영어 학습 경험에 따른 한국인 학습자들의 영어 모음 판별

이신숙(Shinsook Lee),초미희(Mi-Hui Cho) 한국콘텐츠학회 2022 한국콘텐츠학회논문지 Vol.22 No.11

미국영어의 모음을 듣고 판별하는 이전 연구들의 경우 한국어를 모국어로 하지만 영어 학습 경험 및 환경이 다른 한국의 EFL(English as a Foreign Language) 학습자들과 미국의 ESL(English as a Second Language) 학습자들을 대상으로 비교한 연구가 드물다는 사실에 근거하여 본 연구는 한국인 EFL 학습자들과 ESL 학습자들이 미국영어 단모음을 듣고 어떻게 판별하는지 탐구하였다. 이를 위하여 26명의 한국의 EFL 학습자들과 17명의 미국의 ESL 학습자들이 9개의 미국영어 단모음을(예: hid, hawed, hood 등) 듣고 판별하는 시험에 참가하였다. 판별 시험 결과 EFL 학습자들보다 ESL 학습자들의 전반적인 미국영어 단모음 판별 정확도가 더 높게 나타나는 집단의 효과가 있었으나, 모든 개별 모음에서 ESL 학습자들의 정확도가 EFL 학습자들보다 높은 것은 아니었다. 즉 hudd 의 모음에서만 두 집단 간 유의한 차이가 있었고 had, hawed, hod 의 모음들은 두 집단 간 차이를 보여주는 경향이 있었다. 이 결과는 ESL과 EFL 집단간 차이가 개별 모음에 따라서 다른 유형을 보여주고 있음을 시사하고 있다. 또한 모음과 집단에 대한 교호작용도 유의하였는데 그 결과 EFL과 ESL 집단에 따라서 모음 판별 정확도가 다르게 나타났고, 오류 패턴에도 차이가 있었다. 끝으로 본 연구의 결과를 학교 교실 현장에서 학생들에게 어떻게 적용할지 논의하였으며 EFL과 ESL 각 집단 및 개별 모음들의 특징을 고려한 판별 훈련을 제안하였다. Given that not many previous studies have investigated the identification of American English vowels by Korean EFL(English as a Foreign Language) and ESL(English as a Second Language) learners with different English-learning experiences, the current study examined the identification of American English monophthongs by Korean EFL and ESL learners. To this end, 26 EFL learners in Korea and 17 ESL learners in the U.S. participated in the identification test using the vowels in words such as hid, hawed, and hood. The results showed that the effect of the learners’ different English-learning experiences was significant since the ESL group outperformed the EFL group in the identification test. However, the ESL group’s better performance was limited to the vowels in hudd, had, hawed, and hod, which indicates that the properties of individual vowels play a crucial role in vowel identification. There was also a significant interaction between group and vowels, showing that the identification accuracy and error patterns of the vowels differed depending on each group. Further, pedagogical implications of the findings of the study were discussed and some suggestions for identification training for the EFL and EFL learners and individual vowels were made.

Eye Fixation Location Recommendation in Advanced Driver Assistance System

Jiawei Xu,Kun Guo,Federica Menchinelli,박섭형 대한전기학회 2019 Journal of Electrical Engineering & Technology Vol.14 No.2

Recent research progress on the approach of visual attention modeling for mediated perception to advanced driver assistance system (ADAS) has drawn the attention of computer and human vision researchers. However, it is still debatable whether the actual driver’s eye fi xation locations (EFLs) or the predicted EFLs which are calculated by computational visual attention models (CVAMs) are more reliable for safe driving under real-life driving conditions. We analyzed the suitability of the following two EFLs using ten typical categories of natural driving video clips: the EFLs of human drivers and the EFLs predicted by CVAMs. In the suitability analysis, we used the EFLs confi rmed by two experienced drivers as the reference EFLs. We found that both approaches alone are not suitable for safe driving and EFL suitable for safe driving depends on the driving conditions. Based on this fi nding, we propose a novel strategy for recommending one of the EFLs to the driver for ADAS under predefi ned 10 real-life driving conditions. We propose to recommend one of the following 3 EFL modes for diff erent driving conditions: driver’s EFL only, CVAM’s EFL only, and interchangeable EFL. In interchangeable EFL mode, driver’s EFL and CVAM’s EFL are interchangeable. The selection of two EFLs is a typical binary classifi cation problem, so we apply support vector machines (SVMs) to solve this problem. We also provide a quantitative evaluation of the classifi ers. The performance evaluation of the proposed recommendation method indicates that it is potentially useful to ADAS for future safe driving.

