The Improvement of Interlanguage Pragmatics of Young Korean EFL Learners

권은숙 현대영미어문학회 2018 현대영미어문학 Vol.36 No.4

This study aims to investigate the effectiveness of the speech acts used by young Korean EFL learners to increase attention to interlanguage pragmatics as well as the awareness of developing the learners’ pragmatic competence for successful interaction in English. A total of 61 Korean elementary students participated in the study in the fall semester. This study used questionnaires and comments with a discourse completion test (DCT) from the responses of six situations. The findings showed that as young Korean EFL learners engaged in practicing expressions of six speech acts in English, they noticed that pragmatic competence is important in the expression of speech acts in English. In the DCT cartoon, the participants were more attentive to interlanguage pragmatics as well as the awareness of developing the learners’ pragmatic competence for successful interaction in English. It can be concluded that young Korean EFL learners have experienced failure of production in speech acts, which implies that teacher needs to focus on the problem of language production and teaching speech acts to enhance language production.

A Study on Advanced Korean EFL College Students’ Peer Reviews and Revisions in Their Writing with Digital Tools

권은숙,김신혜 학습자중심교과교육학회 2023 학습자중심교과교육연구 Vol.23 No.10

Objectives This study investigates the use of digital tools, the types of peer reviews and revisions, and students’ perception in advanced Korean EFL college students’ essay writing. Methods Twelve advanced EFL freshmen college students participated in this triad peer review and revision process of their essay writing with eight digital tools while conducting surveys and reflective questionnaires. Results The findings show that the participants used the Google Docs and Microsoft Words the most as they make it possible to share and suggest ideas and opinions with ease, followed by Google Drawings and Grammarly. With Google Drawings, participants can take time to think before writing, plan for what they want to say, and they can organize their thoughts. In the case of Grammarly, they can discover out grammatical errors immediately and they can see the sections where they were wrong. In the first writing process, the results reveal that the participants used five types of peer reviews and revisions: content, grammar, mechanics, vocabulary, and organization. Among these types, peer reviews and revisions focused on grammar were the most frequently used, followed by mechanics and content. In the second writing process, the overall number of peer reviews and revisions were reduced and peer reviews and revisions on content were the most frequently used. Conclusions During the peer review and revision with the digital tools, the participants exchanged the constructive peer reviews in a collaborative way and revised the suggestions with digital tools. The results showed that the participants felt more confident in English essay writing with digital tools after the peer review process in their writings.

초ㆍ중등 디자인교육에 대한 기초연구

권은숙 한국디자인학회 1997 디자인학연구 Vol.- No.20

새로운 디자인 교과과정 개발에 관한 연구

권은숙 한국디자인학회 1994 디자인학연구 Vol.- No.8

Holland 진로성격유형에 따른 미용전공 대학생의 전공만족도 및 진로성숙도 분석

권은숙,송제호 대한피부미용학회 2015 대한피부미용학회지 Vol.13 No.1

This study was conducted to find out difference of major satisfaction and career maturity degree according to Holland Occupational Personality Types targeting university students majoring in beauty. For this, aiming at 355 enrolled students majoring in beauty in Seoul and Gyeonggi-province from May 1 to 30, 2014, a survey was implemented with Holland Code Career Test and a questionnaire which was made for the purpose of the study. For data analysis, SPSS 18.0, exploratory factor analysis, principal components analysis, and varimax method were used. For the difference of major satisfaction and career maturity degree, ANOVA was conducted. At the result of conducting Duncan test, in the measurement of the Holland Occupational Personality Types of the university students majoring in beauty, it could be seen that rates of “Artistic” 111 students (32.2%) proper to creativity and art field and “Social” 87 students (25.2%) excellent in social, educational leadership and interpersonal relationship ability were a lot. In major satisfaction per Holland Occupational Personality Type, lecture satisfaction, subject satisfaction, awareness satisfaction, and relationship satisfaction showed significant differences (p<.001). Types of Artistic (M=4.05), Social (M=3.78), and Realistic (M=3.42) were represented in order. Meanwhile, it could be known that the case of Investigative (M=3.22) was presented the lowest. Also, at the result of looking into the difference with career maturity degree, about factors of planning, reality, determinacy, and independence, there was significant different statistically (p<.001). Types of Artistic (M=3.90) and Social (M=3.65) were shown in order. On the other hand, the case of Conventional (M=3.44) was represented the lowest. Therefore, based on the data about significant difference by each occupational personality type, if career preparation and counsel directions are suggested, it is believed that career plans of more efficient self-satisfaction will be sought for.

