HOME | Archives | About | For Authors |
[ Article ] | |
Korea Journal of English Language and Linguistics - Vol. 23, No. 0, pp. 397-430 | |
Abbreviation: KASELL | |
ISSN: 1598-1398 (Print) 2586-7474 (Online) | |
Received 28 Feb 2023 Revised 15 Mar 2023 Accepted 15 May 2023 | |
DOI: https://doi.org/10.15738/kjell.23..202305.397 | |
글로벌 기업 영어 콘텐츠를 활용한 대학 영어 교육 사례연구 | |
김나희
| |
용인대학교 | |
A case study of application of global corporation’s English programme to College English classes | |
Nahee Kim
| |
Assistant Professor College of Liberal Arts Yong In University (jk52@yongin.ac.kr) | |
© 2023 KASELL All rights reserved This is an open-access article distributed under the terms of the Creative Commons License, which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited. | |
Funding Information ▼ |
This research aims to design and conduct a case study of application of a global corporation’s English progrmme to college English presentation classes. It also explores how a global corporation’s English curriculum is implemented inside the university language programme. In order to do that, this study adopted Shin et al.’s(2018) storytelling-based curriculum, Kim’s (2019) action research on a global corporation’s English storytelling programme, and Shin and Kim’s (2019) principles of curriculum-based dynamic assessment. Thirty-two students were joined in the research and taught by the researcher during the autumn semester of 2020 language course. This course consisted of three procedures: pre-test, intervention and post-test. According to participants’ various reactions to classroom activities, each lesson was revised and conducted, including the researcher’s reflections on the curriculum and learners’ feedback on teaching. As a result of post-test, learners’ presentation performance was improved in terms of verbal/non-verbal presentation skills and English speaking confidence, compared to the pre-test result. It was found that the use of a global corporation’s English curriculum may be effective in learner-centered teaching and learning. It is suggested that there is a need for investigating more teachable, assessable and manageable procedures and guidelines to apply to university English courses.
Keywords: College English, global corporation English programme, English speaking, online class |
This paper was supported by the Ministry of Education of the Republic of Korea and the National Research Foundation of Korea (NRF-2020S1A5B5A17091613).
1. | 김나희(Kim, N.). 2019. 글로벌 기업의 언어시험 준비 맥락에서 영어 스토리텔링 프로그램 실행연구: 내러티브 정체성 관점으로(Action research on a global corporation’s English storytelling programme in a context of high stakes language test preparation: From narrative identity). ≪영어학≫(Korean Journal of English Language and Linguistics) 19(1), 165-193 |
2. | 신동일(Shin, D.). 2009. 『 한국의 영어평가학 3: 스토리텔링편 』 (English Assessment in Korea 3: Storytelling). 서울: 한국문화사(Seoul: Hankookmunhwasa). |
3. | 신동일(Shin, D.). 2016. 『CEFR-BK 모형 제안과 스토리텔링 기반의 영어교육과정 개발 보고서』(Developing CEFR-BK model and English storytelling based-curriculum in a global corporation’s context). 미출간 보고서. 서울: 21세기 교육연구소(Seoul: 21st Century Institute of Education). |
4. | 신동일⋅김금선⋅심우진⋅김나희⋅전종운⋅김세희⋅김주연⋅정태영(Shin, D., K. Kim, W. Shim, N. Kim, J. Jeon, S. Kim, J. Kim and T. Jung). 2018. 글로벌 기업에서 스토리텔링 영어교육 콘텐츠 개발과 적용: 능숙도 향상을 목표로(Developing a curriculum of English storytelling in a global corporation’s context: Focus on proficiency building). ≪한국콘텐츠학회논문지≫(Journal of the Korea Contents Association) 18(3), 265-278. |
5. | 신동일 · 김나희(Shin, D. and N. Kim). 2019. 기업교육에서 역동적 평가모형의 적용: 영어 스토리텔링 교육과정 중심으로(Application of dynamic assessment to a global corporation’s storytelling-based curriculum). ≪학습자중심교과교육연구≫(Journal of Learner-Centered Curriculum and Instruction) 19(3), 777-802. |
6. | 홍수민(Hong, S.). 2018. 삼성전자, 외국어 말하기 1등급 취득해야 임원 승진심사(Samseongjeonja, oegugeo malhagi 1deunggeum chwideukaeya imwon seungjinsimsa). 중앙일보(Jungangilbo): http://news.joins.com/article/22333211에서 2020년 2월 1일에 검색했음. |
7. | Anastasi, A. 1981. Coaching, test sophistication, and developed abilities. American Psychologist 36(10), 1086-1093. |
8. | Bryman, A. 2004. Social Research Methods. Oxford: Oxford University Press. |
9. | Fulcher, G. 2010. Practical Language Testing. London: Hodder Education. |
10. | Gershon, S. 2015. Present Yourself Level 2 Student's Book (Vol. 2). Cambridge, UK: Cambridge University Press. |
11. | Kemmis, S. and R. McTaggart. 1988. The Action Research Planner. Victoria, AU: Deakin University Press. |
12. | Kim, N. H. 2022. Cheating on testing: Cramming on test preparation. Language Teaching Research Quarterly 29, 134-146. |
13. | Lidz, C. S. 2002. Mediated learning experience (MLE) as a basis for an alternative approach to assessment. School Psychology International 23(1), 68-84. |
14. | Spencer, T. D. and T. A. Slocum. 2010. The effect of a narrative intervention on story retelling and personal story generation skills of preschoolers with risk factors and narrative language delays. Journal of Early Intervention 32(3), 178-199. |
15. | Stein, N. and C. Glenn. 1979. An analysis of story comprehension in elementary school children. In R. O. Freedle, ed., New Directions in Discourse Processing, 53-120. Norwood, NJ: Ablex. |