A Corpus-based Analysis of Connectors in Korean Students’ Essay Writing

Hyunsook Yoon 한국응용언어학회 2006 응용 언어학 Vol.22 No.2

Corpus linguistic methodology has opened up a new era for SLA research and language pedagogy. In particular, learner corpus based research can provide important information for language teaching by enabling a systematic analysis of errors in learner language. The purpose of this paper is to shed some light on learner language, with specific reference to the use of connectors in English argumentative writing. This study examined the frequency and positions of connectors in Korean students’ L2 writing in comparison with a different L1 learner group and native corpus. The findings revealed that while the Korean students generally overused connectors like other L1 learners in previous studies, they showed a significantly high frequency of connectors in the semantic category of enumeration and addition, and prominently favored initial positions. This indicates that the students resorted to connectors as convenient text organizers rather than developing their ideas internally in a coherent way. Also, it showed their lack of knowledge about genre-specific characteristics of connector usage. L2 writing teachers can integrate the results into the development of teaching materials and adjust their teaching focus to address students’ frequent problemswith connector usage.

What's Happening in an ESL Student's EAP Reading after Passing the Threshold?

Yoon, Hyunsook 한국중앙영어영문학회 2005 영어영문학연구 Vol.47 No.3

The purpose of this study was to explore the applicability of the threshold hypothesis to a proficient ESL learner, who had passed the threshold in L2 proficiency. By using qualitative methods such as interviews, think-aloud and recall protocols, the ten-week long case study examined the nature of her difficulty in EAP reading, transfer of L1 reading ability to L2 reading, and the use of reading strategy. The findings revealed that the proficient learner still experienced difficulty in her L2 reading mainly due to the lack of background knowledge and unfamiliar words. One of the most interesting findings is that the participant used her L2 reading skills in L1 reading to compensate for her difficulty with L1 texts. In doing so, unlike the assumption of the threshold hypothesis, she showed greater transfer of L2 reading to L1 reading. The reverse transfer seemed to result from her L1 attrition from extensive exposure to L2 academic texts as well as insufficient training in L1 academic literacy. This paper suggests that L1 loss factor be taken into account in the study of the threshold hypothesis (particularly for proficient learners in a second language learning environment), and that academic literacy be viewed as a set of disciplinary practice that requires special training in a given context.

Pre-service Teachers’ Perceptions of World Englishes: Implications for Teacher Training

Yoon, Hyunsook 한국중앙영어영문학회 2007 영어영문학연구 Vol.49 No.1

The world Englishes perspective assumes that English belongs not just to native speakers, but to all English users. It is thus hoped that the new perspective that embraces varieties of English can contribute to increasing self-confidence in non-native teachers of English. However, the new perspective has yet to inform teacher training programs as well as teaching methodology. The purpose of this study was to examine whether and to what extent the world Englishes perspective is accepted among Korean pre-service teachers of English. A questionnaire survey was conducted with a group of prospective teachers and non-prospective teachers for a comparison. The results of the study revealed that the prospective teachers had less favorable attitudes towards non-native teachers of English and had a lack of world Englishes. This paper suggests that teacher training programs for pre-service teachers as well as in-service teachers introduce the world Englishes perspective to the teachers so that the teachers can enhance their self-confidence in using English as legitimate English users and prepare their students for intercultural communication in a global context.

Corpus-based Studies in L2 Teaching: Implications for an EFL Context

Yoon, Hyunsook 한국영어교육학회 2005 ENGLISH TEACHING(영어교육) Vol.60 No.2

Over the last decades, corpus linguistics technology has emerged as a promising tool for second language teaching and learning. However, few attempts have been made to incorporate the corpus approach into EFL classrooms. This paper reviews the recent growing body of corpus-based research on L2 teaching and explores their pedagogical implications for an EFL context. It starts with a brief overview of the basic tenets of the corpus linguistics approach and presents the benefits of the approach to L2 pedagogy. It then reviews major corpus studies that have been done in the field of L2 teaching. The studies are presented in two areas: 1) the development of teaching materials or teacher’s use of corpora for syllabus design, and 2) the exposure of students to corpora for their own use. Based on the themes and issues identified through the review of the literature, this paper examines the possible challenges as well as strengths of incorporating the corpus approach into language classrooms in an EFL context. In doing so, this paper attempts to offer valuable insights into feasible future directions for the use of the corpus-based approach in the teaching of L2 within the context.

