CAU Scholar's Space: Shin, Dong Il

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Shin, Dong Il (신동일)

인문대학 (영어영문학과)

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Tel 02-820-5098
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storytelling:11||스토리텔링:8||critical discourse analysis:8||English language testing:6||Foucault:6||discourse analysis:5||영어교육:5||비판적담론분석:4||media analysis:4||speaking test:4||media discourse:4||neoliberalism:4||언어평가:4||language assessment:4||language testing:4||governmentality:3||critical language testing:3||Storytelling:3||푸코:3||textbook analysis:3||spoken grammar:3||oral proficiency:3||정체성:3||English literature:3||전문성:3||Critical discourse analysis:3||영어평가:3||English education:3||미디어담론:3||professionalism:3||diagnostic assessment:3||진단 평가:2||진단평가:2||semiotics:2||참여:2||National English Ability Test (NEAT):2||신문분석:2||신자유주의:2||실행공동체:2||말하기 평가:2||narrative:2||광고:2||language acquisition:2||통치성:2||평가:2||모티프:2||narrative inquiry:2||newspaper analysis:2||graduate students in applied linguistics/identity/otherness/Honneth’s theory/recognition:2||언어정체성:2||story structure:2||Discourse:2||기업교육:2||영문학:2||비판이론:2||비판적 담론분석:2||subjectivities:2||language identity:2||language ideology:2||영어시험:2||비판적언어평가:2||비판적언어평가론:2||oral proficiency testing:2||highstakes testing:2||English Language and Literature:2||외국인 유학생:2||Barthes’s mythologies:2||test preparation:2||English language education:2||test takers:2||test validation:2||identities:2||cultural studies:2||cultural turn:2||이데올로기:2||담론분석:2||aviation English:2||testing:2||ethics:2||English teaching:2||proficiency movement:2||mass culture:2||스토리:2||advertisement:2||스토리텔링 교육:2||스토리텔링(storytelling):2||도시언어현상:2||motif:2||young language learners:2||TOEFL Crisis:1||TOEIC:1||TOPIK:1||TOPIK (Test of Proficiency in Korean):1||Total Physical ResponseStorytelling:1||Urban Space:1||Validation:1||Validity:1||academic community:1||academic community participation:1||academic discourse:1||acquisition:1||action research:1||advertisement / 문화적 전환:1||advertizing texts:1||affective turn:1||alternative discourses on testing:1||appropriate pedagogy:1||appropriate technology:1||argument based approach to validation:1||arts of existence:1||assessment:1||asymmetric conversation:1||authentic conversation:1||bilingualism:1||business education:1||christian educators:1||citizenship:1||code of practice:1||coherence:1||cohesion:1||communicative competence:1||communicative language ability:1||community of practice:1||construct validity:1||convergence:1||conversation:1||conversation grammar:1||conversation vocabulary:1||conversational analysis:1||conversational studies:1||corporate education:1||critical applied linguistics:1||critical discourse anaylsis:1||critical linguistic analysis:1||critical linguistics:1||critical ontology:1||critical research:1||critical theory:1||critical turn:1||critique:1||curriculum of Korean studies:1||database:1||democracy:1||digital storytelling:1||discourse:1||discourse Analysis:1||discourse studies:1||discourse study:1||discursive practice:1||discursive turn:1||dynamic assessment:1||early study abroad students:1||ecological language:1||ecological language education:1||ecological perspectives:1||ecology:1||educational development:1||educational experience:1||episode completeness:1||evaluative state:1||experience of outside:1||foreign students:1||foreign workers:1||formative assessment:1||functional analysis:1||genealogy study:1||general English program:1||global human resource:1||global talent:1||global talents:1||graduation accreditation system:1||hamlet:1||highstakes language testing:1||historical review:1||human rights:1||ideal L2 self:1||identity:1||identity