Three Main Factors that Make English Learning Ineffective in Korea

목차

[1] Introduction
1. English fever in Korea
2. Outcomes that do not match with efforts and time spent on English learning

[2] Body
1.Koreans fous on accuracy in teaching English
2.Koreans do not put much importance on collocations
3. Interest to English learning declines as people learn English

[3] Conclusion
1. Summarizing body
2. Reminding three main factors in ineffective learning
3. Giving a second thought by reversing these main factors

References

본문내용

There are several factors that make English learning ineffective especially to Koreans. Koreans are obsessed with learning English because they believe that English is the most important key in order to get a job or enter a university in the globalizing world. One professor has recently deplored the current pursuit of English education in South Korea as a “collective neurosis of English fever.” (Kim, 2002) Despite this overheated passion for English learning, so called English fever, Koreans’ ability to communicate in English seems to do not match with the effort they put in.

<중 략>

Second, Koreans tend to fous on memorizing words separately which makes them harder to use English fluently. A small informal pilot study (Moon, Lee, Lee, Lee, Lee, 2011) shows that when using a dictionary, most Koreans only care about finding meanings instead of actual use or examples of words. That means learners do not put much interest on how that word is used in real conversation or how that word can be translated in the context. Moreover, English teachers in schools and private institutes force students to memorize enormous words’ meanings and spellings.

참고 자료

Jung, D. (2000), ‘encouraging students to keep interest on English is one of the most important roles of a teacher,’ ‘with interest, study becomes a play making itself easily understood and memorized,’ How Should We Teach English, Seoul, Korea, Educating Publication Inc.
Masayuki, O. (2005) ‘Memorizing collocations help learners memorize words in a image,’ ‘If students memorize collocations they can enrich their vocabulary,’ Eitango Zokuzoku Kioku Ho(words that must be together), Tokyo, Japan, The Sakai Agency
Min, B.C. (2011) ‘when learning English, learner should be the center of learning process and teachers should not give one-way lecture to students,’ Be the master of English, Seoul, Korea, Hae-nam Publication
Morgan L. (2000), ‘teaching collocations is essential in every part of teaching a language’ Teaching Collocation, London, U.K., Language Teaching Publication