세계어로서의 영어교육
- 한국 영어교육사적 관점에서 -
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21세기 사회의 다양한 현상은 두 가지 개념으로 특징지을 수 있다. 그 한 가지는 고도로 발달된 정보통신 기술력이고, 다른 하나는 세계화(globalization)이다. 세계화 시대에서는 어떤 특정한 지역이나 한 국가의 사회질서 안에서만 거주하고 활동하는 사람들이 점점 더 적어지고 있어서, 오늘날의 세계는 상호 관계적, 상호 의존적으로 지구촌공동체라는 특징을 보여 주고 있다.
세계화 과정을 통한 사회의 변화 양상으로 인하여, 언어와 문화, 가치관이 서로 다른 사람들과 의사소통을 할 수 있는 기회가 더 많아지게 되었고, 서로 다른 모국어를 사용하는 사람들 간의 의사소통을 위한 공통 언어의 필요성이 증가되고 있다.
이러한 시대적인 배경을 고려해볼 때 영어 사용자가 당면하는 문제도 다양한 각도에서 변화되고 있으며, 또한 영어교육이 감당해야 하는 시대적인 사명도 달라져야 한다고 생각한다. 전통적으로 영국영어나 미국영어를 영어의 기본적인 모형으로 설정해서 학습하던 시대에서, 이제는 영어는 전 세계인의 의사소통 도구로 사용됨으로써, 국제어로서의 영어(EIL: English as an International Language), 세계공용어로서의 영어(ELF: English as a Lingua Franca), 세계영어(Global English, WE: World Englishes) 등 다양한 용어로 정의되면서 사용되고 있다.
이 책에서는 21세기 세계화시대에서 의사소통의 공용어로 사용되고 있는 영어에 대한 개념을 “세계영어”로 정의하고, 영어의 역사적 발전과정과 잠재적인 우월성을 조망해보고자 한다. 또한 한국에서 영어교육이 시작되고 현재에 이르기까지 발전된 역사적 변천과정을 이해하고, 아울러 현재 한국의 영어교육 상황이 세계화 추세 속에서 어떠한 목표를 설정하고 이에 준하는 실행 방법을 모색해야 하는지 그 해결방안을 논의하고자 한다.
세계화 과정을 통한 사회의 변화 양상으로 인하여, 언어와 문화, 가치관이 서로 다른 사람들과 의사소통을 할 수 있는 기회가 더 많아지게 되었고, 서로 다른 모국어를 사용하는 사람들 간의 의사소통을 위한 공통 언어의 필요성이 증가되고 있다.
이러한 시대적인 배경을 고려해볼 때 영어 사용자가 당면하는 문제도 다양한 각도에서 변화되고 있으며, 또한 영어교육이 감당해야 하는 시대적인 사명도 달라져야 한다고 생각한다. 전통적으로 영국영어나 미국영어를 영어의 기본적인 모형으로 설정해서 학습하던 시대에서, 이제는 영어는 전 세계인의 의사소통 도구로 사용됨으로써, 국제어로서의 영어(EIL: English as an International Language), 세계공용어로서의 영어(ELF: English as a Lingua Franca), 세계영어(Global English, WE: World Englishes) 등 다양한 용어로 정의되면서 사용되고 있다.
이 책에서는 21세기 세계화시대에서 의사소통의 공용어로 사용되고 있는 영어에 대한 개념을 “세계영어”로 정의하고, 영어의 역사적 발전과정과 잠재적인 우월성을 조망해보고자 한다. 또한 한국에서 영어교육이 시작되고 현재에 이르기까지 발전된 역사적 변천과정을 이해하고, 아울러 현재 한국의 영어교육 상황이 세계화 추세 속에서 어떠한 목표를 설정하고 이에 준하는 실행 방법을 모색해야 하는지 그 해결방안을 논의하고자 한다.
