수능영어 읽기 지문에 대한 통시적 Coh-Metrix 분석

김정렬 ( Kim Jeon-ryeol ) 한국교원대학교 초등교육연구소 2017 초등교과교육연구 Vol.27 No.-

The purpose of this study is to analyse the reading passages of Korean Scholastic Ability Test (KSAT) diachronically. To this end, a reading passage corpus is constructed based on the KSAT reading passages from 1994 academic year to 2017 academic year. The passages are analysed using Coh-Metrix which shows both statistical complexity of word and readability on the one hand and statistical complexity of sentence and semantic cohesion on the other. The passages are divided into three diachronic stages: 1990s between 1994 and 2000 academic year, 2000s between 2001 and 2010 academic year, and 2010s between 2011 and 2017 academic year. All the indices show a tendency that passages in 1990s stick to the principles of the KSAT introductory principles, but 2000s the difficulty level starts to fluctuate into more difficult direction and 2010s it continues to be from difficult to easy depending on the government intervention and the introductory of using EBS KSAT passages in the exam. It is concluded that KSAT has withered losing its functioning principles, and it has been long overdue calls for changing the exam.

CEFR 초급수준 영어 문법 프로파일에 기반한 의사소통 언어형식 분석

전지혜(Jeon Ji-hye),김정렬(Kim Jeong-Ryeol) 학습자중심교과교육학회 2019 학습자중심교과교육연구 Vol.19 No.16

본 연구는 2015 개정 교육과정에 제시된 언어형식을 그 수준과 내용에 대한 적절성 판단을 위해 국제적으로 공인된 언어능숙도 척도인 CEFR(Common European Framework of Reference) 중 Basic User 단계를 2019년 3월부터 4월에 거쳐 비교․ 분석하였다. 국제적으로 공인된 CEFR은 EFL 상황인 우리나라 교육 과정 분석을 위한 메타언어와 준거점을 제공할 수 있다. CEFR 연구 결과물 중 EGP(English Grammar Profile)는 문법 요소의 형식(form), 사용(use), 어휘-문법적 발달 (Lexico-grammatical development)의 측면을 기술하고 있기 때문에 학습자의 언어형식을 다방면에서 살펴볼 수 있다. 언어형식 예문을 EGP로 분석한 결과 Basic User단계 수준에 고르게 분포되어 있었다. 또한, 동사(verbs)와 의문사(questions) 형태가 가장 빈번하였기 때문에 교수․학습 자료 구성에 두 요소를 강화할 필요가 있다. 의사소통 기능 측면에서 EGP는 분석 도구로 활용될 수 있다는 점 역시 본 연구를 통해 확인할 수 있었다. The raison d etre for this study was to determine the appropriateness of the language levels and content studied within the South Korean national education system s revised curriculum of 2015 via implementing the Common European Framework of Reference(CEFR) to the aforesaid curriculum. This was chosen as CEFR was known to describe the aspects of form, use, and lexico-grammatical development of grammatical elements via the English Grammar Profile (EGP); therefore, learners language forms could be examined by facilitating the three aspects of EGP. Through the results, it was ascertained by analyzing the language form example sentences within the EGP, that they were evenly distributed at the basic user level. Furthermore, due to it being found that verbs and interrogative sentences were the most frequently employed, by having statistical significance, it is felt that it is necessary to strengthen the two elements in the composition of teaching and learning materials. Thus, it can be gleaned that in terms of communication function, EGP can be successfully used as an analysis tool in the Korean context, at a minimum.

