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大學에서의 英語敎育實態 調査硏究

Title
大學에서의 英語敎育實態 調査硏究
Other Titles
Research on the actual state of English education in the universities : Emphasizing on business English
Authors
禹惠連.
Issue Date
1982
Department/Major
교육대학원 어학교육전공영어교육분야
Keywords
대학영어교육실태
Publisher
이화여자대학교 교육대학원
Degree
Master
Abstract
In view of the practical value of English and the necessity of its systematic education, the purpose of this study is to diagnose the actual state of Business English in the universities, to discover the problems, and to determine more effective ways of teaching Business. English at the university. For this purpose´, the same questionnaire was given to 16 teachers who are in charge of Business English; another kind of questionnaire was distributed to 300 students at 12 universities and 3 junior colleges by random sampling. One limitation of this study was that it covered only the Seoul area, the college of liberal arts/social science, and juniors and seniors(sophomores at junior colleges). Another difficulty was that since there was no other preceded studies on this subject, it could not be compared to another study. The findings of the survey and the recommendations based on the findings are as follows: A. Findings 1. Contents of Education a. The majority(97%) of students showed an interest in Business English because it is essential in beginning a career or continuing their studies at a higher educational level(35.6%), and because Business English are emphasized today and required generally(29.5%). b. In Business English education, teachers aim at written communication study for drafting English documents (75 points), reading practice for comprehension(41 points), and English conversation study for oral communication(40 points), in that sequence. c. In accordance with specific characteristics of Business English, its texts are selected by their practicability (46 points), their degree of difficulty(22 points), and their refinement of vocabulary(19 points). d. The first problem in the education of Business English is shortage of competent teachers(about 3 Korean teachers and 1 foreign teacher per department). Another problem is that the college major of these teachers was not English Education but Business Education. Still another problem is the foreign teacher's insufficient experience in Korea. e. Most students' opinion(75%) showed that they had not had much opportunity to study Business English. Relating to the progress of their ability, about 30-40% of the students are not satisfied with their present Business English education because of the poor quality of teaching methods(29.7%), teaching contents(19.0%), facilities(16.3%), text(10.3%), and over-crowded classrooms(l7.5%). f. In the evaluation of the students themselves, their ability in written communication was rather good compared to their oral communication. In written communication, 64.4% of the students can write a document in English without much difficulty; in oral communication, 54% of the students can speak with ease. g. Besides taking the course in Business English, a considerable number of student(58.3%) take an outside English course as an extracurricular activity because they wish to refine their English(44.6%) and they are not satisfied with the Business English education in the classroom(34.3%). They usually study with the help of institutes, conversation clubs, studying abroad, and foreigner's tutoring. 