피고인에 대한 일반인의 유무죄 판단 이유 탐색

한유화 ( Han¸ Yuhwa ) 경희대학교 사회과학연구원 2021 社會科學硏究 Vol.47 No.2

본 연구는 피고인에 대한 일반인들의 유무죄 평결이유를 체계적으로 분석하였다. 총 179명의 일반인들이 추정한 기소된 사람의 유죄가능성(유죄평결 선호 가능성)과 형사재판 무죄표상, 재판 시나리오를 읽은 후 내린 유무죄 평결과 일반인들이 직접 기술한 유무죄 평결의 이유가 분석에 사용되었다. 유무죄 평결이유를 분석하기 위해 일반인들이 직접 기술한 유무죄 평결이유들을 축약할 수 있는 15개의 내용 범주(변인)와 평결이유를 제시하는 방식을 나타내는 한 개의 변인을 생성하였다. 본 연구에서는 평결이유 범주 및 평결이유 제시양상에 대한 빈도분석을 실시하여 일반인들이 유무죄 평결을 할 때 어떤 정보에 주로 의존하는지 확인하였고, 이 변인들과 유무죄 판단, 유죄평결 선호 가능성, 형사재판 무죄표상의 관련성을 검증하였다. 연구결과, 일반인들은 증거의 충분성(약 48%)을 가장 많이 고려하여 유무죄 평결을 내리는 것으로 나타났으며, 진술증거에 주로 의존하는 경향이 있었다. 증거외 정보들을 포함하는 평결이유 변인들의 관찰 빈도는 모두 약 10%보다 낮아 일반인들은 증거외 정보들에 크게 의존하지 않는 것으로 파악되었다. 평결이유 제시양상을 분석한 결과, 일반인들은 주로 자신의 판단을 지지하는 이유를 제시하는 경향이 있었으며, 이 경향은 유죄판단한 사람들에게서 강하게 나타났다. 무죄판단한 사람들은 자신의 판단을 반증하는 이유를 제시하거나 두 유형의 이유를 모두 제시하는 경향이 강했다. 유죄평결 선호 가능성과 형사재판 무죄표상은 평결이유 범주 및 평결이유 제시양상과 통계적으로 유의한 관련성을 가지지 않는 것으로 나타났다. 본 연구는 일반인들이 유무죄 평결을 위해 제시된 정보를 어떻게 활용하고 어떤 방식으로 제시하는지 확인하기 위해 일반인들이 직접 보고한 평결이유를 사용했다는 점에 의의가 있다. This study systematically analyzed the reasons for lay people's verdict against a defendant. A total of 179 lay people estimated the likelihood of guilt of the accused person before trial (preferability of a guilty verdict), representation of ‘innocent’ in a criminal trial, the verdict after reading the trial scenario, and the reasons for the verdict described by the lay people were used for the analysis. In order to conduct a content analysis of the reasons for the verdict, 15 content categories (variables) that can abbreviate the reasons for the verdict and one variable representing the method of presenting the reasons for the verdict were generated. In this study, the frequency was analyzed on the reasons for verdicts and the providing style of reasons for verdicts to confirm what information lay people mainly depended on when rendering a verdict. The relationships among 16 verdict reason-related variables and other psychological variables were also tested. As a result, it was found that lay people made a verdict by considering the sufficiency of evidence (about 48%) the most and tended to rely mainly on testimonial evidence. The frequency of the verdict reason-related variables, including non-evidentiary information, was less than about 10%, indicating that the lay people did not depend on extra-evidence information much. As a result of analyzing the providing style of the reasons for the verdict, the lay people tended to give reasons for supporting their judgment, and this tendency was strong in those who made the guilty verdict. Those who acquitted the defendant had a strong tendency to present reasons that disprove the opposite decision. It was found that the preferability of a guilty verdict and the representation of ‘innocent’ in a criminal trial did not have a statistically significant relationship with the verdict reasons and the providing style of reasons for the verdict. This study is meaningful in that it used the verdict reasons reported directly by the lay people to explore how the lay people utilize evidentiary information and present the reasons for their verdicts.

The Effects and Perceptions of EFL College Students’ Collaborative Writing Activities

Yuhwa Lee,Younghae Lee,Shinhye Kim 언어과학회 2021 언어과학연구 Vol.- No.96

The purpose of this study was to examine learners’ perceptions and their writing improvement through collaborative writing (CW) activities in an EFL college writing class. Twenty-three students majoring in English participated in CW activities for the study and they were asked to write reflective journals and questionnaires. Their writings were also collected and evaluated by Holst’s (1993) model. The findings show that there was a significant improvement in students’ writing indicating a positive impact of CW activities. It was also shown that CW helped students feel less burdensome to write in English and enjoy sharing their ideas with and receiving feedback from others. However, students experienced difficulty in negotiating different opinions among peers in the decision-making process. The results of the study imply that CW activities need to be carefully designed considering students’ level of writing proficiency and their motivation in writing.