CEFR Basic User 단계에 기반한 초등 영어 교과서 의사소통 기능과 어휘 분석

전지혜(Jeon Ji-hye),김정렬(Kim Jeong-Ryeol) 학습자중심교과교육학회 2020 학습자중심교과교육연구 Vol.20 No.20

본 연구는 2015 개정 교육과정 의사소통 기능을 반영한 3-6학년 교과서 각 단원별 의사소통 기능을 CEFR Basic User 의사소통 언어활동 및 전략 항목으로 비교·분석하였다. 3월부터 4월까지 교과서 코퍼스 자료를 구축하고 2주간 교과서 각 단원별 의사소통 기능과 함께 어휘를 Text Inspector 프로그램을 사용하여 CEFR 단계별로 분석하였다. 구축한 교과서 코퍼스 자료를 교과서 전 차시에 거쳐 나타난 어휘 및 표현을 Text Inspector 프로그램을 사용하여 분석하였다. Text Inspector 프로그램은 입력된 텍스트를 CEFR EVP(English Vocabulary Profile)에 따라 단계별로 분류하여 분포 및 비율을 산출한다. 따라서 학년별 어휘와 표현이 CEFR의 어떤 단계에 가장 많이 분포하고 있는지 알 수 있다. 교과서 의사소통 기능을 총 10개의 CEFR 항목으로 분석한 결과 정보교류(Information exchange), 인터뷰하기와 대상되기(Interviewing and being interviewed), 대화(Conversation)와 같이 구어활동과 매칭되는 경우가 많았다. 이는 ‘묻고 답하기’ 형식의 의사소통 기능 항목이 교과서에 다수 포함된 점과 관련 있으며 묻고 답하기 주제에 따라 구현된 어휘도 달라졌다. 3-6학년 모두 A1단계 어휘 비중이 가장 높다는 점을 통해 우리나라 초등 교육과정 수준은 Basic User 단계에 해당함을 추론할 수 있었다. This study compared and analyzed the communicative functions of each unit of the 3rd to 6th grade textbooks reflecting the communicative functions of the 2015 revised curriculum with CEFR Basic User communication language activities and strategic items. The corpus data of the textbooks were constructed from March to April, and the vocabulary was analyzed by CEFR levels using the Text Inspector program along with the communication function of each unit of the textbooks for two weeks. The vocabulary and expression that appeared through the whole period of the textbook were analyzed using the Text Inspector program. The text inputted according to the CEFR EVP (English Vocabulary Profile) is into CEFR level, and vocabulary distribution and rate of level are analyzed. As a result of analyzing the communicative function of the textbook with 10 CEFR items, it was found that it was often matched with spoken language activities such as information exchange, interviewing and being interviewed, and conversation. This is related to the fact that the communicative function items in the form of questioning and answering are included in the textbook, and the vocabulary implemented according to the question and answer theme has also changed. The fact that the A1 level of vocabulary is the highest in all 3rd and 6th graders could infer that the level of elementary school curriculum in Korea corresponds to the Basic User level.

2015 개정 영어과 교육과정과 CEFR Basic User 단계의 언어능력 기준안 분석

전지혜(Jeon Ji-hye),김정렬(Kim Jeong-Ryeol) 학습자중심교과교육학회 2018 학습자중심교과교육연구 Vol.18 No.7

본 연구는 국제적 언어공통척도인 CEFR(Common European Framework of Reference)의 기본 사용자(Basic User) 단계 언어능력 기술안과 2015 개정교육과정 초등 영어과 성취기준을 비교 · 분석하였다. 2015 개정교육과정 성취기준은 언어 4기 능별로 학년군으로 나누어 구성되었다. CEFR은 6개의 단계별 척도로 구성되어 있으며, 본 연구에서는 기본 사용자 단계를 대상으로 하였다. 성취기준은 언어 4기능별로 구성된 반면, CEFR은 상위 척도를 바탕으로 하위 척도와 항목들로 구성되어 있어 체계가 다르다. 따라서 2015 성취기준 4 기능 구성을 기본으로 하여, 대응되는 CEFR기술안을 1:1로 비교 · 분석하였다. 초등 3-4학년군은 Pre-A1, A1단계, 초등 5-6학년군은 A2, A2+단계 기술안을 살펴보았다. 분석한 결과, 3-4학년군 성취기준은 13개와 Pre-A1과 A1 기술안은 58개, 5-6학년군 성취기준은 16개와 A2와 A2+ 기술안은 95개로 나타났다. 두 기준안은 내용적, 기능적 유사성이 높았으나, 언어능력 기술안이 명료성과 실효성 측면에서 성취기준 보다 높았다. CEFR 기술안은 구체적인 의사소통 상황과 학습 전략을 포함하였다. 또한, 의사소통 상대방의 도움을 포함한 학습 상황과 전략을 기술한 특징이 있었다. CEFR 기본 사용자 단계에서는 낮은 수준의 학습자에 대한 단서 조항을 추가하여 과업 수행을 가능하도록 기술하였다. 우리나라 교육과정 성취기준에도 이러한 낮은 수준의 학습자를 위한 단서를 추가한다면 학습 난이도로 인한 포기자가 줄어들 것으로 기대된다. This study compared and analyzed the Basic User Level of CEFR(Common European Framework of Reference), an international language common standard, and the Elementary English Achievement Standards of the 2015 revised curriculum. The achievement criteria for the 2015 revised curriculum were divided into 4 language functions and 4 grade groups. The CEFR consists of a six step scale and this study focused on Basic User level. The CEFR language competence system is different because it is composed of subscales and items based on the upper scale. Therefore, This study compared and analyzed CEFR descriptions with one-to-one corresponding based on the 2015 achievement standard of the 4 language function criteria. 3-4 grade group, Pre-A1 and A1 level, and 5-6 grade group, A2 and A2 + level were compared. As a result, there were 13 achievement standards for grade 3-4, 58 descriptions for Pre-A1 and A1 level, 16 for grades 5-6, and 95 descriptions for A2 and A2 + level. The content and functional similarity between the two criteria was high, but CEFR language description was higher than the achievement standard in clarity and effectiveness criteria. The CEFR description included specific communication situations and learning strategies. In addition, there is a feature that describes the learning situation and strategy including the help of the a communication partner. In the CEFR Basic User level, the proficiency description describes the learner s condition to enable the performance of the task. Therefore, it is expected that the number of abandoners due to learning difficulty will decrease if we add conditions for these low level learners to the Korean curriculum achievement standards.