Lethal (2) Essential for Life [l(2)efl] Gene in the Two-spotted Cricket, Gryllus bimaculatus (Orthoptera: Gryllidae)

Kisang Kwon(권기상),Nuri Lee(이누리),O-Yu Kwon(권오유) 한국생명과학회 2021 생명과학회지 Vol.31 No.7

쌍별 귀뚜라미(Gryllus bimaculatus)에서 lethal (2) essential for life [l(2)efl]을 코드한 cDNA를 분리하여 GBl(2)efl이라 하였다. GBl(2)efl는 N-glycosylation 한곳과 phosphorylation site를 15곳 가진 189 aa로 구성되며6.2등전점과 21.19 kDa 분자량을 가진다. GBl(2)efl 단백질의 이차구조는 random coils (56.08%), alpha-helix (22.22%), extended strands (17.99%), beta turns (3.7%)로 이루어진다. GBl(2)efl 는 지금까지 보고된 l(2)efl들과는48-69%의 상동성을 보인다. GBl(2)efl은1일, 3일 starvation일때에 각각 dorsal longitudinal flight muscle과 Malpighian tubules에서 mRNA발현이 증가하였다. 한편, ER stress 조건에서는GBl(2)efl 발현은 fat body에서 증가하였다. 본 연구는 곤충의 생존에 기여하는 생리학적 메커니즘을 이해와 효과적인 해충 관리 통제를 수행할 수 있는 능력을 향상에 많은 힌트를 줄 수 있는 실마리를 제공할 수 있을 것이다. A cDNA encoding the protein lethal (2) essential for life [l(2)efl] was cloned from Gryllus bimaculatus and named GBl(2)efl. This protein is composed of 189 amino acids, including an N-glycosylation site and 15 phosphorylation sites. Its predicted molecular mass is 21.19 kDa, with a theoretical isoelectric point of 6.2. The secondary structure of GBl(2)efl was predicted from the identification of random coils (56.08%), alpha helices (22.22%), extended strands (17.99%), and beta turns (3.7%) through sequence analyses. A homology analysis revealed that GBl(2)efl exhibited a high similarity with other species at the amino acid level, ranging from 52% to 69%. While GBl(2)efl mRNA expression was higher in the dorsal longitudinal flight muscle following a three-day starvation and in the Malpighian tubules following a one-day starvation, no changes in expression were detected in other tissues. Furthermore, tunicamycin-induced endoplasmic reticulum (ER) stress resulted in an approximately 1.8-fold higher expression in the fat body compared with the wild type.

EFL Learning Demotivation in the Korean Context: Similarities and Differences across School Levels

Kim Tae Young,Kim Young mi 한국영어어문교육학회 2016 영어어문교육 Vol.22 No.1

By analyzing 19 South Korean-based demotivation studies, the current paper examined the factors affecting English as a foreign language (EFL) learning demotivation at different school levels. We categorized the studies according to whether they addressed students in the elementary, junior high, high school, or university level. A comparison of the different school levels revealed two common demotivation factors: (1) English learning difficulty and (2) teacher-related factors. More specifically, English learning difficulty relates to students’ struggles with grammar and vocabulary, whereas teacher-related factors involve the teachers’ behavior and teaching styles. Furthermore, students’ English proficiency and experience in private education influenced their EFL learning demotivation differently. Changes in the learning environment and goals also affected learners’ demotivation. It was noted that across the school contexts, learners attributed their English learning difficulties to various sources, which explains how each learner experiences demotivation differently. The findings indicate the importance of remotivation and developing a robust framework to analyze EFL learning demotivation.