construction:1||ideology:1||image:1||immigrant wives:1||immigrated students:1||individualism:1||interaction:1||interactional discourse:1||internal contingency:1||international students:1||interpretive structuralism:1||interview test:1||item response theory:1||language as problems:1||language as resources:1||language as rights:1||language education policy:1||language identities:1||language planning and policy:1||language policy and planning:1||language test:1||language testing policy:1||learning history:1||lexical frequency:1||lingua franca:1||linguistic human rights:1||linguistic minority:1||linguistic turn:1||listening and reading test:1||metrolingualism:1||migrant:1||monolingual approaches:1||multicultural families:1||multicultural policy:1||multiculturalism:1||multilingual competence:1||multilingual speakers:1||multilingualism:1||narrative analysis:1||narrative identity:1||native speaker:1||nonnative speaker:1||oral language teaching:1||oral narrative skills:1||oral proficiency interview:1||oral proficiency test:1||oral proficiency test development:1||oughtto L2 self:1||parallel test forms:1||participation:1||philosophy:1||phonological variation:1||pilots and aircontrollers English:1||policy analysis:1||policy discourse:1||poststructuralism:1||poststructuralism:1||preservice English teacher:1||professional ethics:1||proficiencyfocused education:1||rating:1||referential communication:1||reflections:1||reflective journal writing:1||research methodology:1||rights to speak:1||scoring rubric:1||social and political mechanism:1||social cohesion:1||social dimension of language testing:1||social linguistic analysis:1||social practice:1||sociocultural context:1||speaking:1||speaking testing:1||speaking tests:1||spoken language:1||story:1||story creating:1||story database:1||story grammar:1||storybased activities:1||storytelling education:1||storytelling healing:1||successful English learner:1||sustainable development:1||teacher evaluation:1||teacher identity:1||teacher talk:1||teaching Korean as a second language:1||technology of highstakes testing:1||telephone English conversation:1||test specification:1||testpreparation:1||testtaker:1||testtakers’ perception:1||testtaking drive success:1||testing for immigrants:1||testing/rater training:1||textbook:1||textbook analysis.:1||translingualism:1||underachievers:1||validity:1||variants:1||voiceless interdental fricative:1||webbased test:1||young English language learner and testtakers:1||개인주의:1||결혼이주여성:1||계보연구:1||계열체 분석:1||고부담 시험:1||고부담 시험 (highstakes testing):1||고부담 언어시험:1||고부담시험:1||교수자평가:1||교양영어프로그램:1||교육과정:1||교육적 경험:1||교육적 성장:1||구술 언어능숙도:1||구어 능숙도(oral proficiency):1||구어 특성:1||구어문법:1||구인 타당도:1||국내 한국학과 현황:1||글로벌 기업:1||기능 분석:1||기독교육자:1||기호학:1||내국인:1||내러티브:1||내러티브 탐구:1||내러티브탐구:1||논증 기반 타당화 연구:1||뉴 리터러시:1||능숙도 기반 교육:1||능숙도 운동:1||다문화 가정:1||다문화 정책:1||다중언어:1||다중언어 역량:1||다중언어 화자:1||다큐멘터리:1||단일언어주의:1||담론:1||담론적 전환:1||담화:1||담화 분석:1||담화분석:1||담화연구:1||담화적 실천:1||대안적 교육평가담론:1||대중문화:1||대화:1||대화문 분석:1||데이터베이스:1||도시공간:1||도시민족성:1||디지털 스토리텔링:1||링구아 프랑카:1||말하기:1||말하기 능력:1||말하기 능숙도평가:1||말하기 문법(spoken grammar):1||말하기 시험(speaking test):1||말하기시험:1||말하기평가:1||말할 수 있는 권리:1||맥도날드화:1||맥도날드화(McDonalization):1||맥커뮤니케이션(McCommunication):1||멀티리터러시:1||문화·예술·스토리텔링 기반 한국학:1||문화연구:1||미디어 분석:1||미디어 연구:1||미디어분석:1||미래 언어담론:1||미셸 푸코:1||민주주의:1||바르트의 신화:1||반성:1||비교문화 자서전적 내러티브(crosscultural autobiographic narrative):1||비원어민교사:1||비판적 담론연구:1||비판적 리터러시:1||비판적 언어학:1||비판적 전환:1||비판적응용언어학:1||비평적 텍스트분석:1||사교육(private education):1||사회․정치적 기제:1||사회문화적 맥락:1||사회적 구성 담론연구:1||사회적 구성 텍스트분석:1||사회적 구성주의:1||사회적 실천:1||사회통합:1||상호작용:1||생태주의:1||생태주의 언어:1||생태주의 언어교육:1||서래마을:1||서사:1||서사 창작:1||서사분석:1||서사적 정체성:1||성공적인 영어학습자:1||성찰:1||성찰적 