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제1부 세계영어의 이해
제1장 영어의 발전 모습 / 16
1.1 영어의 우월한 잠재력···················································16
1.1.1 세계영어의 용어··················································17
1.1.2 영어의 위상························································20
1.1.3 영어의 우월한 잠재력···········································23
1.2 영어의 경이로운 확산 ··················································32
1.3 영어의 무한한 표현 능력···············································39
1.3.1 현대영어의 실용적인 장점 ·····································40
1.3.2 변화에 대한 영어의 적응력 ····································46
제2장 영어의 확산과정과 확산모형 / 54
2.1 영어의 확산과정·························································55
2.1.1 제1차 확산과정···················································55
2.1.2 제2차 확산과정···················································59
2.2 영어의 확산모형·························································67
2.2.1 Kachru 모형·······················································67
2.2.2 Strevens 영어지도················································72
2.2.3 McArthur 모형····················································73
2.2.4 Modiano 모형·····················································74
제3장 세계영어를 둘러싼 주요 논쟁 / 76
3.1 원어민을 어떻게 정의할 것인가?·····································76
3.2 훌륭한 영어교사의 요건은 무엇인가? ······························81
3.3 영어변화의 결과가 집중적인가 혹은 분산적인가? ···············88
3.4 세계공용어로서의 영어·················································96
3.5 바람직한 영어구사 모델 제안: 이중언어주의···················· 102
제2부 한국 영어교육정책의 흐름과 전망
제1장 조선의 근대화 과정과 영어교육의 도입기 / 109
1.1 관립영어교육기관 ······················································110
1.1.1 동문학 ·····························································110
1.1.2 육영공원 ··························································113
1.1.3 관립외국어학교··················································116
1.2 기독교 계통의 사립학교 ············································· 120
1.2.1 배재학당 ························································· 120
1.2.2 이화학당 ··························································121
1.2.3 경신학교 ························································· 124
1.2.4 정신여학교 ······················································ 124
1.2.5 배화학당 ························································· 124
1.2.6 Y·M·C·A회관··················································· 125
제2장 일제강점 시기와 영어교육의 침체기 / 127
2.1 일제강점 시기·························································· 127
2.1.1 영어교육의 변화················································ 128
2.1.2 중등학교························································· 128
2.1.3 고등교육기관 ··················································· 130
2.2 교수요목 시기·························································· 135
2.2.1 교과서와 수업시간표·········································· 136
2.2.2 영어과 교수요목의 내용······································ 137
제3장 영어교육의 발전기 / 141
3.1 제1차 교육과정························································· 142
3.2 제2차 교육과정 ························································ 143
3.3 제3차 교육과정 ························································ 145
3.4 제4차 교육과정 ························································ 147
3.5 제5차 교육과정 ························································ 148
제4장 1990년대 이후 영어교육의 개혁기 / 151
4.1 제6차 교육과정 ························································ 152
4.2 제7차 교육과정 ························································ 155
4.3 2007년 개정 교육과정·················································161
4.4 2009년 개정 교육과정················································ 162
4.5 2015년 개정 교육과정················································ 165
4.6 영어과 교육과정 변천사 요약 ······································ 168
4.7 미래의 교육과정 편성 방향 ········································· 173
제3부 세계어로서의 영어교육 실천 방안
제1장 문화 간 의사소통 능력 개발을 위한 수업 모형 / 184
1.1 문화 간 의사소통 능력의 중요성··································· 185
1.2 아시아 영어교육 상황의 특수성···································· 187
1.3 수업 모형의 특징 ······················································ 189
1.4 수업 모형에 대한 평가 ··············································· 196
제2장 21세기 언어교육 정책과 한국의 영어교과서 / 207
2.1 세계화 시대의 언어교육·············································· 207
2.2 언어교육정책과 영어교과서········································· 210
2.3 영어교과서 주제 선정의 적절성···································· 217
2.4 영어교과서를 통한 문화교육 ······································· 221
2.5 한국 문화 소개를 통한 민족 정체성 고양························ 228
제3장 언어와 문화의 통합적 지도를 통한 세계영어 교육 / 233
참고문헌····································································· 240
제1장 영어의 발전 모습 / 16
1.1 영어의 우월한 잠재력···················································16
1.1.1 세계영어의 용어··················································17
1.1.2 영어의 위상························································20
1.1.3 영어의 우월한 잠재력···········································23
1.2 영어의 경이로운 확산 ··················································32