Extensive Reading for Young EFL Learners in Korea: A Case Study

전은영(Eun-Young Jeon),김보강(Bo-Gang Kim) 학습자중심교과교육학회 2021 학습자중심교과교육연구 Vol.21 No.15

목적 이 연구의 목적은 다독이 EFL 아동학습자들에게 효과적인 교수법이 될 수 있는지 알아보기 위한 것이며 또한 아동 학습자들의 다독에 대한 인식과 동기가 어떠한지 알아보는 것을 목적으로 한다. 방법 본 연구는 5명의 EFL아동학습자들의 읽기 과정과 읽기 행위를 일 년 반 동안 관찰하였다. 데이터 수집은 아동들의 영어 읽기 기록지와 설문조사, 그림들, 그리고 인터뷰로 이루어져 있다. 결과 결론은 다음과 같다. 첫째, 읽기 기록지는 아동들의 읽기 능력 발달과 그들이 읽은 책의 숫자가 비례함을 보여주었다. 둘째, 메타포 분석(the metaphor analysis)을 통해 아동학습자들이 다독을 영어와 세상을 배울 수 있는 유용한 학습도구로 인식하면서도 길거나 어려운 책을 읽을 때는 다독의 과정이 달팽이처럼 느리고 더디다고 인식하고 있음을 발견할 수 있었다. 마지막으로 대부분의 EFL아동 학습자들의 영어책 읽기에 대한 동기는 내적 동기보다는 외적 동기가 더 강하게 작용하고 있는 것으로 추정되었다. 결론 따라서 본 연구는 선생님들과 학부모님들이 아동 영어 학습자들이 더 많은 책을 읽을 수 있도록 안팎으로 협력해야 하며 또한 아동 영어학습자들이 영어책을 즐기면서 읽을 수 있는 경험을 할 때까지 외적인 보상도 도움이 될 수 있음을 제안한다. Objectives The purposes of this study were to find out whether extensive reading (ER) can be an effective teaching approach for teaching English to young learners and to investigate the young EFL learners’ perception and motivation for ER. Methods The present study observed 5 young male EFL learners’ reading progress and reading behaviors for one and a half years. Data was collected from the students’ surveys, reading records, pictures, and interviews. Results The findings were as follows. First, the reading record showed that the students’ reading progress correlated with the number of books they read. Second, the metaphor analysis revealed that the learners perceived ER to be an effective tool for developing English competence and gaining knowledge about the world. However, when reading difficult or lengthy books, ER process was perceived to be slow and lagging like a snail. Finally, most young English learners were driven to read not because of intrinsic motivation but because of extrinsic motivation. Conclusions It is suggested that teachers and parents should work together to motivate students to read more books. Also, external rewards could be helpful up to the point when the students come to experience the joy of reading.

외국어로서의 영어 학습 상황에서의 상호작용과 오류수정

김영미 ( Young Mi Kim ) 한국커뮤니케이션학회 2009 커뮤니케이션학연구 Vol.17 No.4

이 논문은 오류수정(repair)의 종류를 중심으로 EFL교실에서의 원어민 교사와 학습자간 커뮤니케이션 양태의 일면을 탐구한 대화분석연구이다. EFL 상황의 오류수정은, 학습자가 학습언어에 대한 학습자 자신의 가설을 검증하고, 교사는 학습자의 제2언어 또는 외국어 학습을 위하여 학습자를 돕는 보조자로서의 역할을 하는 EFL 교육 현장에서, 학생과 교사 간 대화의 중요한 부분을 차지하고 있다. 학습자의 오류에 대한 교사의 수정과정을 규명하기 위하여 여러 가지의 오류수정 유형을 분류하여 분석하였다. 아울러 교사와 학습자가 사용한 제스처의 종류와 각각의 기능에 대하여 논의하였다. 이 논문에 사용된 데이터는 원어민 교수가 강의하는 한국 대학의 실용영어 강의실에서 채취하였으며, 커뮤니케이션 상호작용 과정은 비디오 녹취하였고 조사기록을 현장에서 작성하였다. 학생들의 영어능력 수준은 중중(mid-intermediate)이었다. 구체적인 강의실 커뮤니케이션 분석을 통해 본 연구는 원어민 교사의 상호작용 유도 역량이 교육목표 달성은 물론, 실제 커뮤니케이션 상황에 근접하는 강의실 분위기를 제공하는 데도 중요함을 확인하였다. This paper offers a conversation analysis of the classroom communication between a native-speaker teacher and non-native students by focusing on the repair types in the EFL context, which forms the most important part of the student-teacher communication in that the learners test through such interaction their hypothesis on the language they are learning and the teacher behaves as a facilitator for the learners` second or foreign language acquisition. Various repair types are analyzed to trace the process of the teacher`s corrections of the learner`s errors. In addition, different types of the gestures the teacher and the students employed and their functions have been investigated. The data analyzed in this article come from an EFL conversation class in a Korean University taught by native English speakers. The interaction process was video-recorded, with the field note taken on the spot. The overall proficiency level of the students in this particular class was mid-intermediate. In the chosen sample, the expertise of the teacher turns out to be predicated on his or her skill in inducing an interactive communication with the students, both as a means of obtaining the educational objective of teaching English and as an occasion for simulating authentic communication in the target language use domain.

