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Student-to-Faculty Emails: Comparison between Korean EFL Students and Native English Speakers
심영숙 한국응용언어학회 2013 응용 언어학 Vol.29 No.3
This study identifies distinctive characteristics of English emails that Korean university students write to their professors. The data is comprised of 54 emails written by non-native English speaking (NNS) Korean students (36 emails) and native speakers (NS) of English (18 emails) for two hypothetical academic situations. Employing inductive and comparative approaches to the data analysis, the present study found that Korean NNSs differed from NSs in the following areas: (a) addressing the recipient, (b) greeting, leave-taking, and signing-off, (c) making small talk, (d) apologizing and asking for permission, and (e) making a request. The findings are discussed in light of the participants’ knowledge of the language, culture, and medium.
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Collaborative Reading in a University EFL Classroom
심영숙 팬코리아영어교육학회 2009 영어교육연구 Vol.21 No.4
This research investigates how collaborative reading affects university students’ reading comprehension in an EFL classroom. It also examines the students’ perception towards collaborative group reading. The participants in this study were forty-six students taking an English reading course at a Korean university. For data collection, the participants were given two assignments: an individual translation assignment and a collaborative translation assignment. For the collaborative translation, the students were split into twelve groups, six homogeneous and six heterogeneous based on their reading proficiency. The students were also asked to fill out a survey regarding their perception toward collaborative group reading. The analysis of the data showed that the students benefited from the collaboration. However, it appeared that there was little difference in reading comprehension between the two different groups; homogeneous and heterogeneous. The data obtained from the survey revealed the students perception of the benefits and disadvantages of collaborative reading. The questionnaire data also displayed that high- and low-achieving students perceived collaborative reading in different ways. Low-achieving students, compared to high-achieving students, tended to place a higher value on group collaboration. Important pedagogical implications are discussed in relation to the research findings.
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심영숙 고려대학교 언어정보연구소 2006 언어정보 Vol.0 No.7
본 연구는 영어교육 분야의 주요 학술지로 알려진 영어교육, Foreign Languages Education, 응용언어학, Multimedia Assisted Language Learning에 게재된 CMC 관련 논문의 검토를 통해 우리나라 영어교육에서의 CMC 연구 및 활용 현황을 살펴보고자 하였다. 총 54편의 분석 대상 논문을 크게 세 가지 기준으로 분류하여 논문의 분포와 내용을 살펴보았다. 첫째, CMC의 실시간 상호작용 여부에 따라 동시성 CMC와 비동시성 CMC로 분류하였는데 분석 대상 논문에 나타난 두 종류의 CMC 도구의 비율은 각각 48%와 52%로 크게 차이 나지는 않았다. 동시성 CMC의 가장 많은 활용 형태는 문자 채팅이었고 비동시성 CMC에서는 전자메일과 전자게시판이 빈번하게 사용되었다. 그에 반해 음성 기반 동시성 및 비동시성 CMC는 사용 빈도가 매우 낮았다. 둘째, CMC 참여자의 수준에 따라 논문을 분류하였다. 전체 대상 논문의 약 80%는 대학생과 대학원생의 CMC 활용에 대하여 연구한 반면 초등학생 및 중고등학생을 대상으로 한 논문은 소수에 그쳤다. 마지막으로 분석 대상 논문들을 내용접근방법을 기준으로 설문, 이론, 활용 방안, 언어 분석, 질적 연구, 학습 효과 등 총 여섯 개의 범주를 설정하여 분류하였다. 전반적으로 볼 때 설문(28%), 언어 분석(27%), 학습 효과(21%)에 속하는 논문들의 비율이 높았고, 연구 방법론으로 볼 때 양적 연구에 비해 질적 연구가 차지하는 비율(7편, 12%)은 많이 낮았다. 마지막으로 본 연구의 분석 결과를 종합하여 앞으로의 CMC 연구와 활용을 위한 몇 가지 시사점을 제시하였다.
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심영숙,서영미,권인수,Sim Young Suk,Seo Young Mi,Kwon In Soo 한국아동간호학회 1998 Child Health Nursing Research Vol.4 No.2
The purpose of this study was to find educational needs of toddler's mother in child-caring experience. The subject of the study was toddler's mother who visited one health care center in J city for immunization and had a child or children between twelve and thirty six months old. The subjects were 37 mothers. The instrument used for this study was a semi -structured questionnaire developed by researcher and based on Objective Content Test of Garretson(1967). The collected data were analized by two researchers using the method of Content Analysis. The results of this study are summarized as follows : 1) Of the large categories, the need of the highest frequency was 'prevention and management of disease and injury', that of the lowest 'growth and development'. 2) In 'physical care' category, 'care of sleeping' was the highest. In 'nutrition and eating-habitual management' category, 'weaning management' was the highest. In 'prevention and management of disease and injury' category, 'disease management' was the highest. In 'discipline and teaching' category, 'discipline' was the highest. 3) In comparison with preceding references, the educational needs of child-caring which had not been shown in preceding references but had been shown in this study were hair-caring, kind of weaning diet, method of cure and nursing, man agement of deformity, and so on. In conclusion, educational needs of toddler's mother in child-caring experience were matter-of-fact and inclusive. Needs in management of special situation such as disease were higher than usual parenting procedure or method. In addition, there were higher needs in questions happened through child-caring experience or confirmation of procedures practicing now. Then, it is suggested that parent education program should be developed on the basis of educational needs found in this study to be more effective in preparing mother's child-caring.
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Trouble Sources Triggering Communication Breakdown in L2 Teacher-student Interactions
심영숙 한국응용언어학회 2006 응용 언어학 Vol.22 No.2
This article examines sources of communication breakdowns between a teacher and students in an ESL classroom, with careful consideration given to the social and situational context of the particular setting. Trouble sources causing teacher’s comprehension problems and students’ comprehension problems are identified separately. Analysis reveals that the teacher’s comprehension problems seemed to originate from the students’ linguistic resource deficits, the teacher’s lack of background knowledge, and non-hearing problems. The students’ comprehension problems had three sources: the students’ linguistic resource deficits, the students’ lack of background knowledge, and limited attention. In addition, the article provides a descriptive account of the participants’ decision- making and resolution tactics, which seemed closely associated with the trouble sources. The findings of this study will help language teachers become alert to the underlying causes of communication problems in their own classrooms and respond to those problems with effective remedies.
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