2. Institution of Education a. Most departments(75%) teach Business English as subjects in their major study. The title of the Business English course varries according to its specialty and importance. b. Most students who take the course in Business English are in their junior year(56.9%). If classified by their department, the students are majoring in Trading, Business Management, English Language and Literature, Secretarial Science, and Liberal Arts/Social Science. c. Three credit and three class hours per week are common. However, 62.5% of the teachers of written communication and 52.7% of the teachers of oral communication think that the number of class hours per week is not enough for sufficient teaching. B. Recommendations 1. In Business English education, oral communication can be stressed more by effectively completing the reading and comprehension studies in Freshman General English. 2. In order to teach more substantially and/or to give more opportunitjes to the students to study Business English, more class hours per week and a higher number of classes have to be allowed. 3. The better compilation of suitable teaching materials, teaching methods and reinforcement of faculty must be attained. 4. To teach with more concentration and on an individual basis, the number of students per classroom definitely must be reduced.;우리나라 교육과정에서 英語가 가지는 比重은 매우 크며 中·高等學校課程과 大學의 課程에서 英語는 필수과목으로 매우 중시되고 있다. 그러나 이러한 努力에도 불구하고 實際 利用에 있어서는 별 실효를 거두지 못하고 있어 英語의 전반적인 敎育方法에 對한 비판의 소리가 높아지고 있으며 國際交流가 점차 증가하고 國際公用語로서의 英語 使用 機會가 증가하면서 더욱 强調되고 있다. 이러한 社會的 必要와 國際的 趨勢가 實際 利用을 위한 英語敎育인 實務英語에 對한 大學에서의 높은 관심과 의욕을 불러 일으켰으나 이를 효과적으로 가르치기 위해서는 교육목표, 價値와 意義가 뚜렷해야 하며 敎育者와 被敎育者의 質的 수준과 열의, 행정적인 뒷받침, 교수내용, 교수방법, 수강인원과 배당시간, 學點 等이 解決되어야 한다. 본 硏究는 實務英語의 體系的 敎育必要性을 감안하여 그 실태를 調査하고 여기에서 제기되는 문제점을 파악하여 보다 효과적인 實務英語 敎育方案을 모색하고자 하는데 의의가 있다. 본 연구에서 實務英語라고 하는 개념은 英語敎育의 실용적 가치추구와 관련해서 一般社會에서의 實際 利用을 目的으로 독해력 학습 위주가 아닌, 의사소통 수단으로 利用할 수 있도록 敎育하는 英語文書作成과 영어회화 과목을 말하는 것이다. 英語 學習이 가지는 敎養的인 價値도 매우 重要하나 본 硏究에서 實用的 價値에만 重點을 둔 것은 大學이 學生들의 人格向上만을 敎育目標로 국한해서는 안되며 學生들의 장래 社會進出을 위한 준비를 위해서도 일익을 담당해야 하느니만큼 實務英語 敎育은 매우 重要하며 경시되어서는 안되기 때문이다. 본 硏究에서는 關係되는 문헌연구와 질문지법에 依한 調査硏究를 竝行하였으며 大學에서의 實務英語 敎育 實態調査를 目的으로 作成된 質問紙를 서울 市內의 12개 大學과 3개 전문대학의 300명 學生들과 16개 學科의 담당교수를 대상으로 調査하여 그 結果를 연구자료로 使用하였다. 그러나 본 硏究調査는 서울市內 大學과 전문대학만으로 제한하여 地方의 實態를 포함하지 못했으며, 實務英語 敎育이 비교적 많이 실시되고 있는 인문사회계열로, 또한 취업이나 進學 等 진로문제를 보다 목전에 두어 구체적으로 생각해야 하는 3·4學年(전문대학 2學年)만으로 제한하였고, 先行 硏究調査가 희소한 상황이어서 비교연구가 어려웠던 것 또한 제한점의 하나였다. Ⅱ장에서는 大學에서의 實務英語 敎育의 意義를 문헌연구를 통하여 英語敎育의 目標와 實務英語의 개념, 實務英語 敎育의 價値와 重要性을 論하였다. Ⅲ장에서는 大學에서의 實務英語 敎育實態를 內容面과 制度面으로 크게 나누어 調査하고 그 結果를 분석하였다. 現在의 敎育實態에서 問題點으로 들 수 있는 것은 첫째, 大學全般에 걸쳐 필수로 되어 있는 敎養英語敎育이 보다 효과적으로 이루어져 實務英語 敎育課程에서 회화학습에 보다 주안점을 두어 敎育할 수 있어야겠다. 둘째, 實務英語 受講機會에 對해 學習자와 敎育者가 모두 不足을 느끼고 있으므로 充實한 實務英語 敎育을 위해서는 물론 수강을 원하는 모든 學生들에게 機會를 줄 수 있도록 가능한한 實務英語의 배당시간을 늘려야 하겠다. 셋째, 적절한 교재편찬과 교수진의 충실화가 이루어져야겠으며 또한 敎育內容과 敎授方法 等의 개발연구도 竝行되어야겠다. 넷째, 집중적이고 개별적인 學習方法으로 학습효과를 높일 수 있도록 수강인원의 소규모화가 이루어져야 하겠다. 여러 가지 現 敎育制度나 與件을 감안할 때 실무영어 敎育의 효율화를 위해 위에 제시한 問題點을 해결하려면 어려운 點이 많겠으나 長期的인 計劃과 積極的인 方法으로 단계적으로라도 시정, 개선해 나가야만 할 것이다.
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