRCs than ORCs. In comprehension, reading times for ORCs in center embedding was slower than in those in right embedding, indicating that the position of RCs affected the comprehension of ORCs. The results are discussed in terms of RC acquisition hypotheses and memory-based processing complexity theory.

42015 개정 영어과 교육과정에 따른 중2 영어 교과서 어휘 분포 분석

저자 : 이소영 ( Lee Soyoung ) , 이현우 ( Lee Hyunoo )

발행기관 : 한국중등영어교육학회 간행물 : 중등영어교육 12권 3호 발행 연도 : 2019 페이지 : pp. 71-93 (23 pages)

다운로드

(기관인증 필요)

키워드 보기
초록보기

This study investigates how the vocabulary in Middle School English 2 textbooks is distributed in order to see the effect of vocabulary control of 2015 Revised English National Curriculum on vocabulary size in different textbooks. Listening and reading texts of seven textbooks were analyzed in terms of lexical sophistication, lexical density, and the frequency of new words. The results show quite a big difference in vocabulary size across textbooks that have been under the 90% vocabulary control of 2015 Revised English National Curriculum; both the frequency of graded word tokens and the number and presentation of advanced word types are significantly different. The amount of content words in reading texts also varies significantly. A few suggestions are made for further research along with limitations of the study.

52015 개정 교육과정의 영어 교과 역량을 반영한 국가수준 학업성취도 평가의 문항 개선 방안

저자 : 배주경 ( Pae Jue-kyoung ) , 김소연 ( Kim Soyeon )

발행기관 : 한국중등영어교육학회 간행물 : 중등영어교육 12권 3호 발행 연도 : 2019 페이지 : pp. 95-116 (22 pages)

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초록보기

As the Korean national curriculum was revised in 2015 with a focus on subject competencies, the National Assessment of Educational Achievement (NAEA) for middle and high school needed to have their evaluation framework and test items modified. To serve this need, this paper presents a way to improve the NAEA English tests with a suggested new assessment framework and sample test items assessing subject competencies in English. Subject competencies in English have been analyzed in order to find appropriate subject competencies for paper-based tests. In addition, test items developed in other countries have been analyzed to develop a new evaluation framework as well as a sample of a new type of test item assessing subject competencies in English. Out of four subject competencies in English, it is concluded that English communicative competency and an information analysis competency are appropriate to be assessed in the NAEA. A new evaluation framework is proposed reflecting the results of the analysis and a sample test item assessing an information analysis competency is also presented. The limitations of the current study, future directions for improving the NAEA have been suggested.

6다독을 통한 우연적 어휘 지식 습득에 관한 연구

저자 : 신상근 ( Shin Sang-keun )

발행기관 : 한국중등영어교육학회 간행물 : 중등영어교육 12권 3호 발행 연도 : 2019 페이지 : pp. 117-132 (16 pages)

다운로드

(기관인증 필요)

키워드 보기
초록보기

The purpose of this study was to investigate whether EFL learners with advanced reading proficiency could acquire full or partial vocabulary knowledge from reading an authentic text. Fifty-seven advanced-level college EFL learners were asked to read a bestseller non-fiction self-help book titled The One Thing in the same manner as they normally do outside the classroom within the limit of 4 weeks. Upon the completion of reading, productive and receptive recall vocabulary tests and a semantic priming task were administered to determine whether extensive reading experience can enhance both explicit and implicit lexical knowledge. The results showed that the participants acquired vocabulary through reading, but only relatively small amounts. With regards to implicit vocabulary knowledge, positive semantic priming effects were observed in lexical decision task, which indicates that the participants were able to form lexical representations of target words.

7오디오 기반 vs. 비디오 기반 영어 듣기평가 비교 연구

저자 : 박태준 ( Park Taejoon )

발행기관 : 한국중등영어교육학회 간행물 : 중등영어교육 12권 3호 발행 연도 : 2019 페이지 : pp. 133-155 (23 pages)

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(기관인증 필요)

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초록보기

This study aimed to investigate whether or not there is a difference in Korean high school students'performance between traditional, audio-only method and video method for listening tests. The rationale for this study stems from the fact that while traditional listening tests still use audio-only method, language learners are presented with not only audio but also visual input in typical target language use (TLU) domains where acts of listening take place. An intact group comparison design, that is, a pre and post-test between groups design, was employed in this study. After confirming the homogeneity of the students in both groups in their listening ability through the pre-test, the test scores of one group (an audio-only group) and those of the other group (a video group) were compared through the post-test. After the post-test, the students in both groups were asked to complete a survey questionnaire in order to further explore various issues involving audio and video-mediated listening tests. The results showed that the students who took the video listening test performed better compared with those who took the audio-only test, and the difference in their test scores turned out to be statistically significant. The implications of these results on the construct of listening ability were discussed.

