본문 바로가기
KERD
논문KCI 등재

테크놀로지 지원 외국어학습 코칭의 가능성 탐색: 개념과 실행 모형

Exploring the potential of technology-supported coaching for foreign language learning: Concept and implementation model

조영우
한국멀티미디어언어교육학회 (Korea Association of Multimedia-Assisted Language Learning)|2018.12|멀티미디어 언어교육 (Multimedia-Assisted Language Learning)|제21권 제4호|pp. 267-297|DOI 10.15702/mall.2018.21.4.267

0

조회

0

다운로드

5

인용

0

참고문헌

키워드

English teachinglanguage learningcoachingcoaching for foreign language learningtechnology-supported language coaching
주제분류영어와문학

초록

The present study introduces a new methodological framework that meets the emerging needs of coaching for foreign language learning. More specifically, this study presents technology-supported coaching as a viable methodological paradigm for facilitating autonomous foreign language learning in the upcoming new era where cutting-edge technology in artificial intelligence may significantly lower the burden of language teaching and training. To this end, this study first provides a historical sketch of how the traditional paradigm of teaching and training has shaped the current foreign language education landscape, and then points out some key limitations associated with approaches driven by the teaching-training combination. This is followed by a discussion of the conventional roles of language teachers and their new role as coaches with a focus on the communicative nature of language and learner agency. It is stressed that a language learning coach, rather than just a language teacher or trainer, is expected to play a central role in the future in fostering learners as active agents of communicative language use. Finally, four specific coaching process models are presented to help language coaching professionals implement coaching sessions in a technology-supported learning environment.

Abstract

The present study introduces a new methodological framework that meets the emerging needs of coaching for foreign language learning. More specifically, this study presents technology-supported coaching as a viable methodological paradigm for facilitating autonomous foreign language learning in the upcoming new era where cutting-edge technology in artificial intelligence may significantly lower the burden of language teaching and training. To this end, this study first provides a historical sketch of how the traditional paradigm of teaching and training has shaped the current foreign language education landscape, and then points out some key limitations associated with approaches driven by the teaching-training combination. This is followed by a discussion of the conventional roles of language teachers and their new role as coaches with a focus on the communicative nature of language and learner agency. It is stressed that a language learning coach, rather than just a language teacher or trainer, is expected to play a central role in the future in fostering learners as active agents of communicative language use. Finally, four specific coaching process models are presented to help language coaching professionals implement coaching sessions in a technology-supported learning environment.

참고문헌 (57)

