Æйи®»çÀÌÆ®

ü°èÀûÀÎ ¿µ¾î±³À°·Ð!

ProactiveÇÏ°í ¸íÄèÇÑ
¿µ¾î±³À°·Ð!

Àü°ø¿µ¾î¿À°æ¾Ö ±³¼ö´Ô

¿À°æ¾Ö
¿À°æ¾Ö

Àü°ø¿µ¾î ¿À°æ¾Ö ±³¼ö´Ô Profile

  • úÞ ÇØÄ¿½º ÀÓ¿ë ¿µ¾î±³À°·Ð ÀüÀÓ±³¼ö

    ÇзÂ
    ¼þ½Ç´ëÇб³, ¿µ¾î¿µ¹®Çаú ÀÀ¿ë¿µ¾îÇÐ ¹Ú»ç
    Missouri State University English MA
    University of California in Santa Barbara, Sociocultural Linguistics ¼®¹Ú»ç °úÁ¤ À̼ö

    °æ·Â
    (úÞ) ÇØÄ¿½º ÀÓ¿ë ÀüÀÓ±³¼ö
    (úÞ) Çѱ¹¿Ü±¹¾î´ëÇб³ »ç¹ü´ëÇÐ ¿µ¾î±³À°Çаú °­»ç
    (úÞ) Çѱ¹¿Ü±¹¾î±³À°ÇÐȸ °¨»ç
    (îñ) ¼þ½Ç´ëÇб³ ¿µ¾î¿µ¹®Çаú Ãʺù±³¼ö
    (îñ) ¼º±Õ°ü´ëÇб³ »ç¹ü´ëÇÐ Ãʺù±³¼ö µî

    ¿¬±¸¸ñ·Ï
    Oh, K. (2017). Developing critical thinking skills through a mandatory English course in Korean higher education. ¿µ¾î±³À°. 72(4), 53-80.
    Oh, K. (2014). Self-representation and identity shifts. ¾ð¾î¿Í Á¤º¸. 18(1), 53-75
    Oh, K., & Kim, Y. (2012). The effectiveness of code-switching and identity reconstruction. ¿µ¾î¾î±³À°. 18(4), 115-142.
    Oh, K., & MacDonald, K. (2012). Korean mothers¡¯ strategies for children¡¯s English education: The NEST vs NNEST dichotomy. Àι®ÇÐ ¿¬±¸. 42, 147-164.
    Oh, K., & MacDonald, K. (2012). Korean mothers¡¯ preference for English teachers: The dynamic role of race. TESOL Review: Field Reports of English Language Teaching. 4, 5-32.
    Oh, K. (2011). Korea economics students' perceptions concerning EMI. ÀÀ¿ë¾ð¾îÇÐ. 27(3), 213-254.
    Oh, K. (2011). Students¡¯ Perceptions on English as a Medium of Instruction (EMI) Courses:Focusing on the Students in the Department of Economics in Korean Universities. ¹Ú»çÇÐÀ§³í¹® ¿Ü ´Ù¼ö

°³¼³°­ÁÂ

Àå¹Ù±¸´Ï

  • 2017Çг⵵ ´ëºñ ±Ç¿µ¼º ±³À°ÇÐ ÀÌ·Ð ±âº» (1~2¿ù)
  • 2017Çг⵵ ´ëºñ ±Ç¿µ¼º ±³À°ÇÐ ÀÌ·Ð ±âº» (1~2¿ù)

ÇØ´ç °­ÀÇ°¡ [Àå¹Ù±¸´Ï]¿¡ ´ã°å½À´Ï´Ù!
[Àå¹Ù±¸´Ï]¿¡¼­ È®ÀÎÇÏ°Ú½À´Ï±î?

´Ý±â