일본어 조사 「に」에 관한 고찰 -한ㆍ일어학습자의 오용분석을 통하여-

권은숙 단국대학교 일본연구소 2006 일본학연구 Vol.19 No.-

디지털 시대의 디자인 문화

권은숙 한국복식학회 2003 춘계 학술대회 Vol.2003 No.-

Korean EFL College Students’ Identity Negotiation through Peer Review and Revision in Their Writing

권은숙,김신혜 대한영어영문학회 2019 영어영문학연구 Vol.45 No.2

The present study explores how Korean college EFL writers construct identity in peer review and revision during the essay writing process. Twelve Korean college students from the university English newspaper club participated in a 15 week writing project that included peer reviews and revision. After the writing project, the semi-structured interview was carried out. To understand their perspectives on constructing writer identities, qualitative methods were employed with writing drafts, peer review comments, revision drafts, and interview transcriptions. For coding the data, the repeated and salient patterns were identified. through careful and repeated reviews. The findings show that six writer identities can be categorized as the six identities: face negotiator, evaluator, junior and senior, facilitator, audience, and opinion-holder. At the beginning of the project, participants showed themselves to be face-saving individuals, but during the process they have negotiated their identities as a face negotiator during the process. Over time, as a facilitator, they became aware of the benefits of providing comments and suggestions in the peer review process. Future studies will include a greater sample size, classroom-based settings, and investigations of constructs of investment and imagined identities from their writings.

The Effects of Peer Review Interactions on Korean College Students’ Writing

권은숙 대한영어영문학회 2019 영어영문학연구 Vol.45 No.1

The present study investigated the types of peer reviews and revisions by Korean EFL college students on their writing, and described students’ perception towards peer review. It comprised of a sample of twelve college students joined in this peer review and revision process through surveys and in-depth interviews. The results demonstrate that the participants’ peer review paid more attention to addition and positive praise, and their revisions focused on corrections, additions, and no revision. Based on the holistic and analytic scoring results, it indicates that the peer review activity did not reach the expected increase in writing quality. However, participants increased in C-test scores and vocabulary, and employed many writing strategies from their peers. After the peer review process, the participants recognized that the peer review interaction helped them improve their learning: how to share ideas, organize their writing, compare different thoughts of peers, read each other’s writings, and find out their own strengths and weaknesses. The results showed that the participants became more positive towards writing in English because they became less anxious in writing as they repeatedly engaged in the peer review process.

한일언어행동비교 -길 묻기 장면을 중심으로-

권은숙 중앙대학교 일본연구소 2009 日本 硏究 Vol.0 No.27

今日のような多文化共存社会では、円滑なコミュニケーションのため異文化理解に対する関心が高まっている。外国語教育や学習の場においても異文化間コミュニケーション能力が要求されている。韓国人と日本人は同じ漢字文化圏に属するが、コミュニケーションがスムーズにできない場合が案外多いと言われている。 そこで本稿では、韓国人と日本人が相手に何かを尋ね、答えを求める言語行動に注目し、考察を行った。その中、道聞き言語行動の際、気軽に尋ねるか、誰に尋ねるか、何と言って尋ねるか、その際の身ぶりやお礼の可否等を知るため、「見知らぬ町で道を聞く」という場面を設定し、相手を呼び止めて道を聞き、礼を言って別れるまでの一連の行動についてアンケート調査を行い、韓日間の世代別、性別の特徴の異同の究明に努めた。 韓国人は日本人より「気軽に尋ねる」という先入觀と違って,韓日間ではほぼ差がなく、むしろ日本人の壮年層の女性がよく尋ねる傾向があることが分かる。道聞き相手として韓国人の壮年層は「通り掛かりの人」、日本人の壮年層は「店の人」と答えている。しかし若年層は、韓国人は「店の人」、日本人は「通り掛かりの人」を選び、世代別に相反する様相を呈している。特に道を尋ねる際の「相手の肩を軽くたたく」という身ぶりは日本人は2%で、注意が要求される行動であることが確認できる。