Flipped Learning Research Trends in English as a Foreign Language Classrooms: Systematic Reviews

Altun Hamide Kubra,이정민(Lee, Jeongmin) 숭실대학교 영재교육연구소 2020 Global Creative Leader Vol.10 No.3

본 연구의 목적은 2014년부터 2018년까지 EFL 수업에서의 플립러닝 관련 논문을 체계적으로 연구동향을 분석하고 메타분석을 실시하여 EFL수업에서의 플립러닝 연구동향과 통합된 효과크기를 제시하는 데 있다. 이를 위하여 Social Sciences Citation Index(SSCI) 데이터베이스에서 EFL수업에서의 플립러닝 관련 논문을 검색 및 선정작업을 진행하였고, 최종 19개의 논문이 선정되었다. 이 논문들은 체계적 문헌연구방법과 메타분석을 통해 분석되었으며 분석결과는 다음과 같다. 첫째, 플립러닝의 학업성취도 효과크기는 큰 효과크기로 나타났다. 둘째, 체계적 문헌연구결과 주로 학업성취도가 효과변인으로 사용되었으며, 정의적 변인으로는 플립러닝에 대한 인식, 만족도, 태도 등이 사용된 것으로 나타났다. 셋째, 주로 대학생을 학습자로 한 연구들이 많았으며, 연구는 꾸준히 증가된 것으로 나타났다. 본 연구결과를 토대로 논의와 후속연구들을 위한 시사점을 제안하였다. The purpose of this study was to systematically investigate flipped learning research trends in EFL classrooms and perform a meta-analysis to present the effect size integrated with flipped learning research trends in EFL classrooms between 2014 and 2018. To collect data, articles on the theme of flipped learning in EFL classrooms were searched from Social Sciences Citation Index (SSCI), and selection criteria were applied, which resulted in selecting the final 19 articles. The articles were analyzed through systematic review and meta-analysis, and the findings are as follows: First, the effect size of flip learning on academic achievement was found to be a large effect size. Second, as a result of systematic review, academic achievement was mainly used as a flipped learning outcome variable, and as affective variables, perception, satisfaction, and attitude about flip learning were used. Third, there were many studies mainly with university students as learners, and the number of studies showed steadily increasing. Based on the results of this study, suggestions for discussion and further studies were proposed.

Factors Related to the Home Teaching of English Language to Preschool aged Children: A Taiwanese Study

Yi-Chen Lan,Sheila Degotardi,Jane Torr 환태평양유아교육연구학회 2011 Asia-Pacific journal of research in early childhoo Vol.5 No.2

Issues surrounding the introduction of English as a foreign language (EFL) instruction to children during the early childhood period are subject to much debate. Official government policies may not always reflect actual parental practices. Little is known about the extent to which explicit EFL teaching by mothers occurs in the home context. This study investigated whether Taiwanese mothers of 3 to 6 year old children were teaching EFL to their children at home and the characteristics associated with this practice. A sample of 466 mothers of preschoolers completed a questionnaire identifying their home teaching practices and assessing their attitudes towards teaching EFL. Results indicated a positive trend towards home EFL teaching, with teaching mothers tending to be aged between 30-39 years, more highly educated and more confident about their own English abilities than those who were not teaching. The findings raise significant issues that can inform EFL teaching policy and practice during the early childhood years.