  1. 강인애, "구성주의 모델들의 특징과 차이점 : 인지적 도제이론 상황적 학습 이론, 인지적 유연성 이론을 중심으로", 교육공학연구, 12(1), pp.1~19 (1996)
  2. 김낙훈, "4차 산업혁명이 한국인 영어 학습자의 기본적 의사소통능력 발달에 미치는 영향에 관한 비판적 검토", 멀티미디어 언어교육, 21(3), pp.115~148 (2018), 한국멀티미디어언어교육학회[DOI]
  3. 김주연, "영어 말하기 코칭프로그램의 모형연구", Foreign Languages Education, 17(3), pp.411~438 (2010), 한국외국어교육학회
  4. 김주연, "영어교육 교수학습 방법으로서 코칭의 포지셔닝에 관한 실증적 연구", 영미어문학, (106), pp.289~310 (2013), 한국영미어문학회
  5. 김재경, "교양영어 과목에서의 세 가지 코칭교수법에 대한 학습자의 인식과 태도 연구", 교양교육연구, 10(3), pp.13~38 (2016), 한국교양교육학회
  6. 이승민, "스마트 기술이 가져올 미래의 고동노동 환경", Future Horizon, 23, pp.12~15 (2015)
  7. 이한주, "자기결정성 이론의 코칭 적용에 관한 탐색적 연구", 코칭연구, 9(3), pp.5~25 (2016), 한국코칭학회
  8. 임규홍, "국어 모음의 음상과 의미의 유연성 - 동사와 형용사를 중심으로 -", 언어과학연구, (74), pp.189~216 (2015), 언어과학회
  9. 전성철, "4차 산업혁명 시대, 어떻게 일할 것인가" (2018), 리더스북
  10. 정은미, "코칭에 관한 연구 경향 분석", 코칭연구, 2(1), pp.23~43 (2009)
  11. 조세경, "구성주의와 문제중심학습법", 영어교육, 56(4), pp.311~327 (2001)
  12. 조영남, "초등교사를 위한 구성주의 교수 - 학습환경 개발에 관한 연구", 초등교육연구, 16(1), pp.179~206 (2003), 한국초등교육학회
  13. 조영우, "성경적 세계관 기반 크리스천 코칭의 가능성 탐색", 2018 기독교학문연구회 춘계학술대회 (2018), 기독교학문연구회
  14. 허지숙, "학문으로서 코칭의 정체성 확립에 관한 연구: 소크라테스의 교육철학을 중심으로", 교육컨설팅연구, 1(1), pp.49~70 (2017)
  15. Anderson, J. R., "Skill acquisition: Compilation of weak-method problem solutions", Psychological Review, 94, pp.192~210 (1987)
  16. Benson, P., "Autonomy in language teaching and learning", Language Teaching, 40, pp.21~40 (2006)
  17. Blaxton, T. A., "Investigating dissociations among memory measures: Support for a transfer-appropriate processing framework", Journal of Experimental Psychology:Learning, Memory and Cognition, 15, pp.657~668 (1989)
  18. Bruner, J., "Going beyond the information given" (1973), Norton
  19. Burston, J., "Mobile-assisted language learning : An annotated bibliography of implementation studies 1994-2012", Language Learning & Technology, 17, pp.157~255 (2013)
  20. Canale, M., "Theoretical bases of communicative approaches to second language teaching and testing", Applied Linguistics, 1, pp.1~47 (1980)
  21. Deci, E., "Intrinsic motivation and self-determination in human behavior" (1985), Plenum Press
  22. DeKeyser, R. M., "Focus on form in classroom second language acquisition", pp.42~63 (1998), Cambridge University Press
  23. DeKeyser, R. M., "Practice in a second language: Perspectives from applied linguistic and cognitive psychology", pp.1~18 (2007), Cambridge University Press
  24. DeKeyser, R. M., "The Routledge handbook of instructed second language acquisition", pp.15~32 (2017), Routledge
  25. Dörnyei, Z., "Motivational strategies in the language classroom" (2001), Cambridge University Press
  26. Dörnyei, Z., "Individual differences and instructed language learning", pp.137~158 (2002), John Benjamins
  27. Dörnyei, Z., "Motivation, language identity and the L2", pp.9~42 (2009), Multilingual Matters
  28. Duff, P., "Handbook of second language acquisition", pp.410~426 (2012), Routledge
  29. Ellis, R., "Task-based language learning and teaching" (2003), Oxford University Press
  30. Gatbonton, E., "Rethinking communicative language teaching: A focus on access to fluency", Canadian Modern Language Review, 61, pp.325~353 (2005)
  31. Gkonou, C., "Theorizing and analyzing agency in second language learning: Interdisciplinary approaches", pp.195~212 (2015), Multilingual Matters
  32. 김재경, "The Effect of Online and Coached Online Instructions on Pronunciation and Vocabulary in Blended Learning", 멀티미디어 언어교육, 16(3), pp.39~67 (2013), 한국멀티미디어언어교육학회[DOI]
  33. 김정태, "Exploring the Effects of Multimedia-based Self-directed English Speaking Practice", 멀티미디어 언어교육, 17(4), pp.61~87 (2014), 한국멀티미디어언어교육학회[DOI]
  34. Ayako Kobayashi, "Examining a Metacognitive Instruction Model", Journal of Asia TEFL, 13(2), pp.117~137 (2016), 아시아테플[DOI]
  35. Larsen-Freeman, D., "The grammar book" (2015), Heinle Cengage Learning
  36. 이영주, "Coaching for Korean University Students’ English Speaking and Self-Directed Language Learning: A Blended Learning Approach", 멀티미디어 언어교육, 20(1), pp.82~108 (2017), 한국멀티미디어언어교육학회[DOI]
  37. Logan, G. D., "Toward an instance theory of automatization", Psychological Review, 95, pp.492~527 (1988)
  38. Mackey, A., "Input, interaction, and corrective feedback in L2 learning" (2012), Oxford University Press
  39. Maslow, A., "Motivation and personality" (1970), Harper & Row
  40. (2001), DynEd International
  41. Ortega, L., "Practice in a second language: Perspectives from applied linguistics and cognitive psychology", pp.180~207 (2007), Cambridge University Press
  42. Piaget, J., "The science of education and the psychology of the child" (1970), Basic Books
  43. Prabhu, N. S., "Second language pedagogy" (1987), Oxford University Press
  44. (2010), Scientific Learning
  45. Richards, J. C., "Reflective teaching in second language classrooms" (1996), Cambridge University Press
  46. Rogers, C., "Client-centered therapy" (1951), Houghton Mifflin
  47. Rose, T., "The end of average" (2016), HarperCollins
  48. Schwab, K., "The fourth industrial revolution" (2016), World Economic Forum
  49. Skehan, P., "A framework for the implementation of task-based instruction", Applied Linguistics, 17(1), pp.38~62 (1996)
  50. Song, Y., "Using PDA for undergraduate student incidental vocabulary testing", ReCALL, 20, pp.290~314 (2008)
  51. Stern, L. R., "Executive coaching : A working definition", Consulting Psychology Journal : Practice and Research, 56(3), pp.154~162 (2004)
  52. Stockwell, G., "The Routledge handbook of language learning and technology", pp.296~307 (2016), Routledge
  53. VanPatten, B., "Key terms in second language acquisition" (2010), Continuum International
  54. Vitanova, G., "Theorizing and analyzing agency in second language learning: Interdisciplinary approaches", pp.1~13 (2015), Multilingual Matters
  55. Vygotsky, L. S., "Thought and language" (1986), MIT Press
  56. Whitmore, J., "Coaching for performance: Growing people, performance and purpose" (2002), Nicholas Brealey
  57. Willis, J., "A framework for Task-Based Learning" (1996), Longman