A Study on the Evaluation Items of the Integrated Physical Function Assessment Tool for Care-recipient based on Long-Term Care

Yuhwa Hong(홍유화),Chang Ki Lee(이창기),Hyun Ji Keum(금현지),Byeong Hee Won(원병희) 대한인간공학회 2020 대한인간공학회 학술대회논문집 Vol.2020 No.6

A Case of EFL College English Classes with PBL (Problem-Based Learning): Focusing on Vocabulary Acquisition

Yuhwa Lee(이유화) 미래영어영문학회 2022 미래영어영문학회 학술대회 자료집 Vol.2022 No.6

A Case of Theme-Based English Classes at an Elementary School

( Yuhwa Lee ),( Shinhye Kim ) 현대영미어문학회 2019 현대영미어문학회 춘계학술대회 발표논문집 Vol.2019 No.-

The purpose of the study is to examine the effects of Theme-based English classes with integrated contents (TBIC English classes) for elementary school students in terms of students’ vocabulary learning and their perceptions of theme-based English classes. For data collection, 18 participants of third-grade in an elementary school participated in the theme-based English class for four months. Students took both pre- and post-vocabulary tests and they were given a post-survey questionnaire with open-ended questions. In addition, the participants were asked to write a journal after each theme-based classes on vocabulary learning. The findings show that there was significant difference between the pre- and post-tests indicating positive effects of theme-based classes on vocabulary learning. The participants’ learning journals reported that students were satisfied with the TBIC English classes despite the learners’ burden of acquiring the diverse vocabulary of each theme and subject.

The Effects of Flipped Learning on College Students’ English Grammar Ability and Learners’ Perceptions

Yuhwa Lee,Jinyoung Kwon,Minkyung Kim 한국영미어문학회 2020 영미어문학 Vol.- No.136

The purpose of this study is to examine the effectiveness of Flipped Learning (FL) on junior college students’ English grammar learning. Forty-one freshmen participants majoring Police Administration attended traditional lecture-based English grammar classes before mid-term exam and completed the first-grammar test. After the midterm-exam, the students participated in flipped learning grammar classes and then took the post-grammar test. The participants also completed a questionnaire with open-ended questions. The results found that there was a significant increase in grammar-test scores, which indicates that the flipped learning English classes were effective in improving college students’ grammar competence. The participants reported that the flipped learning classes were more enjoyable and satisfying than traditional lecture-style methods. Despite the difficulty in watching FL videos constantly, learners were highly motivated in self-directed English grammar learning.

아동을 위한 야외놀이학습 IoT UX 디자인 개발

Yuhwa Hong,YounSeon Jang,TaeKyun Kim 한국서비스디자인학회 2018 서비스디자인융합연구 Vol.2 No.2

Implementation and Perceptions of Teacher and Peer Feedback in L2 Writing Instruction at a University

Yuhwa Lee,Shinhye Kim 한국언어과학회 2020 한국언어과학회 학술대회 Vol.2020 No.10

Both teacher feedback and peer feedback have been important pedagogical activities in second language writing classroom. This study is to examine L2 writers’ perceptions of the experience in both peer feedback and teacher feedback. For this study, 50 college students participated. Two survey questionnaires after peer and teacher feedback were used to compare and examine the students’ perceptions about both feedback process. Writing samples through peer and teacher feedback were collected to evaluate students’ revisions and improvements from both their first drafts marked by peer feedback and teacher feedback and their revised drafts. The results show that students were enjoyable for both peer and teacher feedback experience and they admitted to revise their first drafts as much as they can. Because of the lack and uncertainty in terms of vocabulary, grammar, structure, and expression ability in the process of peer feedback, students prefer receiving the teacher’s feedback. Therefore, the revision rate from the teacher’s feedback was higher.

Identity Construction of Korean Non-Regular English Conversation Teachers at Elementary Schools

Yuhwa Lee(이유화),Shinhye Kim(김신혜) 언어과학회 2016 언어과학연구 Vol.0 No.77

Based on the poststructuralist notion of teacher identity, the study aims to explore how non-regular English conversation teachers (non-RECT) negotiate and construct their teacher identity. The data was collected from interviews with two non-RECTs at two elementary schools. The data were analyzed through the constant comparison method to find the themes that describe the teacher identity negotiation process. The findings show that the two non-RECTs identified themselves as outsiders of the school, feeling isolated and marginalized from the regular teacher community. Their lack of credentials in primary school education positioned them as less qualified, which contradicted their own perception of themselves as experienced teachers. The instability of their job status and the constant changes with educational policy led them to negotiate their conflicting identities and reconstruct their imagined identities.

A Case of Flipped Learning in a College Students’ Grammar Class

Yuhwa Lee(이유화),Shinhye Kim(김신혜) 언어과학회 2020 언어과학연구 Vol.0 No.93

This study aimed to examine the effects of the flipped learning approach in an EFL English grammar course and the perceptions of students’ experience in the flipped classroom. Twentyseven students majoring in English participated in flipped learning English classes for one semester. Grammar tests and a questionnaire were given to the participants. The results showed that the grammar test scores in the flipped learning English classes were higher than those of the regular class. Flipped learning appeared to be effective in improving EFL students’ grammar achievement according to the t-test result. In addition, the flipped learning classes were helpful due to the repetitive review and self-directed learning through online lessons. Despite the positive aspects of flipped learning which promoted the students’ learning motivation and class satisfaction, problems and -challenges were also reported.