영어교육학(전공영어 심화특강)(2015)

개정판

윤도형 저자(글)

북이그잼 · 2014년 02월 20일

책 소개

- 독자대상 : 중등 교원임용고시 준비생
- 구성 : 이론
- 특징 :
① 1997년부터 2008년까지 실시된 서답형 기출문제를 참고
② 출제위원들이 출제원전으로 많이 사용하는 원서 교재와 논문집에서 내용을 발췌

작가정보

저자(글) 윤도형

저자 윤도형은
· University of London MA in TESOL
· 영어학 석사, 영어교육학 석사
· (현) 아모르임용고시학원 강사
· (현) 아모르 iTeaching 강사
주요 편저서
· 전공영어 핵심체크: 영어교육학 (개정판, 북이그잼, 2014년)
· 전공영어 핵심체크: 영어학 (개정판, 북이그잼, 2014년)
· 전공영어 심화특강: 영어교육학 (개정판, 북이그잼, 2014년)
· 전공영어 심화특강: 영어학 (개정판, 북이그잼, 2014년)
· 전공영어 문제연습: 영어교육학 (개정판, 북이그잼, 2014년)
· 전공영어 문제연습: 영어학 (개정판, 북이그잼, 2014년)
· 전공영어 서답형 기출문제 분석 (개정판, 북이그잼, 2014년)

목차

• Chapter 01 Theories of Second Language Acquisition
  01 Theories of Second Language Acquisition ··········································· 10
  02 The Logical Problem of Language Learning ······································· 16
  03 Interaction and Negotiation for Meaning 17
  04 Negotiation of Meaning and Negotiation of Form ····························· 19
  05 Meaning Negotiation and Modified Output ············································ 21
  
  Chapter 02 Linguistic Aspects of Second Language Acquisition
  06 Sequence of Acquisition ································· 23
  07 Error Corrective Feedback Strategies ······ 24
  08 Interactional Feedback ····································· 30
  09 Error Correction Strategies ···························· 36
  
  Chapter 03 Affective Aspects of Second Language Acquisition
  10 Motivation and Aptitude ··································· 37
  11 Motivation and Second Language Acquisition ····································· 40
  Chapter 04 Discourse Analysis
  12 Discourse Competence ···································· 43
  13 Coherence & Cohesion ··································· 44
  14 Discourse Analysis ············································· 46
  15 Treatments of Grammar in Discourse ····· 51
  
  Chapter 05 Language Use in the Classroom
  16 Teacher Classroom Discourse: IRE Sequence ·································· 53
  17 Classroom Interaction ······································· 54
  18 Teacher Talk ········· 57
  19 Teachers’ Questions ·········································· 59
  
  Chapter 06 Language Teaching Methodology
  20 Mechanical, Meaningful, and Communicative Drills ························· 63
  21 Tasks versus Contextualized Grammar Activities ····························· 66
  22 PPP Paradigm and Task-based Language Instruction ··················· 69
  23 Focused Tasks and Unfocused Tasks ···· 73
  24 Task Continuity ···· 77
  25 Three Content-based Teaching Models ·· 78
  26 Multisensory Structured Language Lesson ··········································· 81
  27 Project-based Instruction ································· 82
  
  Chapter 07 Syllabus Design
  28 Syllabus and Options in Language teaching ······································· 85
  29 Form-focused instruction ································· 88
  30 Focus on Form ···· 91
  31 Syllabus Types ····· 99
  
  Chapter 08 Teaching Listening
  32 Models of the Listening Process ··············· 102
  33 One-Way Listening Tasks and Two-Way Listening Tasks ········ 105
  34 Authentic Materials for Listening ················ 108
  35 Dictogloss Approach ········································· 111
  36 Jigsaw listening ··· 112
  37 Grading of Classroom Listening Activities ·········································· 115
  38 Metacognitive Pedagogical Sequence for Listening ························· 117
  39 Conversational Listening ································· 118
  
  Chapter 09 Teaching Reading
  40 Second Language Reading: Examining Some of the Processes ···· 124
  41 Models of Reading ············································ 126
  42 Interactive-compensatory Model ·················· 128
  43 Activating and Building Background Knowledge ································ 128
  44 Building Comprehension of the Text ······· 131
  45 Monitoring Text Comprehension ················· 134
  46 Reading Lesson Objectives at Each Stage of Three Stage
  Approach ················· 136
  47 Guidance before Reading ······························ 137
  48 Critical Reading ··· 141
  49 Teaching Strategic Reading ·························· 143
  50 Extensive Reading ············································· 146
  
  Chapter 10 Teaching Writing
  51 Techniques for Generating Ideas ·············· 148
  52 Responding to Student Writing ··················· 152
  53 Peer Feedback ···· 156
  54 Composition-Oriented Activities ··················· 160
  55 Genre-based Writing Pedagogy ·················· 163
  
