[노마네] 잔디 外 1편

이상교 인천작가회의(작가들) 2023 작가들 Vol.- No.85

영어 쓰기 학습에 있어 교사 피드백에 관한 인식과 학습동기의 연관성에 관한 연구

이상교,전지현 한국언어과학회 2012 언어과학 Vol.19 No.2

The purpose of this study is to explore relationship between EFL students’ perceptions of and preference for teacher feedback and their motivation for learning English. Seventy-two undergraduate students participated and responded to the survey instrument designed to answer the research questions for this study. The findings revealed that the participants demonstrated strong motivation to receive feedback for their writing. Also, those who are highly motivated in learning English expected to get more feedback than those who are not. In addition, regardless of the participants’ level of motivation, the students showed strong preference for error correction for grammatical errors followed by word usage. However, the participants’ preference for error correction related to word usage is as high as that of grammatical error correction. Lastly, the findings indicated that both highly motivated and less motivated participants prefer explicit feedback to implicit feedback.

Revisiting Willingness to Communicate

이상교 팬코리아영어교육학회 2013 영어교육연구 Vol.25 No.3

With the rising emphasis on authentic communication in L2 learning, willingness to communicate (WTC) has been considered as an essential field of L2 research. A considerable amount of research has been carried out to explore factors influencing L2 learners’ WTC. Thus,this study attempts to provide a comprehensive review of WTC. As a trait-like predisposition,WTC is defined as a person’s intention to communicate with another person in a given situation,and it is believed to be the best predictor of actual communication approach/avoidance behavior in L2 learning. In an attempt to explain individual differences in the decision to initiate L2communication, MacIntyre et al. conceptualized the heuristic model that describes WTC with cognitive affective variables interacting with social factors. According to the model, the cognitive affective variables include motivation, language attitude, self-confidence,communication apprehension, and personality trait. Although conflicting findings have been reported, studies have shown that of the affective variables, by and large, motivation and self-confidence have direct impact on WTC in L2 learning. Language attitude, communication apprehension, and personality, on the other hand, have an indirect impact on WTC in L2learning. It is also argued that the critical role of each affective variable affecting WTC seems to be influenced by individual differences as well as learning environment. Criticism of WTC and pedagogical implications will be discussed.

레포츠產業의 好況과 市場診斷

李相敎 한국마케팅연구원 1984 마케팅 Vol.18 No.9

병원에서의 법률문제

이상교,Lee, Sang-Gyo 대한병원협회 1994 대한병원협회지 Vol.23 No.9

Factors Influencing EFL Learners’ Lexical Processing Strategies toward Unfamiliar Words

이상교 팬코리아영어교육학회 2012 영어교육연구 Vol.24 No.3

This study investigated factors influencing on EFL Korean learners’ perceptions of or attitudes toward their strategic behaviors in coping with unfamiliar words while reading texts in English. Seventy-nine undergraduate students participated in and responded to the survey instrument designed to answer the research questions for this study. The results showed that overall there was no great variance among the reasons for employing lexical processing strategies: ignoring, inferring, and consulting a dictionary. However, with regard to factors influencing on participants’ employing lexical processing strategies, ‘gender’ was the most significant and influential factor than any factors, such as participants’ level of English proficiency or age. The results also showed that there was no significant factor influencing on participants’ employing both inferring and consulting a dictionary strategies; whereas,‘gender’ had a significant influence on the explanation of participants’ ignoring strategy use. In addition, while there was no significant difference between high and low level student groups in relation to use of both strategies (ignoring and consulting a dictionary); there was a significant difference between two groups in terms of inferring strategy use. That is,participants in the advanced group tended to infer more frequently than those of the low group.

Effects of Reading Environments on L2 Learners’ Strategic Behaviors toward Unknown Words

이상교 한국중원언어학회 2011 언어학연구 Vol.0 No.19

This study explores effects of reading environments, computer-based and print-based texts, on L2 learners’ strategic behaviors in coping with unknown words while reading texts in English. The results show that reading environment did appear to affect learners’ strategies for coping with unknown words, but the effect was not substantial. The learners employed more strategies in computer-based texts (CBT) than in print-based texts (PBT). In terms of the learners’ levels of vocabulary knowledge, the advanced group is influenced by the effect of reading environment more than the other two groups-intermediate and low. Although the effect of reading environment is almost negligible in the low group, the frequency of strategies employed by this group is far greater than the other two groups.

유아기 사회성 발달을 위한 교육공간 특성에 관한 연구

이상교,맹지윤,최익서 한국공간디자인학회 2024 한국공간디자인학회논문집 Vol.19 No.1

(Background and Purpose) Schools play an important role in the formation and development of human sociality and extend beyond simply conveying knowledge. However, owing to the social atmosphere in which traditional peer culture is difficult to form, changes in the social structure today show a problem in the development of the ability to control emotions that can be expected through social development or the ability to empathize with the pain and emotions of others. This appears to be linked to increasing social crimes against various minors and the decreasing age of crimes, which can later lead to a lack of social development as a member of society. Therefore, this study aims to analyze and present the design requirements of an educational environment to cultivate healthy members of society with convergent, creative, communicative, and altruistic thinking. (Method) The research method for designing spaces for early childhood education was as follows. First, through a literature review, the concept of social development and the development trend of early childhood education environments were analyzed to derive environmental factors that promote the social development of young children and spatial characteristics suitable for early childhood education. Second, by analyzing these two relationships, six characteristics of early childhood education spaces that promote social development and specific analysis items were derived. Finally, four spatial cases with early childhood education functions presented in the Seoul Education Space Plan project provided by the Seoul Metropolitan Office of Education in 2018 were evaluated and analyzed comprehensively. (Results) By comprehensively analyzing cases, the characteristics of early childhood education spaces that promote social development were derived into six items: “Polysemy,” “Comfort,” “Autonomy,” “Playfulness,” “ Inductiveness,” and “Experience.” (Conclusions) This study confirmed the importance of creating a learning environment that can recognize the psychological stability and collective belonging of infants. Therefore, it should be designed as a living space in which children can experience various feelings of autonomy and competence. Finally, there is a need for playgrounds where children’s peer group relationships can be formed naturally. The design requirements of such early childhood education spaces hold spatial significance as they help children acquire essential social concepts and skills to grow as healthy members of society. Based on this study, we look forward to more in-depth follow-up research on the design strategy of early childhood learning environments.

Prednisolone과 Levamisole이 白鼠 綱內系 機能에 미치는 影響

李相敎 全南大醫大 1980 전남의대학술지 Vol.17 No.2

作業環境의 管理를 爲한 有害屬 評價置의 算出과 比較

이상교,김양옥,김병우 全南大醫大 1984 전남의대학술지 Vol.21 No.4