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국가영어능력시험 영어 말하기/쓰기 평가 시행에 대한 교사들의 인식과 심리적 부담
권오량 서울대학교 2010 외국어교육연구 Vol.13 No.-
This study investigates secondary school English teachers’ perceptions and psychological burdens involved in the implementation of the speaking and writing tests of the National English Ability Test, which is being developed by the Korean Ministry of Education, Science and Technology. The study surveyed 138 secondary school English teachers in Seoul. Although more than half of the teachers were aware of the new test, 18% of the surveyed teachers were not aware of the fact that speaking and writing skills would be assessed in the new test. Also, 22.7% of the teachers were opposed to the productive skills test. More than half (56.2%) of the teachers felt some psychological burdens toward the inclusion of the speaking/writing tests. Although the teachers admitted that serving as raters for the new test would help improve their teaching, the majority of them were reluctant to participate in the actual rating process. The teachers felt that the difficulty of subjective rating and the lack of time for the speaking and writing tests were serious problems in implementing the new test. The teachers were sensitive toward the students’ test anxiety. They also indicated that they feel a strong psychological burden when making judgments on the students' performances. Implications and suggestions are made based on the findings.
N-비닐-N'-에틸尿素와 醋酸비닐의 共重合에 있어서 單位體反應性比 및 Q-e값 決定
權五亮 釜山水産大學校 1981 釜山水産大學 硏究報告 Vol.21 No.2
N-비닐-N'-에틸尿素와 醋酸비닐共重合體를 室素分析함으로써 N-비닐-N'-에틸尿素와 醋酸비닐의 共重合體에 대한 單位體反應性比와 N-비닐-N'-에틸尿素의 Q값과 e값을 구하였다. N-Vinyl-N'-Ethylurea (1) and Vinyl acetate (Dioxane, 70℃) r₁=3.01, r₂=0.16 Q₁=0.37, e₁=-1.04 구해진 e₁값은 N-비닐-N'-에틸尿素의 에틸尿素基가 電子를 强力하게 밀어주는 基라는 것을 示唆해 주고 있다.
권오량 충남대학교 어학연구소 1987 언어 Vol.8 No.-
Cultural connotations (i.e., supplementary sociolinguistic values people attach to words or expressions ) are one of the most important aspects of language to be learned for successful cross-cultural communication. For example, a word can have connotations of foreign form and learned form, or it can have a slangy and tabooed connotation. These kinds of connotations are usually very difficult for students of a foreign language to learn, yet lack of knowledge about them can cause misunderstandings and embarrassment in cross-cultural communications. The present study identifies how close Korean students are to native speakers in their understanding of English cultural connotations. The study involves three groups of subjects: 38 American graduate and undergraduate students. 102 Korean graduate students (who had finished their undergraduate program in Korea ) in an American university. and 42 Korean undergraduate students in a Korean university. The instument used in the study was a Cultural Connotation Differential Questionnaire developed by the researcher. The results revealed that Korean students were generally quite different from the native speakers in their understanding of English cultural connotations. In several cases. the Koreans' understandings were opposite to those of the native speakers. These misunderstandings could lead to possible damage to future communications between the native speakers and the English learners. The study also revealed that the Korean students in Korea were significantly inferior to the Koreans in America in their understanding of English cultural connotations. Implications of the study were presented and suggestions were made.
제2국어로서의 영어 습득과 학습 과정에 관한 사례 연구
권오량 충남대학교 어학연구소 1990 언어 Vol.11 No.-
This is a longitudinal study on the acquisition and learning processes of English as a second language. The subject of the study is a six-year-old Korean boy who started learning English when he first arrived in the U.S. The study was conducted for 10 months, during which time the subject started and finished his first-grade education in a U.S. elementary school. Descriptions of each developmental stage are presented in terms of linguistic, congnitive, and psychological changes that the child experiences. The study indicates that Krashen's distinction between "acquisition" and "learning" does not correctly reflect what happens to a child who learns ESL both in a natural and a formal environment ; "learning" in the formal environment can facilitate the child's acquisition of the second language. Suggestions and implications for language teaching are given.
권오량 한국인간발달학회 1995 人間發達硏究 Vol.- No.2
이 논문은 아동의 외국어 학습과 관련된 몇 가지 주제에 대한 이론적 검토이다. 본고는 먼저, 외국어 습득 및 학습 연구 분야에서 쓰는 용어들, 즉 '제 2언어', '외국어','Ll','L2', '습득', 및 '학습'에 대한 용어 정의를 하고, 언어 능력에 대한 정의들을 소개하여 학제간 이해를 위한 바탕을 마련하였다. 다음으로는 아동의 외국어 습득과 성인의 외국어 습득의 차이점을 검토하였고, 소위 결정적 시기 가설과 관련하여 신경학적 측면, 심리-동작 측면, 인지적 측면, 정의적 측면, 언어적 측면, 기타 요인들에 대한 가설들을 검토하였다. 이어서 L2 학습과정을 설명하려는 모형들 중 대표로 Krashen의 감시장치 모형, McLaughlin의 정보 처리 이론 모형, Bialystok의 명시적-암시적 지식 모형에 대한 설명을 하였고, 마지막으로 L2학습에서의 Ll의 전이 문제와 모국어 습득에서 작용한다고 믿어지는 보편 문법이 L2습득에서는 작용하는지에 관한 몇 가지 주장들을 검토하였다. 외국어 학습에 관해서는 우리의 이해 정도에 비례해서 아직 모르는 부분이 많은데, 이들에 대한 연구가 앞으로의 과제라는 것이 이 글의 결론이다