  Chapter 11 Teaching Speaking
  56 Teaching Speaking Skills in an EFL Context ····································· 168
  57 Accuracy and Fluency ····································· 169
  58 Discourse Features in Speaking ················ 171
  59 Transactional and Interactional Speaking ·············································· 180
  60 Speaking Tasks ··· 182
  61 The Difficulty of Speaking Tasks ··············· 195
  
  Chapter 12 Teaching Grammar
  62 Teaching Grammar Techniques & Tasks ·············································· 197
  63 Structure-based Interactive Grammar Tasks ········································ 216
  
  Chapter 13 Teaching Vocabulary
  64 Current Research and Practice in Teaching Vocabulary ·············· 221
  65 Depth of Processing Hypothesis ················ 223
  66 Lexical Phrases ··· 224
  67 Guessing Vocabulary from Context ·········· 226
  68 Vocabulary Teaching ········································ 227
  69 Materials for Teaching Vocabulary ············ 231
  70 Presenting Vocabulary in the Classroom ·············································· 233
  
  Chapter 14 Teaching Pronunciation
  71 Pronunciation & Intelligibility ························· 236
  72 Pronunciation Problems of Korean Speakers ······································ 240
  
  Chapter 15 Computer Assisted Language Learning
  73 Using Concordance Data ······························· 244
  74 Pedagogic Corpus ·············································· 245
  75 CALL Activities ····· 247
  
  Chapter 16 Language Assessment
  76 Qualities of Language Tests ························ 252
  77 Approaches to Language Testing ·············· 256
  78 Portfolio Assessment ········································ 258
  79 Task-based and Performance Assessment ·········································· 260
  80 Dialogue Journals ··············································· 262
  81 Scoring Procedures for Writing Assessment ······································· 263
  82 Item-elicitation and Item-response Format ············································ 264

출판사 서평

2015 중등교원 임용 시험대비! 최고의 적중률을 자랑하는 전공영어의 지존

2014학년도부터 임용시험이 1차 서답형(기입형, 서술형, 논술형), 2차 수업실연과 면접 형식으로 바뀜에 따라, 임용시험을 준비하는 수험생들도 새로운 시험 형식에 맞추어서 준비해야만 하게 되었습니다. 이러한 시험 제도의 변화에 맞추어 씌어진 《전공영어 심화특강 영어교육학》은 《전공영어 핵심체크 영어교육학》에서 다룬 내용보다는 한 단계 심화 확장하는 과정의 일환으로 집필되었습니다.
《전공영어 심화특강 영어교육학》은 필자의 이미 출간된 《전공영어 핵심체크 영어교육학》과 유사한 체제로 되어있지만 전혀 다른 내용을 담고 있습니다. 따라서 《전공영어 핵심체크 영어교육학》과 연계해서 학습할 수도 있고, 독자적으로 이 교재만으로도 충분히 임용시험대비가 될 수 있도록 배려를 했습니다.
《전공영어 심화특강 영어교육학》은 과거 1997년부터 2008년까지 실시된 서답형 기출문제를 참고로 하여, 2014학년도부터 실시된 새로운 유형의 임용시험을 효과적으로 준비하는 데 도움이 될 수 있도록 다음과 같은 점에 역점을 두었습니다.
첫째, 기존 객관식 출제유형에서 출제되었던 잡다한 지식(예를 들면, 교재분석)보다는 영어교사로서 교육현장에서 학생들을 지도하는 데 배경지식으로 요구되는 4가지 언어기능지도에 해당하는 읽기, 듣기, 쓰기, 말하기지도와 언어의 구성요소에 해당하는 문법, 어휘, 발음지도가 주된 출제 영역이 될것이므로 이 분야에 대한 확실한 개념을 정립하는 데 초점을 두었습니다.
둘째, 최근 출제 경향은 너무 이론적인 측면보다는 데이터(대화문, 과업, 수업계획) 위주로 출제되고 있기 때문에 출제될 가능성이 높은 데이터를 가능한 많이 포함시키려고 노력했습니다.
셋째, 서답형 출제형식은 객관식 출제형식보다 원서 의존도가 한층 더 높아질 것으로 예상되므로 실제 시험문제의 지문이 발췌되는 영어교육관련 출제원전 자체를 분석하고 정리하는 것이 고득점 합격전략이 될 것이므로 출제위원들이 출제원전으로 많이 사용하는 원서 교재와 논문집에서 내용을 발췌해서 실제 임용시험 문제와 직접 관련성이 있는 알찬 내용을 담으려고 노력했습니다.

기본정보

ISBN	9791185235950
발행(출시)일자	2014년 02월 20일
쪽수	264쪽
크기	189 * 260 mm
총권수	1권