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전병만,은호윤 대한언어학회 2007 언어학 Vol.15 No.3
This study aims to analyze doctoral dissertation abstracts written by American writers and Korean writers from the standpoint of contrastive rhetoric. We selected five doctoral dissertation abstracts by American writers and five doctoral dissertation abstracts by Koran writers, using the authentic internet site. Based on the IMRD structure suggested by Swales (1990), we tried to analyze their macro-structure. The Micro-structure of our material was analyzed, based on the cases of passive voice usages claimed by Greenbaum (1990) and some referential expressions such as 'the, this, etc.' We could not find a meaningful difference of their macro-structure. Abstracts by Korean writers are much longer than those of American writers. The reasons for the use of passive voice are different. American writers use passive voice for cohesion, whereas Korean writers use it for objectivity. Concerning referential expressions, it was interesting that both writers use 'this, these' more than 'that, those'. It seems that writers feel their dissertation psychologically near. In this investigative research, we suggest Korean writers write abstracts more briefly and concisely to attract readers.
전병만,박준언,안병규,오준일,유제명,이소영,김신혜 한국영어교육학회 2005 ENGLISH TEACHING(영어교육) Vol.60 No.2
The increasing need for accurate and valid assessment in the classroom requires English teachers to have expertise in student assessment, which is expected to result from well-established professional standards for student assessment. This study intends to provide a basis for establishing the standards by investigating Korea’s current state in student assessment and reviewing literature on student assessment and professional standards of language testers. It is confirmed that both pre- and in-service teacher training programs have not provided sufficient knowledge of and opportunities to experience student assessment. The literature review indicates that although there are several resources useful for developing professional standards for student assessment it is necessary to adapt them to the given educational circumstances.