1.3 영어의 무한한 표현 능력···············································39
1.3.1 현대영어의 실용적인 장점 ·····································40
1.3.2 변화에 대한 영어의 적응력 ····································46
제2장 영어의 확산과정과 확산모형 / 54
2.1 영어의 확산과정·························································55
2.1.1 제1차 확산과정···················································55
2.1.2 제2차 확산과정···················································59
2.2 영어의 확산모형·························································67
2.2.1 Kachru 모형·······················································67
2.2.2 Strevens 영어지도················································72
2.2.3 McArthur 모형····················································73
2.2.4 Modiano 모형·····················································74
제3장 세계영어를 둘러싼 주요 논쟁 / 76
3.1 원어민을 어떻게 정의할 것인가?·····································76
3.2 훌륭한 영어교사의 요건은 무엇인가? ······························81
3.3 영어변화의 결과가 집중적인가 혹은 분산적인가? ···············88
3.4 세계공용어로서의 영어·················································96
3.5 바람직한 영어구사 모델 제안: 이중언어주의···················· 102
제2부 한국 영어교육정책의 흐름과 전망
제1장 조선의 근대화 과정과 영어교육의 도입기 / 109
1.1 관립영어교육기관 ······················································110
1.1.1 동문학 ·····························································110
1.1.2 육영공원 ··························································113
1.1.3 관립외국어학교··················································116
1.2 기독교 계통의 사립학교 ············································· 120
1.2.1 배재학당 ························································· 120
1.2.2 이화학당 ··························································121
1.2.3 경신학교 ························································· 124
1.2.4 정신여학교 ······················································ 124
1.2.5 배화학당 ························································· 124
1.2.6 Y·M·C·A회관··················································· 125
제2장 일제강점 시기와 영어교육의 침체기 / 127
2.1 일제강점 시기·························································· 127
2.1.1 영어교육의 변화················································ 128
2.1.2 중등학교························································· 128
2.1.3 고등교육기관 ··················································· 130
2.2 교수요목 시기·························································· 135
2.2.1 교과서와 수업시간표·········································· 136
2.2.2 영어과 교수요목의 내용······································ 137
제3장 영어교육의 발전기 / 141
3.1 제1차 교육과정························································· 142
3.2 제2차 교육과정 ························································ 143
3.3 제3차 교육과정 ························································ 145
3.4 제4차 교육과정 ························································ 147
3.5 제5차 교육과정 ························································ 148
제4장 1990년대 이후 영어교육의 개혁기 / 151
4.1 제6차 교육과정 ························································ 152
4.2 제7차 교육과정 ························································ 155
4.3 2007년 개정 교육과정·················································161
4.4 2009년 개정 교육과정················································ 162
4.5 2015년 개정 교육과정················································ 165
4.6 영어과 교육과정 변천사 요약 ······································ 168
4.7 미래의 교육과정 편성 방향 ········································· 173
제3부 세계어로서의 영어교육 실천 방안
제1장 문화 간 의사소통 능력 개발을 위한 수업 모형 / 184
1.1 문화 간 의사소통 능력의 중요성··································· 185
1.2 아시아 영어교육 상황의 특수성···································· 187
1.3 수업 모형의 특징 ······················································ 189
1.4 수업 모형에 대한 평가 ··············································· 196
제2장 21세기 언어교육 정책과 한국의 영어교과서 / 207
2.1 세계화 시대의 언어교육·············································· 207
2.2 언어교육정책과 영어교과서········································· 210
2.3 영어교과서 주제 선정의 적절성···································· 217
2.4 영어교과서를 통한 문화교육 ······································· 221
2.5 한국 문화 소개를 통한 민족 정체성 고양························ 228
제3장 언어와 문화의 통합적 지도를 통한 세계영어 교육 / 233
참고문헌····································································· 240
저자
저자
장복명
장복명
고려대학교 영어교육과 졸업(B.A.)
고려대학교 대학원영어영문학과 석사(M.A.) 및 박사(Ph.D.)
고려대학교, 동덕여자대학교, 순천향대학교, 아주대학교 강사 역임
범태평양응용언어학회(Pan-PacificAssociation of Applied Linguistics) 회장 역임
남서울대학교 대외협력부장, 국제문화교류원장, 외국어교육원장,
국제교육원장 역임
현재남서울대학교 영어과 교수
〈저서〉
Global English의이해와 활용(공저). (2016). 신아사.
어린이영어교육. (2013). 박영사.
영어과 교육과정입문(공저). (2013). 경문사.
언어교수학(개정판, 공저). (2011). 박영사.
영어교재론(공저). (2002). 박영사.
고려대학교 영어교육과 졸업(B.A.)
고려대학교 대학원영어영문학과 석사(M.A.) 및 박사(Ph.D.)
고려대학교, 동덕여자대학교, 순천향대학교, 아주대학교 강사 역임
범태평양응용언어학회(Pan-PacificAssociation of Applied Linguistics) 회장 역임
남서울대학교 대외협력부장, 국제문화교류원장, 외국어교육원장,
국제교육원장 역임
현재남서울대학교 영어과 교수
〈저서〉
Global English의이해와 활용(공저). (2016). 신아사.
어린이영어교육. (2013). 박영사.
영어과 교육과정입문(공저). (2013). 경문사.
언어교수학(개정판, 공저). (2011). 박영사.
영어교재론(공저). (2002). 박영사.
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