글쓰기:1||수험자:1||스토리 구조:1||스토리 창작:1||스토리DB:1||스토리텔링 콘텐츠:1||시민권:1||시민적 리터러시:1||시험 타당화:1||시험성공:1||시험작성 세부계획서:1||시험준비:1||시험준비(test preparation):1||실천공동체:1||언어 소수자:1||언어 이데올로기:1||언어경관:1||언어계획 및 정책:1||언어교육(language education):1||언어권리:1||언어문제:1||언어습득:1||언어시험정책(language testing policy):1||언어실천:1||언어이데올로기:1||언어인권:1||언어자원:1||언어정책:1||언어정책 및 계획:1||언어정책(language policy):1||언어평가의 사회적 단면:1||언어학습:1||언어학적 전환:1||역동적 평가:1||역사적 고찰:1||연구방법론:1||영어 말하기 평가:1||영어 영문학:1||영어권 국가의 한국학 현황:1||영어능력:1||영어말하기:1||영어말하기(English speaking):1||영어말하기대회:1||영어영문학:1||영어졸업인증제:1||영어평가(English language testing):1||영어평가자:1||예비영어교사:1||오픽(OPIc):1||외국인노동자:1||원어민:1||원어민(nativespeaker):1||윤리:1||융복합:1||융합적 접근:1||응용언어학 대학원생/정체성/타자성/호네트 이론/인정:1||의사소통 능력:1||의사소통능력:1||이미지:1||이민자:1||이상적인 제2언어 자아:1||이주민 평가:1||이중언어:1||인터뷰 평가:1||자아정체성:1||적정교육:1||적정기술:1||전신반응 스토리텔링 교수법:1||정동적 전환:1||정책 담론:1||정체성 형성(identity construction):1||조기 영어교육:1||조기유학생:1||졸업인증제:1||주체성:1||중국인유학생:1||지속가능발전:1||지역성:1||직업 윤리성:1||직업윤리캠페인:1||질적연구:1||참조적 의사소통:1||채점 활동:1||철학:1||초등언어 학습자:1||초등영어교육(primary English education):1||키네틱 교육:1||타당도:1||타자의 언어(language of the other):1||토익:1||토익(TOEIC):1||토플(TOEFL):1||토플대란:1||통합체 분석:1||페어클러프:1||평가/채점자 훈련:1||평가적 국가:1||포스트민주주의:1||필연적인 제2언어 자아:1||학문공동체:1||학부모 인식(parents’ perceptions):1||학습부진아:1||학습자 인식:1||한국:1||한국 이민귀화적격시험:1||한국어 교재:1||한국어 교재 분석:1||한국어교육:1||한국어능력시험:1||한국어시험(Korean language test):1||한국학 교육과정:1||할러데이:1||할리데이의 체계기능문법:1||햄릿:1||호네트:1||횡단적 언어수행:1||후기현대성:1||후기구조주의:1||(Pre)Professional:1||후기구조주의(poststructuralism):1||(예비)전문가:1||A convergent approach:1||ACTFL proficiency guidelines:1||An argumentbased approach:1||Chinese international students:1||Civic Literacy:1||Community of Practice(CoP):1||Critical Applied Linguistics:1||Critical Language Testing:1||Critical Literacy:1||Critical Theory:1||CurrentAffairs Documentaries:1||Curriculum:1||Diagnostic assessment:1||Digital Storytelling:1||Discursive conflicts:1||EFL:1||ESP:1||Early Childhood English Education:1||Ecology:1||English Language Education:1||English ability:1||English for Specific Purpose (ESP):1||English for aviation personnel:1||English for specific purposes:1||English graduation accreditation system:1||English language learning:1||English language program:1||English language test:1||English language testing.:1||English language tests:1||English learning textbook:1||English oral proficiency:1||English proficiency:1||English speaking:1||English speaking assessment:1||English speaking contest:1||English speaking test:1||English speaking tests:1||English testing:1||Evaluative state:1||Fariclough:1||Global Corporation:1||Halliday:1||Halliday’s systemicfunctional grammar:1||Highstake testing:1||Highstakes testing:1||Honneth:1||Identity:1||Ideology:1||Kinetic education:1||Korea:1||Korea Immigration and Naturalization Aptitude Test (KINAT):1||Korean studies:1||Korean textbooks:1||Korean universities:1||Language Practice:1||Language learning:1||LateModernity:1||Learners’ perception:1||Linguistic Landscape:1||McDonaldization:1||Media Study:1||Media discourse:1||Metroethnicity:1||Metrolingualism:1||Multiliteracies:1||Multiple methods:1||Narrative:1||Narrative Analysis:1||National English Ability Test (NEAT) in Korea:1||Neoliberalism:1||New Literacy:1||Paradigmatic Analysis:1||Policydriven test:1||Postdemocracy:1||Praat program:1||Professionalism:1||Selfidentity:1||SeoRae Maul:1||Social dimension of language testing:1||Sociocultural Context:1||Stakeholders:1||Story:1||Story structure:1||Storytelling Contents:1||Syntagmatic Analysis:1||TESOL 프로그램:1||

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84, Heukseok-ro, Dongjak-gu, Seoul, Republic of Korea (06974)02-820-6194

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