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19세기 하반기 프랑스 남성복 유물의 3D 고증에 의한 패턴 제작에 관한 연구- 르뎅고뜨(Redingote)와 자께뜨(Jaquette)를 중심으로 -
김양희,류경화,배지예 한국의류산업학회 2020 한국의류산업학회지 Vol.22 No.1
This research examines pattern production of 3 men’s costumes in the second half of 19th century by 3D reconstruction to reveal technical aspects of mail costumes. The steps are as follows. First, an examination of selective type according to research study. Second, a pattern analysis of 3 historical male tops of 19th century referred to 9 pattern books of the France National Library collection. Third, a categorized type analysis that referred to paintings of the Musée d'Orsay collection. Fourth, a measurement and structure research of 3 historical garments of Fashion and Textile Museum collection. Fifth, the pattern making and fitting by 3D simulation. Research discussed the following subjects and results. First, main type of men’s coat can be categorized by frac, redingote, jaquette, and veston. Second, the male costume pattern contained in pattern books was researched along with distinguished silhouettes and structures; X silhouette for frac and redingote, H silhouette for jaquette, and straight box silhouette for veston. Third, based on the analysis of representative type of men’s costume per period conducted previous studies, 2 redingotes and a jaquette in the museum were selected and compared to other data such as image materials. Last, the following process was conducted for reconstruction; ‘Drawing diagram–Primary pattern drafting by measurement value–3D virtual fitting–Checking the fit–Modification and complement’. We also obtained a 3D virtual reconstruction and a 2D research pattern that suggested a costume pattern by each type along with 3D reconstruction that included insights for male coat techniques of 19th century France.
Reading Classes in an EFL University: Students’ Evaluations and Views on Reading Pedagogy
김양희 팬코리아영어교육학회 2012 영어교육연구 Vol.24 No.3
The purposes of this study are to deliver what kinds of reading activities and strategies are utilized to help the students’ reading comprehension; and to see the students’ evaluations and views on their experiences with reading pedagogy used by the instructor. 131 university students from three different reading classes participated in this study. Data were collected by conducting surveys, which included closed and open-ended questions. Surveys included questions asking the students’ general thoughts about reading classes, and the students’evaluation of the class activities and strategies that took place before reading, during reading,and after reading. Responses to closed questions were quantitatively calculated, and reactions to open-ended questions were qualitatively analyzed. As a result, the students’evaluations on before-reading (sharing background knowledge, previewing vocabulary, prereading discussions), during-reading (skimming reading passages, translating text, sharing reading, and so on), and after-reading (reading comprehension practice, vocabulary practice,text summary in English) activities and strategies were mostly positive. Thus, the reading pedagogy utilized in these reading classes could be a good model for other reading classes to follow. The students’ detailed views on the reading pedagogy are also addressed. Lastly,implications and limitations of the study are discussed.
김양희,김보경 한국영미어문학회 2020 영미어문학 Vol.- No.136
This study analyzed the key words of 158 articles published in Studies in British and American Language and Literature to investigate the research trends in the field of English education from the 1960s to 2019. The key words were analyzed by the corpus analysis. The results showed that in the 1960s, studies on English education had not been actively conducted; on the other hand, research in the 1970s focused on grammar-translation method and audio-lingual method grounded on the behaviorism and structural linguistics. In the 1980s, experimental studies appeared for the first time. In the 1990s, research on SLA was prevailed, and researchers began to pay attention to studying effective ways of teaching methods and improving communicative competence. In the 2000s, one of the interesting findings was that the research trend was changed from the teacher-centered to the student-centered education; as a result, students’ learning styles, their anxiety, strategies, preferences, and beliefs were major topics for the research. Lastly, in the 2010s, study topics dealt by the researchers were more diverse; and research on language functions, motivation, and programs was prevalent. In addition, key words such as TEE, ESP, convergence, and kakao talk began to be mentioned. Overall, it was acknowledged that research paradigms have been progressively changed with keeping abreast of the times, so it is necessary to take notice of the new paradigms emerging in near future.