관련 논문AI추천

TTC 모형 기반 면대면 및 모바일 영어학습 코칭의 효과에 대한 한국 대학생 학습자의 인식조영우한국멀티미디어언어교육학회 · 멀티미디어 언어교육2020 · 제23권 제2호외국인 한국어 학습자를 대상으로 한한국어 학습 코칭(coaching)의 필요성박현주외국학연구소 · 외국학연구2018 · 제45호4차 산업혁명에 따른 쌍방향 인공지능을 통한 영어학습의 변화김봉규, 김인석21세기영어영문학회 · 영어영문학212019 · 제32권 제1호Coaching for Korean University Students’ English Speaking and Self-Directed Language Learning: A Blended Learning Approach이영주, 조영우한국멀티미디어언어교육학회 · 멀티미디어 언어교육2017 · 제20권 제1호외국어학습을 위한 대화형 챗봇의 담화 분석을 통한 개선 방안 연구김혜영, 신동광, 양혜진, 이장호한국멀티미디어언어교육학회 · 멀티미디어 언어교육2019 · 제22권 제1호개별화 수업을 위한 코칭 기반 대학 교양 영어 수업모형의 설계 및 적용 사례김병선주시경교양교육연구소 · 대학교양교육연구2025 · 제10권 제2호

이 간행물의 다른 논문 (12건)

University Students’ Perceptions and Engagement in Mobile Assisted Blended Learning in English Speaking Classes이충현, 백지운pp. 11-36Using Mobile-Based Slido for Effective Management of a University English Reading Class하종범pp. 37-56Research Trends in Using Blogs for Second/Foreign Language Learning and Teaching정세화pp. 57-81The Impact of Peer Response on Lexis and Grammatical Structure in L2 Writing through Blended Learning김서영, 이충현pp. 82-110Analysis of Research Trends Focusing on Outcomes in Language Learning Using MMORPGs김윤진pp. 111-142
원문 보기