대학 교양영어에서 자율독서 활동과 독서저널 작성을 활용한 자기주도적 학습의 효과 및 학습자들의 인식

박태숙 한국교양교육학회 2024 교양교육연구 Vol.18 No.2

본 연구는 대학 교양영어에서 자율독서 활동과 독서저널 작성을 활용한 자기주도적인 학습이 학생들의 영어 학습에 미치는 효과와 이러한 수업에 대한 학습자들의 인식을 조사하고자 한다. 연구 참여자는교양영어를 수강하는 105명의 1학년 디자인대와 예술대 학생들로 이들은 12주에 걸쳐 자신의 전공과관심에 따라 읽고 싶은 글을 자유롭게 선택하여 읽고 독서저널을 작성하였다. 연구도구는 설문지로15주차에 학생들은 설문조사에 참여하였다. 연구 결과 자율독서 활동은 76.93%의 학생들이 영어학습에도움을 받은 것으로 인식했고, 독서활동 시 겪는 어려움은 혼자 해석이 잘 안되는 것이 가장 큰 어려움으로 나타났다. 독서저널 활동은 77%가 영어학습에 도움을 받았다고 했고, 독서저널을 작성할 때에는혼자 영작하는 것을 가장 어려워했다. 학생들은 이러한 수업을 통해 특히 영어 읽기능력 향상에 가장큰 도움을 받은 것으로 나타났다. 수업 선호도에 관하여는 85%의 학생들이 자율독서 활동과 독서저널을작성하는 자기주도적인 수업을 선호하였는데, 이에 대한 가장 큰 이유는 자신이 읽고 싶은 글을 자유롭게선택하여 읽기 때문에 흥미롭다는 것이었다. 이러한 수업은 학생들이 흥미를 가지고 수업에 능동적으로참여함으로써 영어학습에 대한 동기를 높이게 되고 자신감도 향상시키며, 스스로 독립적으로 영어를학습하는 방법을 습득함으로써 수업 후 자기주도적인 영어학습을 지속해 나가는 데에 바탕이 될 수있을 것으로 보인다. 학습자 중심 교육이 강조되고 있는 교육 실정에서, 본 연구는 학생들의 영어수준에 따라 자율독서와 독서저널을 작성하는 자기주도적인 수업을 기존의 교재를 사용하는 수업과적절히 융합하여 수업을 운영하는 방안을 제시한다. This study aims to examine learners’ perceptions of self-directed learning for self-reading and reading journal writingin college general English classes. 105 first-year students from the Design College and Art College freely selected and readtheir texts according to their major and interests over the course of 12 weeks, and participated in the survey in the 15thweek. The results showed that 76.93% of the students recognized that self-reading helped them learn English greatly orat least to some extent. The biggest difficulty in self-reading was that it was hard for students to interpret English by themselves. 77% answered that writing a reading journal was helpful in learning English, and students had the most difficulty writingEnglish on their own. Such activities were found to be the most helpful in improving students' reading ability. 85% preferredself-directed learning consisting of self-reading and reading journal writing, and the main reason stated was that they wereable to freely choose what they wanted to read, thus making the reading more interesting for them. Such a class mightincrease students' motivation and confidence by encouraging their active and interested participation in the class and furtherit can serve as the basis for students to continue independent and self-directed English learning after class. In the educationalsituation where learner-centered instruction is emphasized, this study suggests that self-directed learning for self-reading andreading journal writing can be combined properly with the conventional method using textbooks depending on learners’proficiency levels in college general English classes.

The Primary Causes of Article Errors Made by Korean Advanced Learners of English

박태숙,송미정 한국영어교육학회 2008 ENGLISH TEACHING(영어교육) Vol.63 No.3

The major purpose of this study is to explore the primary causes of article errors made by advanced Korean EFL learners. The participants were forty-one college and graduate students. Immediately after completing a fill-in-the-article test, the students participated in an interview where they were asked to state the reasons for their article choice for every item on the test. The qualitative analyses of the interview data revealed that misjudgments of referentiality and noun countability were the two major causes of the students’ incorrect use of articles. The students had trouble understanding the hearer’s knowledge in a given context and judging referentiality especially when references were followed by postmodifiers. The students also had difficulties in judging countability of nouns/noun phrases when they are used in various contexts. Noun countability was found to be a big hurdle L2 advanced learners should jump over to master the English article system. Pedagogically, this study suggests that repeated article exercises involving various and large contexts will help advanced Korean EFL learners to learn how contextual factors determine referentiality and countability of nouns/noun phrases.

Pragmatic and Grammatical Awareness in Korean EFL Learning

박태숙 한국중원언어학회 2013 언어학연구 Vol.0 No.28

The study attempts to explore the interrelationship of pragmatic and grammatical awareness in Korean EFL learners. Twenty-one college students participated in the study. A written questionnaire containing 20 conversations was used to investigate the error recognition and ratings of pragmatic infelicities and grammatical errors. The results showed that the learners recognized a similar number of errors in conversations including pragmatic and grammatical violations. As for error ratings, the students perceived pragmatic and grammatical errors to be similarly severe, though it seemed that pragmatic errors were considered a little more serious. These results are incongruent with Bardovi-Harlig and Dörnyei (1998) and Schauer (2006), which indicated that the EFL learners detected significantly more grammatical errors than pragmatic infelicities. This study supports Niezgoda and Röver’s (2001) argument that the EFL learners did not perceive pragmatic and grammatical errors to be significantly different.