의사소통 중재자로서 AI 음성인식프로그램 활용 방안

전지혜(Jeon, Ji Hye),김정렬(Kim, Jeong Ryeol) 한국초등영어교육학회 2021 초등영어교육 Vol.27 No.2

This study compared and analyzed the mediation mode of communication in the Common European Framework of Reference (CEFR), which consists of reception, production, interaction, and mediation, with the communication function of the 2015 Revised National Curriculum. The textbook unit was reorganized and used in class by reflecting the mediation factor that matches the communication function of the elementary school curriculum. In this study, the AI voice recognition programs were applied to the role of a mediator that delivers information understood in a communication situation to others in the same language or in a different language. Google Assistant and Papago were used as AI voice recognition programs. Both programs have functions to understand and translate voices, and Google Assistant, in particular, served as the voice assistant in order to fulfill the user’s requests. The study found that the AI v o ice recognition programs performed the communication mediator role such as sharing small talk, instructing performance, requesting information, and solving problems. The re-examination survey also corroborated that there was a significant correlation between the items of language mediation and the AI v o ice recognition assistants. AI voice recognition assistants played the role of an effective mediator through language conversion, meaning clarification, and information provision.

CEFR 의사소통 언어활동 및 전략에 기반한 초등 영어 의사소통 기능 분석

전지혜(Jeon Ji-hye),김정렬(Kim Jeon-Ryeol) 학습자중심교과교육학회 2020 학습자중심교과교육연구 Vol.20 No.4

본 연구는 2015 개정 교육과정에 제시된 의사소통 기능 항목을 국제적으로 공인된 언어능숙도 척도인 CEFR(Common European Framework of Reference) 의사소통 언어활동과 전략 틀로 비교·분석하였다. 연구방법으로는 CEFR Basic User 단계인 Pre-A1, A1, A2의 can-do 진술문을 참고하여 초등 교육과정 의사소통 기능 항목과의 비교표를 만들어 상호간의 합치도 여부를 표기하고 각 항목별 유사도를 분석하였다. 합치도 여부를 기술하였을 때, 2015 개정교육과정 의사소통 기능 항목은 모두 CEFR Basic User 단계 항목으로 분류가 가능하였다. CEFR은 4가지 이해, 표현, 교류, 중재의 4가지 카테고리로 의사소통 언어활동 및 전략 항목이 대, 중, 소분류로 구성되었으나 2015 개정교육과정은 대, 소분류로 분류 체계가 달랐다. CEFR 중에서는 표현과 교류에서 합치도가 높았으며 이해와 중재에서는 합치되는 부분이 없었다. 따라서 우리나라 교육과정 의사소통 기능 항목에서 기능적인 측면을 단계별, 세부적으로 기술하고 보완하기 위해서 CEFR의 의사소통 언어활동과 전략을 반영할 필요가 있다. The raison d etre for this study was to compare and analyze the communication function items presented in the 2015 revised curriculum through CEFR(Common European Framework of Reference) communication language activities and strategies, which are internationally recognized language proficiency scales. To this end, a comparative table is formulated to compare and contract between CEFR achievement criteria and those of 2015 national curriculum for the common existence, existence on single side or non-existence of specific communicative functions. The CEFR Basic User level can-do statements and the communicative functions of 2015 national curriculum were investigated for the three way existence using above mentioned comparative table. communication function items. The communication function items of the 2015 revised curriculum were all matched with the CEFR Basic User level, according to the classification table prepared by the researcher. Among the four categories, the consistency was high in Production and Interaction, instead there was no consistency in Reception and Mediation. Therefore, it is necessary to reflect CEFR s communication language activities and strategies in order to describe and supplement the functional aspects in the curriculum in stages and detail.