L2 Student

윤현숙(Hyunsook Yoon) 한국외국어교육학회 2005 Foreign languages education Vol.12 No.3

The importance of collocation has gained wide recognition in foreign language education. It is argued that collocation-based learning can facilitate fluency, naturalness, and effectiveness in L2 use. While collocation is by no means a recent topic in L2 pedagogy, the growing interest in corpus linguistics has brought to the fore the importance of collocation. However, although collocation is at the heart of the corpus approach, corpus use and collocation are often addressed separately in L2 research, and the link between the two is missing. This study aimed to address the link. The purpose of this study was to investigate the influence of corpus use on students' collocation learning and shed some light on the importance of collocation in L2 teaching. Data were collected in an ESL writing course during an academic quarter by using qualitative methods. The analysis of the data revealed that corpus use helped to enhance the students' awareness of the importance of collocation in L2 writing and promoted their L2 learning. This paper concludes that collocation is an integral part of L2 proficiency, and thus, due attention should be paid to the collocational field in L2 pedagogy.

한국 학생들의 영어 작문에 나타난 생산적 어휘에 관한 분석

윤현숙(Yoon Hyunsook) 한국영어학회 2010 영어학 Vol.10 No.1

정보화 교육이 노인의 온라인 사회관계에 미치는 영향

윤현숙(Hyunsook Yoon),이은경(Othelia Lee),범경아(Kyoungah Beum),김영자(Yeongja Gim) 한국콘텐츠학회 2015 한국콘텐츠학회논문지 Vol.15 No.5

본 연구는 노인 대상 정보화 교육이 노인이 온라인상에서 형성하는 사회관계에 어떠한 영향을 미치는지 분석하는데 목적을 두고 있다. 이에 서울시 소재 노인복지관과 종합복지관에서 정보화 교육(컴퓨터반, 인터넷반, 스마트폰반)을 받는 60세 이상 노인 114명을 실험집단으로 하고, 정보화 교육을 받은 경험이 없는 노인 30명을 통제집단으로 하여 프로그램 실시 전후를 비교분석하였다. 온라인 사회관계의 측정을 위해서는 사회자본척도(결속형과 가교형)를 사용하였다. 연구 결과 첫째, 실험집단의 온라인 결속형 사회관계는 연대능력영역을 제외한 모든 하위 영역에서 통계적으로 유의미한 차이가 나타났으나 통제집단에서는 유의미한 차이가 나타나지 않았다. 둘째, 실험집단의 온라인 가교형 사회관계는 모든 하위영역에서 통계적으로 유의미한 차이가 나타났으나 통제집단에서는 유의미한 차이가 나타나지 않았다. 연구결과 노인 대상 정보화 교육은 노인의 온라인 사회관계(결속형, 가교형)를 확장시켰으며, 노인의 사회관계 형성과 확장 및 사회참여를 촉진하기 위해 정보화 교육이 필요함을 제시하였다. The study examines the effect of IT education on on-line social relationship of older adults. The study group composed of 114 older adults who received IT education (computer class, internet class, and smart-phone class) at two community welfare centers in Seoul. In order to compare the effect of IT education of the study group, the control group who did not receive any IT education was recruited (N = 30). Social Capital Scale was used to measure on-line social relationship. The on-line social relationship was composed of social bonding type and social bridging type. Results showed that the study group significantly higher scores than did the control group on three subscales (emotional support, access to scare or limited resources, and out-group antagonism) of social bonding type except one subscale (ability to mobilize solidarity). With regard to social bridging type of social relationship, the study group significantly higher scores that did the control group on all four subscales (outward looking, contact with a broad rage of people, a view of oneself as part of a broader group, and diffuse reciprocity with a broader community). The findings highlight the importance of IT education for older adults to expand and increase social bonding and social bridging of social relationship.