영어 능숙도에 따른 화용적 인식과 문법적 인식의 차이에 관한 연구

박태숙,오치성 한국중앙영어영문학회 2015 영어영문학연구 Vol.57 No.3

This study investigates the interrelationship of pragmatic awareness and grammatical awareness according to proficiency levels in Korean EFL learners. A total of 105 college students participated in the experiment, and they were divided into three proficiency groups based on their TOEIC scores. They were asked to mark their recognition and ratings of pragmatic and grammatical errors in a written questionnaire with 20 conversations including 8 pragmatic errors and 8 grammatical errors. The results showed that pragmatic awareness improved more slowly than grammatical awareness. The more proficient learners tended to perceive grammatical errors to be more severe. The intermediate and advanced learners recognized far more grammatical errors than pragmatic errors and considered grammatical errors to be more serious. These results support Bardovi-Harlig and Dörnyei (1998) and Schauer(2006). Based on the results, pedagogical implications are suggested for teaching pragmatic awareness to Korean EFL Learners.

A Corpus-based Analysis of bear, stand, endure, and tolerate

박태숙 한국중원언어학회 2011 언어학연구 Vol.0 No.20

The analysis of corpus has drawn considerable attention in the fields of linguistics and applied linguistics. Further, SLA researchers indicate that a new era can be opened for English teaching by applying corpus studies to language pedagogy. In this respect, as a corpus approach for vocabulary, this study presents a corpus-based analysis of four English verbs (i.e., bear, stand, endure, and tolerate), representing the meaning ‘put up with.’ Quirk et al. (1985) indicates that bear and stand are used in a negative form with can. Dictionary statements show semantic and syntactic aspects of the four verbs. From the statements, the four verbs are compared on the basis of The Times 1995 Corpus. The verbs are analyzed in terms of negative interpretation, positive interpretation, collocating auxiliaries, syntax of object forms, and collocation. The data analysis shows that these verbs have some semantic and syntactic aspects which are inconsistent with the dictionary statements and explanations in grammar books. Such findings indicate that the dictionaries and grammar books do not describe these verbs correctly enough to reflect actual language use in real life. Thus, the study suggests that teaching materials including dictionaries and grammar books should be developed based on a corpus approach to enhance the reality of the data and contribute to effective language teaching in English learning contexts.

A Corpus-based Analysis of Clause Ordering in English Complex Sentences

박태숙 한국중앙영어영문학회 2011 영어영문학연구 Vol.53 No.3

This study is a corpus-based analysis of ordering patterns of adverbial and main clauses in written and spoken English. The previous studies indicated that conditional clauses tend to precede the main clause more frequently than temporal clauses, and that temporal clauses are more frequently in the sentence-initial position than causal clauses. This study aims to present a more comprehensive picture for the usages of 13 adverbial clauses. The data are from LOB representing written English and parts of BNC representing spoken English. The corpus analysis shows that till-, until-, and before-clauses representing Time before follow the main clause most frequently among temporal clauses, but that as-clauses representing Same time precede the main clause frequently. Because- clauses show a strong tendency to occur sentence-finally, and causal as-clauses follow the main verb much more frequently particularly in spoken English. If-clauses tend to occur in the sentence-initial position, whereas unless- and though-clauses tend to be in the final position. Considered an informal variant of although-clauses, though-clauses are used frequently in written English, showing a preference for the final position in both written and spoken English. The ordering patterns are explained in terms of the principles of iconicity, processing, and information structure. Pedagogically, this study suggests that teaching materials should be developed for Korean learners of English based on these objective results of the corpus data in order to enhance the correct use of adverbial and main clauses in complex sentences.

관사 사용에 있어서 규칙 지식과 정확도

박태숙 한국중앙영어영문학회 2009 영어영문학연구 Vol.51 No.3

This study investigates a relationship between explicit knowledge of rules and accuracy in article use for advanced Korean learners on a controlled methodology and a detailed classification system of articles. The purpose is to examine if teaching English article rules to L2 learners improves accuracy in their using articles. The participants were seventy-two college and graduate students. The students completed a fill-in-the-article test and a knowledge-of-rules test. The quantitative analyses of the data revealed that there is a significant correlation between rule knowledge and article use in an overall way. Specifically, explicit knowledge of rules and article accuracy were strongly correlated in the usages of ‘no article’ ∅ such as the zero article ∅1 in Type 1, 3, and 4 and the null article ∅2 in Conventional use. These findings suggest that formal instruction of articles is effective for advanced Korean learners. Teaching materials should be developed with a focus on the usages of ‘no article’ ∅. Teaching explicit article rules and providing sufficient exercises with the global context may contribute to improving advanced Korean learners’ accuracy in using articles.

초등학생의 걷기 운동량이 체격, 체력 및 신체활동 즐거움에 미치는 영향

박태숙,박정화 대구경북체육학회 2008 체육연구 Vol.4 No.1

개시제 첨가량에 따른 Poly(carboxylate-g-ethylene oxide)의 합성과 시멘트 유동화제로서의 특성

박태숙,조헌영,서정목 한국공업화학회 2002 한국공업화학회 연구논문 초록집 Vol.2002 No.1

十全大補湯에 대한 형상의학적 고찰 : 동의보감을 중심으로

박태숙,강경화,김경철,이용태 대한동의병리학회 2001 동의생리병리학회지 Vol.15 No.4

Shipjeondaebo-tang regulates Yin and Yang, supplements Ki and Blood, and treats sweating due to Hurro(虛勞). Shipjeondaebo-tang raises Yang and nourishes Yin, and controls the balance between the head and trunk, and regulates Cold and Heat in the Heart and Kidneys. Shipjeondaebo-tang is recorded in 'Blood', 'Speech', 'Uterus', 'Head', 'Limbs', 'Wind', 'Fire', 'Carbuncles' and 'Women' in 『Dongyuibogam』. The characteristics of Shipjeondaebo-tang from a Hyungsang Medicine pers pective are as follows: infant, aged, carbuncle, Hurro, the case of not being healed after surgery, Jung and Hyul type, Bangwang type, yellow face.