역할놀이 활동을 통한 영어기능통합이 초등학생 어휘능력 신장에 미치는 효과

황서연 ( Hwang Seo-yeon ),김정렬 ( Kim Jeon-ryeol ) 한국교원대학교 초등교육연구소 2016 초등교과교육연구 Vol.25 No.-

The purpose of this study is to find a way to improve the lexical competence of 5th graders in elementary school through role-play activities. Role-play activity is an integrated-language teaching. To accomplish the objective of this research, six classes of M elementary school in Seoul were selected and divided into two groups. For three periods, the experimental group was given lessons using role-play activity while the control group was given lessons using text book consisting of segregated language skills. To measure the effects of improvement of lexical competence, four modes of tests were introduced for pre, post and delayed test. The result shows that integrated language teaching is helpful to improve learners’ English lexical competence in delayed test. It implied that learners can enhance their vocabulary acquisition and retention through integrated language learning. According to the analysis of test, the experimental group showed better achievement in active recognition and active recall. It indicates that skills-integrated class can improve students’ active mode. The tendency observed in the study shows that if skills-integrated instructions are continued on to the students, the positive effects of experimental group will be more apparent statistically.

COLT 2부의 활동별 신출어휘 빈도수 양상으로 본 초등영어 자기수업 반성

전지혜(Ji-Hye Jeon),김정렬(Jeong-ryeol Kim) 인문사회과학기술융합학회 2018 예술인문사회융합멀티미디어논문지 Vol.8 No.9

본 연구는 초등 3학년을 대상으로 진행한 연구자의 학부모 영어 공개수업을 분석한 것이다. 수업은 영어로 진행하였으며, 분석 도구로 COLT 2부를 활용하였다. COLT 2부의 의사소통 요소와 함께 목표 어휘를 활동별로 빈도 분석하였다. 본 차시에서는 색깔을 학습하는 단원 중 마지막 통합 차시로서 ‘Brown bear’ 그림책을 활용하였다. 그림책은 색깔과 동물 어휘를 포함한 문형으로 구성되었으며, 묻고 답하기, 따라 말하기, 학습지 자료로 활용되었다. 문형이 반복적으로 구성되어 있어, 어휘를 학습하기 효율적이라는 점과 학생들이 좋아하는 동물 소재로 색깔까지 학습할 수 있다는 장점이 있었다. 반복적으로 문형을 다루었기 때문에 목표 어휘는 모두 최소 노출빈도를 넘어 적절하게 제시되었다. 다만, 수업 활동 구성이 그림책으로 한정되어 정보차 활동이 적었으며 발화 지속 양태가 반복과 상세화로 단순하였다. 따라서, 게임과 역할극, 수수께끼 등 다양한 활동을 그림책과 접목하여 어휘 노출 빈도수와 의사소통 양상을 고려한 수업을 추후 학습 설계에 반영해야 할 것이다. This is an analysis of the 3rd grade elementary school English open class conducted by the researcher. This class was taught in English, and COLT part 2 was used as an analysis tool. The target vocabulary was analyzed frequency by activity with the communication element of COLT 2. In this lesson, ‘Brown bear’ picture book was used as the material for the last integrated course to learn color. The picture book consisted of sentence pattern including color and animal vocabulary, and was used as a question and answer, a follow-up, and a worksheet material. The sentence pattern was composed repeatedly, and it was advantageous to learn the vocabulary and to learn the color with the favorite animal material. Because the sentence pattern was repeated, all of the target vocabulary was adequately presented beyond the minimum exposure frequency. However, Information gap elements were few because the composition of activities were limited to the picture book. Continuity of speech was simple with repetition and refinement. Therefore, it is necessary to incorporate various activities such as games, role-play, and riddle into the picture book to design the follow-up lessons regarding frequency of vocabulary exposure and communication patterns.