개정 중학교 영어교과서에 쓰인 구어 장르 텍스트에 대한 다차원 분석

윤현숙(Yoon, Hyunsook) 한국영어학회 2012 영어학 Vol.12 No.4

노인의 영성, 사회적 지지, 우울이 죽음불안에 영향을 미치는 경로분석

윤현숙(Hyunsook Yoon),임연옥(Yeonok Lim),고윤순(Yunsoon Koh),범경아(Kyoungah Beum) 한국지역사회복지학회 2015 한국지역사회복지학 Vol.0 No.53

본 연구는 노년기 죽음불안과 영성, 사회적 지지, 우울 간의 관계를 이론 모형으로 제시하고, 검증된 이론 모형을 바탕으로 노년기 죽음불안을 경감시키기 위한 개입 방안을 제안하고자 시도되었다. 선행연구 고찰을 통해 영성, 사회적 지지, 우울이 죽음불안에 영향을 미치는 관계를 연구모형과 경쟁모형으로 설정하고, 이를 한림고령자패널 3차 자료 중 춘천노인 540명을 대상으로 하여 검증하였다. 연구결과 여성 노인의 죽음불안, 우울과 영성이 남성 노인에 비해 더 높았고, 연령이 높아질수록 사회적 지지를 덜 받는 것으로 지각하였다. 영성이 우울과 죽음불안에 영향을 미치는 경로를 삭제한 경쟁모형이 연구모형에 비해 실제 자료에 더 부합하는 것으로 나타났다. 그리고 영성과 죽음불안 간의 관계에서 사회적 지지가 매개역할을 함과 동시에 사회적 지지와 우울이 이중매개를 함을 확인하였다. 이러한 결과를 통해 죽음불안과 관련 변인들 간의 관계를 통합적으로 설명하는 이론 모형을 제시하고, 이론 모형을 바탕으로 죽음불안을 경감시키기 위해서는 실제적인 죽음준비와 함께 영성 수준을 높이기 위한 영성계발 프로그램을 병행해야 효과적일 수 있다는 죽음준비교육 프로그램의 방향성을 제안하였다. This study examined the direct, mediated effects of spirituality, social support, depression to death anxiety among older adults. The sample was 540 elderly living in Chuncheon, which were came from the 3rd wave data of Hallym Aging Study. Based on the literary reviews, the theoretical model and an alternative model are proposed. The results show that women had more death anxiety, higher level of depression than men. The alternative model was accepted. For the accepted model, spirituality had indirect effect to increase death anxiety through social support. Spirituality had dual mediated effect to death anxiety through social support and depression. We suggest the integrated model with relationship of four variables and the intervention program to decrease death anxiety among older adults by promoting spiritualty through social support and depression.

Analyzing Rhetorical Structure Development in Korean EAP Students from an Intercultural Rhetoric Perspective: A Corpus-based Genre Study

Ji Yoon Hong,Hyunsook Yoon 한국영어학회 2023 영어학 Vol.23 No.-

This study examines the evolution of academic writing among Korean graduate students in terms of rhetorical structure from an intercultural rhetoric perspective. It analyzes four distinct corpora produced by Korean L1 experts, English L1 experts, and English L2 students at two different academic stages, aiming to identify differences in rhetorical structure between English and Korean using move analysis. Initially, it compares introductions in research articles (RAs) authored by experts in English and Korean. Subsequently, it investigates how writings by the same Korean graduate students at different academic levels compare to those produced by expert groups. The study employs quantitative analysis across these corpora and supplements this with qualitative insights drawn from interviews with Korean authors, rhetoric specialists, and Korean L2 students to ensure accurate interpretation. Results indicate that even lower-level Korean graduate students' writings, as L2 writers, exhibit a closer alignment with English rather than Korean rhetoric. The findings advance our understanding of how IR and EAP students' developmental processes unfold in terms of rhetorical structure, highlighting their hybrid nature. This study sheds light on the relatively unexplored area of English L2 writers' acquisition of rhetorical structure within the RA genre and suggests pedagogical implications for EAP genre-based writing.