8하단주석과 측면주석의 상대적 효과에 관한 시선추적 연구

저자 : 정미진 ( Jung Mijin ) , 최성묵 ( Choi Sungmook )

발행기관 : 한국중등영어교육학회 간행물 : 중등영어교육 12권 3호 발행 연도 : 2019 페이지 : pp. 157-174 (18 pages)

다운로드

(기관인증 필요)

키워드 보기
초록보기

By utilizing eye-tracking technology, we compared the relative efficacy of glosses located in the bottom margin (BM) versus side margin (SM) in terms of reading English text and vocabulary acquisition. Participants were Korean undergraduate students (N = 78) who have been learning English as a foreign language. They were assigned to either the BM or SM group and read English text corresponding to their group conditions. While they were reading the English text, their eye movements were registered by an eye tracker. They then responded to three post-reading tasks (vocabulary test, reading comprehension test, and lexical decision task). Analyses of eye movement data revealed that the BM group spent significantly longer time reading the English text as well as glosses than the SM group, indicating that glosses used in the side margins are more favorable to reading than those located in the bottom margins. Interestingly, however, no significant differences between the two conditions were observed in all post-reading tasks. These results have an important bearing on L2 materials development and make significant contribution to the L2 acquisition literature.

9한국 중등 영어교사의 과업 기반 언어 교수법에 대한 중요도-수행도 분석

저자 : 이지선 ( Lee Jisun )

발행기관 : 한국중등영어교육학회 간행물 : 중등영어교육 12권 3호 발행 연도 : 2019 페이지 : pp. 175-200 (26 pages)

다운로드

(기관인증 필요)

키워드 보기
초록보기

The purpose of this study investigates Korean EFL secondary teachers'task-based language teaching practice comparing with their perceptions on TBLT. To do so, 152 English teachers in Korean middle schools and high schools were surveyed and the data were analyzed using importance-performance analysis, frequency analysis, and exploratory factor analysis. The results show, firstly, they believe applying TBLT in class is important in general and to teach speaking skills is most important but listening is the least in particular. They practice TBLT most frequently to teaching writing but to teach listening least. Their reasons to avoid practicing TBLT were classified into four factors: learner, teacher, instruction, and institutional support, which confirmed the ones originated by previous studies but with a different interpretation. This study may lead a different approach on teacher training programs and teacher attitude changes in spite of some limitations of the research.

10영어 뉴스 미디어 활용 딕토글로스 활동 수업이 EFL 학습자의 영어듣기 능력에 미치는 영향

저자 : 김동규 ( Kim Dongkyoo ) , 강동호 ( Kang Dongho )

발행기관 : 한국중등영어교육학회 간행물 : 중등영어교육 12권 3호 발행 연도 : 2019 페이지 : pp. 201-220 (20 pages)

다운로드

(기관인증 필요)

키워드 보기
초록보기

The purpose of this study was to explore the effects of dictogloss activities using English news media on EFL learners' listening proficiency. Fifty seven EFL college students divided into two groups, an experimental group and a control group, participated in this study. The instructional materials used in this study were the same in both groups, partaking in an English class that involved both traditional English materials and authentic materials during the period of the treatment. However, for examining the effects of dictogloss activities using English news media on students' listening proficiency, the experimental group received instruction in which traditional dictation activities were replaced by dictogloss activities during some portions of the listening instructions for the eight-week period of the treatment. According to the results of the study, the effects of dictogloss activities using English news media in the EFL classroom was statistically significant, although both groups showed significant improvements in listening during the period of treatment. Several implications are presented based on the findings of the study.

12
주제별 간행물
간행물명 수록권호

KCI등재

초등도덕교육
65권 0호 ~ 65권 0호

KCI등재

교육인류학연구
22권 3호 ~ 22권 3호

KCI등재

특수교육 저널 : 이론과 실천
20권 3호 ~ 20권 3호

KCI등재

교육정보미디어연구
25권 3호 ~ 25권 3호

KCI등재

STUDIES IN ENGLISH EDUCATION
24권 3호 ~ 24권 3호

KCI후보

교육의 이론과 실천
24권 2호 ~ 24권 2호

KCI등재

지적장애연구
21권 3호 ~ 21권 3호

KCI등재

교육철학연구
41권 3호 ~ 41권 3호

KCI등재

한국교육사학
41권 3호 ~ 41권 3호

KCI등재

E-수학교육 논문집
33권 3호 ~ 33권 3호

한국수학교육학회 뉴스레터
35권 5호 ~ 35권 5호

KCI등재

정서·행동장애연구
35권 3호 ~ 35권 3호

KCI등재

열린부모교육연구
11권 3호 ~ 11권 3호

Asia Pacific Journal of Educational Research
2권 2호 ~ 2권 2호

KCI등재

교육공학연구
35권 3호 ~ 35권 3호

KCI등재

교육공학연구
35권 2호 ~ 35권 2호

한국특수교육문제연구소 학술대회발표자료집
2019권 1호 ~ 2019권 1호

KCI등재

직업교육연구
38권 4호 ~ 38권 4호

KCI등재

교육문화연구
25권 4호 ~ 25권 4호

KCI등재

교육법학연구
31권 2호 ~ 31권 2호
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