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주석영상이 제2언어학습자의 우연적 어휘습득에 미치는 영향
최성묵 ( Choi Sungmook ) 글로벌영어교육학회 2022 Studies in English education Vol.27 No.2
Glossed print materials have been found to be conducive to L2 incidental vocabulary acquisition. Expanding upon this line of inquiry, the present study explored how glosses displayed on videos impact incidental vocabuary acquisition. To this end, Korean tenth graders (N = 102) were randomly assigned to the following conditions: (a) baseline (video only), (b) caption (video + caption), and (c) gloss (video + caption + glosses of 26 target words). They then watched a short TED video that correspond to their condition. Finally, they responded to unannounced vocabulary tests, immediately and one week later. Results indicated superior performance of the participants in the gloss condition over their counterparts in the baseline and caption conditions, regardless of testing phase (immediate, delayed). In contrast, the participants in the baseline and caption conditions rarely varied in their lexical gains in both the immediate and delayed meaning recall tests. Correlational analyses showed strong, positive associations between learner proficiency and lexical gains, regardless of video conditions. Given that the current study represents the first to explore the effects of glossed videos, findings of this study appear to make important contributions to the extant L2 acquisition literature.
작업기억, 주의, 영어능력, 그리고 우연적 어휘습득: 시선추적 연구
최성묵 ( Choi Sungmook ) 한국중등영어교육학회 2021 중등영어교육 Vol.14 No.3
The present study explores contributions of working memory, attention, and English language proficiency to incidental vocabulary acquisition. Participants were 53 Korean undergraduate students and they were instructed to read a short story containing 21 unknown words. During reading, their eye movements were registered by an eye tracker. They then responded to three types of unannounced vocabulary tests: (a) form recognition, (b) meaning recall, and (c) meaning recognition. Finally, they performed a backward digit span task. Multiple regression analyses showed that the combination of three variables (English language proficiency, working memory, attention) explained 26.1% of the variance in form recognition test scores, with all three variables contributing to the prediction to a significant and similar degree. In contrast, English language proficiency was the only significant predictor of meaning recall test scores and explained 12.9% of the variance, whereas none of the three variables were significant predictors of meaning recognition test scores.
최성묵(Choi, Sungmook),이민호(Lee, Minho),김상욱(Kim, Sangwook) 새한영어영문학회 2016 새한영어영문학 Vol.58 No.2
The present study investigated how input enhancement affects learning of multi-word sequences (with focus on two-word lexical collocations) by utilizing an eye tracker. Participants were Korean undergraduate students(n = 42) who have been learning English as a foreign language. These participants read English text containing either unenhanced or enhanced collocations while their eye movements were recorded by the eye tracker. They then responded to a collocation test, followed by a recall cloze test. Analyses of eye fixation data and collocation test results show that input enhancement drew significantly more attention to the target collocations, and also positively affected memory of target collocations in the immediate post-test. In contrast, the recall cloze test results showed that input enhancement negatively influenced recall of unenhanced textual information.
입력강화가 문법 처리 및 습득에 미치는 영향: 시선추적 연구
최성묵 ( Choi Sungmook ) 한국중등영어교육학회 2023 중등영어교육 Vol.16 No.1
Much research has been dedicated to determining the role of visual input enhancement in second language (L2) learners’ grammar acquisition. However, how L2 learners process and learn enhanced grammars embedded in written input still remains elusive. Moreover, prior studies report mixed findings, in part because most of the previous studies employed a between-group design, thus failing to control for a myriad of learner factors (e.g., language proficiency, working memory, learning styles, strategies). In the present study, these issues were addressed by utilizing (a) online (eye tracking) as well as offline (tests) measures and (b) a within-group design. Participants in this study were Korean undergraduate students (N = 49). They were instructed to read an experiment text that contained both enhanced and unenhanced target grammatical items (n = 12, respectively), which were matched in view of difficulty. While reading, eye movements of each participant were registered using an eye tracker. They then responded to a reading comprehension test, followed by an unannounced grammar test. Eye-tracking results revealed that the participants spent significantly longer time processing enhanced grammars than unenhanced counterparts. Likewise, the participants learned significantly more enhanced grammars than unenhanced ones. Finally, correlational analyses revealed a significant, negative link between prior knowledge of enhanced grammars and the amount of time allocated to processing enhanced grammars.
입력변형과 반복 듣기가 미국영어 및 영국영어 듣기이해에 미치는 영향
정진엽 ( Jung Jin-yeop ),최성묵 ( Choi Sungmook ) 한국현대영어영문학회 2017 현대영어영문학 Vol.61 No.4
The present study explored how input modification(simplification vs. elaboration) and repeated listening affect listening comprehension of American and British English. Participants were Korean middle school students(N = 904). Results showed no significant effects of simplification and elaboration on listening comprehension of American English, whereas simplification positively impacted listening comprehension of British English. However, although there was a statistically significant effect of repeated listening regardless of accent and input modification types, the magnitude of the effects as measured by Cohen’s d was unexpectedly small. In terms of an interaction between input modification and repeated listening, no significant interaction effects were observed, suggesting that the effects of input modification may not vary as a function of repeated listening. Novel findings of this study appear to make an important contribution to the extant L2 listening literature, and have an important bearing on L2 listening pedagogy and listening materials development. (Kyungpook National University)
안혜림(Ahn, Haerim),정미진(Jung, Mijin),최성묵(Choi, Sungmook) 새한영어영문학회 2014 새한영어영문학 Vol.56 No.4
Extant literature suggests that knowledge of derivational morpheme may play an important role in vocabulary acquisition and reading comprehension of L1 and L2 learners of English. However, little is known about how L2 learners’ knowledge of derivational morpheme develops over time. To address this problem, 9th, 10th, and 11th graders (N = 155) who have been learning English as a foreign language (EFL) were instructed to respond to a battery of tasks which were designed to measure their receptive and productive knowledge of twenty derivational prefixes and words containing such prefixes. Results indicated that 10th and 11th graders outperformed 9th graders to a significant degree in all measures, whereas there was no significant difference between 10th and 11th graders regardless of measures. These findings are discussed in view of incidental and intentional vocabulary acquisition.
박분주(Boon-Joo Park),김하영(Hayoung Kim),최성묵(Sungmook Choi) 현대문법학회 2021 현대문법연구 Vol.112 No.-
Eye-tracking technology enables us to collect and analyze a wide range of eye movement measures, to connet these to language processing, and to gain insight into online language processing (Conklin, Pellicer-Sánchez, and Carrol, 2018). The current study aims to investigate how EFL university students process verb agreement in the sentences with subject of complex noun phrases. Two types of subject noun phrases were investigated: syntactic process induced with single token and semantic process induced with multiple token. Overall, analyses of eye-movements revealed that the participants showed distinct processing patterns for single and multiple tokens.