Global trend of CLIL and the possible implementation in Korea

김현정(Hyunjung Kim),허근(Keun Huh) 학습자중심교과교육학회 2020 학습자중심교과교육연구 Vol.20 No.10

빠른 속도로 변화하는 시대에 부응하는 교수법의 필요성이 대두되면서 언어와 내용을 동시에 학습하는 내용언어통합학습 (content and language integrated learning)이 유럽에서 시작 되었으며, 최근 아시아에서도 많은 관심을 가지게 되었다. 즉 지식전달을 목표로 하는 교육에서 지식창조를 위한 교육으로 패러다임의 변화가 필요하였기 때문에 교사들은 언어 학습자에게 교육적 효과와 이익을 가져다주는 CLIL에 주목하게 된 것이다. 그러므로 본 연구의 목적은 유럽과 아시아 나라들에서의 CLIL 적용사례들을 제시하고 EFL 상황에 있는 아동들을 위한 CLIL 지도모형을 제안하는 것이다. 연구 결과는 유럽과 아시아 EFL나라들이 CLIL를 다양한 학교수업에 적용하여 성공적인 결과를 가져 왔음을 확인 하였고, 우리나라 아동들을 위한 CLIL 적용방안으로써 4Cs framework에 기반 한 CLIL 지도모형을 제안한다. As the world is changing in an accelerating speed, the content and language integrated learning (CLIL) approach, a dual-focused educational approach for better access in both languages and content learning, appeared in Europe and even in Asia in recent times. Because we are in a crucial time of having a education paradigm shifting from knowledge transmission to knowledge creation, much attention has to be devoted to CLIL to help language teachers better understand the pedagogical effects and benefits on language learners. To this end, the aims of this study are to present the CLIL implementation cases in Europe and Asia, and to suggest a possible CLIL instruction model for young Korean EFL learners. Pedagogical implications are discussed for implementing CLIL in Korean context. The findings indicate that those EFL countries in Europe and Asia are increasingly interested in implementing CLIL and their results have shown to be successful. Therefore, this study presents the possibilities of implementing CLIL in Korean EFL context and suggests a CLIL instruction model based on 4Cs framewotk for young Korean EFL learners.

EFL지도에서의 효율적인 의사소통 활동에 관하여

李鍾爀 공주교육대학교 초등연구원 1986 公州敎大論叢 Vol.22 No.2

Since Hymes'(1972) introduction of the term and concept of communicative competence, many linguists and educators have turned their attentions and interests into ‘communicative com- petence,from Chomskian concept of ‘competence’ which has had a great influence on linguistic theories and language teaching during the past decade. The concept of communicative competence that Hymes suggests, that is, includes not only grammarticality but also appropriateness and acceptability in sociolinguistic situations, but Chomsky’s concept of linguistic competence means only the native speakers underlying knowledge of his language system. Like this, Hymes’ inter- pretation of the concept has distinguished from the Chomskian concept. Such new views on language have brought the tendency as teaching methods and teachniques toward leading communicative competence, based on communication theory. Thus, many com- munication linguists and educators have attempted the investigation of teaching teachniques which more directly involve the learner in communicative tasks, problem solving, and information seeking. In this paper, with basing on communicative methodologies and activities which communi- cation theorists have suggested recently, I have tried to find some considerations for developing communicative abilities of learners in EFL situations, and to suggest some interaction activities which attract learners’ interests and attentions in EFL classroom. According to such an attempt, in order to implement more effectively foreign language learning we should consider some facts as follows: 1. The process of foreign language learning should be presented not as the acquisition of new knowledge and experience, but as extension and alternative realization of what the learner already knows. 2. The learner must acquire the grammrtical knowledge, as a part-skill, for the next com- municative activities which are total (whole) -skills. 3. Interaction activities suggested into EFL classroom should divide into activities for acquisition of functional meanings and activities for acquisition of social meanings, and the former activities must be suggested first than the latter ones. 4. Interaction activities occurring in the process of foreign language learning should be closely connected with the next stage activities, and maintain subordinate relationships between them. 5. The tasks selecting for communicative activities should derive the pressing need and the high motivation from the learners, and they should be suggested in deep consideration of the learner’s language level, aeg, and where he is now learning. As the another important thing, in order to implement successful foreign language learning, we should recognize to be when language learning is associated with particular areas of use, or universe of discourse, which out across linguistic and cultural boundaries.