CEFR Basic User 수준 기반 초등영어 학습자 언어능력 인식 조사를 위한 설문도구 개발

전지혜(Ji-Hye Jeon),이제영(Je-Young Lee),김정렬(Jeong-ryeol Kim) 인문사회과학기술융합학회 2018 예술인문사회융합멀티미디어논문지 Vol.8 No.3

본 연구는 CEFR Basic User 단계와 2015 개정 초등 영어과 교육과정 성취기준을 기반으로 초등학 습자의 자기언어능력 인식을 조사하기 위한 설문도구를 개발하였다. CEFR 단계와 3~6학년 2015 개정 교육과정 성취기준안을 비교하여 설문구성 항목을 추출하고, 공통적으로 추출된 항목을 CEFR 의사소 통활동(Communicative Language Activities) 기술을 참고하여 체크리스트 형식의 설문문항을 제작하 였다. CEFR Basic User 단계별로 총 4가지 설문문항을 제작하여 3~6학년 56명을 대상으로 파일럿팅 설문을 실시하였다. 설문조사 후 수행평가를 실시하고 결과를 요인분석, 신뢰도분석, 빈도분석, 상관 분석으로 설문지를 검토하였다. 분석을 통하여 최종적으로 Pre-A1 12문항, A1 15문항, A2 17문항, A2+ 10문항으로 구성된 자기언어능력 인식 설문지를 제작하였다. 연구결과를 살펴보면 전체적으로 언어산출보다는 언어이해 영역에서 설문과 수행간의 상관성이 높고 사회적 언어능력과 수행간의 상 관성도 A1과 A2 단계에서 높게 나타났다. This study tired to design survey questions to inquire awareness of learners’ Language Competency based on CEFR Basic User level and 2015 revised English curriculum. The questionnaire was drawn up by comparing the CEFR levels and achievement standards in 2015 curriculum. A questionnaire was developed in the form of a checklist referring to CEFR communication skills. Four types of survey were developed by the CEFR Basic User level and they were conducted to 3rd to 6th 56 graders as a pilot survey. Performance test was conducted after the survey and the results were analyzed using factor analysis, reliability analysis, frequency analysis, and correlation analysis. Based on the piloting survey, the questionnaires were constructed of 12 questions in Pre-A1, 15 questions in A1, 17 questions in A2 and 10 questions in A2+. The result shows that the area of language understanding bears a higher correlation with the performance than the language production. In addition, the socio-linguistic competence shows a higher correlation with the performance in A1 and A2 level.

소말리아 해역 청해부대 파병 후 건강상의 변화

오재원 ( Oh Jae Won ),유병국 ( Yu Byong Kook ),강정희 ( Kang Jung Hee ),전상희 ( Jeon Sang Hee ),서정복 ( Seo Jeong Bok ),김정렬 ( Kim Jeong Ryeol ) 국군의무사령부 2010 대한군진의학학술지 Vol.41 No.1

Objective; To evaluate health profile changes after the military deployment of Cheonghae unit in Somali waters Method; One hundred and nineteen soldiers were measured before and after a 6-month deployment to Somali waters. Measurements included Perceived Stress Questionnaire, Body Mass Index, waist-hip ratio, InBody 3.0 body composition test, clinical laboratory tests (including complete blood count, liver function test and lipid profile) and pedometer. Results; There were no significant changes before and after deployment in Perceived Stress Questionnaire or clinical laboratory tests. Body Mass Index, waist-hip ratio and body fat were significantly lowered. Steps per day were not related to other findings except age. Conclusion; The pre-deployment to post-deployment changes were not significant and unlikely to present a major health problem.