The Different Contexts of be going to and will: Through the Lens of Directionality

나양온,전승원 한국영어어문교육학회 2017 영어어문교육 Vol.23 No.4

Through corpus-based analysis, this paper examined the different contexts in which the two future expressions, be going to and will, appear at the discourse level in terms of what Copley (2004) calls direction. Greater degree of directionality implies that more agents of the conversation have the potential to influence the specified action of an utterance. Data were drawn from two corpora, the two TV shows Friends and Sex and the City. Each sentence where be going to or will appeared was first identified and classified into one of the seven categories based on the pragmatic functions it served. The sentences were then examined with regard to the concept of directionality. The results showed that be going to appeared mostly in contexts where only the speaker or subject of the utterance was able to influence the course of an action and therefore showed lesser directionality, while will appeared in contexts where multiple agents were influential and therefore showed greater directionality. Through instruction on how the two future expressions appear in different contexts in terms of directionality, EFL learners will be better prepared to use these expressions appropriately and be able to distinguish their subtler meanings in different contexts.

Construction-Grammar-based Approach for Enhancing Korean College EFL Learners’ Sentence Production Ability

나양온 한국중원언어학회 2014 언어학연구 Vol.0 No.32

The present study investigated whether construction-grammar-based instruction would help Korean EFL learners with their sentence production. It also examined to what extent the constructional networks can play a role in enhancing sentence production ability. A total of 51 college-level students were divided into three groups: constructional networking group (CNG), construction- only group (COG), and non-constructional group (NCG). All groups participated in three testing sessions and four instructional sessions, targeting the six core argument structure constructions. Their performance was measured using the picture description task. The results showed that the construction-based instruction had significant effects on the learners’ sentence production in the immediate posttest. In addition, the constructional networks played a crucial role in maintaining instructional effects relatively longer than the non-networked approach.

한국 영어학습자들의 to 부정사 사용에 대한 코퍼스 분석

나양온 ( Rah Yang On ),전승원 ( Jun Seung Won ) 공군사관학교 2017 空士論文集 Vol.68 No.1

본 연구는 한국대학생의 영어작문으로부터 수집한 학습자 코퍼스(말뭉치)에서 드러난 to 부정사의 두드러진 특징들을 검토하고 이를 원어민 코퍼스와 비교했다. 전반적으로 한국인 학습자들은 원어민보다 “동사+to 부정사” 유형과 “it 외치”구문을 더 많이 사용했다. 또한 한국인 학습자들의 작문에서 “to 부정사”와 함께 빈번하게 나타나는 단어로 명사 effort, 형용사 easy, 동사 want와 like가 있었고 have to, used to, get to do와 같은 표현들도 있었다. to 부정사의 사용에서 한국인 학습자들이 빈번히 저지르는 오류 유형 또한 확인됐다. 한국인 학습자들은 부정사 표지 to와 전치사 to를 구별하는데 어려움을 드러냈는데, 부정사 표지 to 다음에 명사나 동명사를 사용하는 오류를 범했다. 더욱이, 동사에 따라 원형부정사가 필요할 때 to 부정사를 사용했고 “become to 부정사”, “used to+과거분사”와 같은 잘못된 표현도 사용했다. 이러한 결과를 토대로 영어 교사들은 to 부정사의 빈번한 형태와 자주 등장하는 오류 유형에 학습자들의 관심을 집중시킴으로써 그들이 to 부정사를 적절하고 올바르게 사용 할 수 있도록 도움을 줘야 한다. This study examined the prominent features of to-infinitive use revealed in a learner corpus complied from Korean college students’ writing (KCSW) and compared them with those found in the native speaker corpus. Overall, Korean learners overused the “V + to-infinitive” and “it-extraposition” patterns in comparison with native speakers. Also, they tended to overuse the noun effort, the adjective easy, and the verbs want and like as collocates of the to-infinitives, as well as the expressions have to, used to, and get to do. Frequent error types associated with the use of to-infinitive by Korean learners were also identified. Korean learners had trouble differentiating the infinitive marker to with the preposition to, using a noun or a gerund with the former. Furthermore, they were found to use the to-infinitive when the bare-infinitive form was required by the verb and to use the incorrect “become to-infinitive” and “used to + past participle” forms. Based on these results, language teachers are advised to draw the attention of learners to the frequent patterns and error types of to-infinitive that may characterize their writing and help them become aware of their appropriate and correct uses.

Testing Usage-Based Approaches to Assessing EFL Learners’ Development of English Argument Structure Constructions

김현우,나양온,황혜림 한국영어교육학회 2020 ENGLISH TEACHING(영어교육) Vol.75 No.-

Usage-based approaches to language acquisition explain language development as a gradual process of generalizing constructions through language experience. This study investigated second language learners’ development of constructional knowledge from the perspective of usage-based language development. A total of 169 Korean EFL students at five grade levels completed a sentence-sorting and a translation task. Results of the sorting task showed stronger constructional sorting as the learners’ grade level increased. Additionally, the sorting of intermediate-level learners was influenced by verb semantics such that the sentences including light verbs were more strongly clustered according to constructions than the sentences with heavy verbs, suggesting learners’ reliance on light verbs in the early stages of constructional development. Results of the translation task demonstrated a higher translation accuracy with increasing proficiency, but with a significant amount of variation across individual constructions contingent on the constructions’ syntactic and semantic complexity. Overall, our findings confirm the usage-based development of L2 learning.

The Role of Usage-Based Indices as Indicators of Syntactic Growth in Second Language Writing

김현우,나양온 서울대학교 언어교육원 2023 語學硏究 Vol.59 No.1

Although syntactic complexity features both length-based syntactic complexity and syntactic sophistication, previous research has predominantly focused on length-based complexity. Against this background, this study aimed to test the validity of syntactic sophistication including usage-based indices in explaining L2 writing proficiency, in comparison to the validity of length-based complexity indices. In a series of multiple regression analyses including various types of indices as predictors of the proficiency levels reflected in 3,201 sample essays, we found that the model including usage-based predictors produced explanatory power comparable to that of the model including length-based indices. However, when we incorporated both usage- and length-based indices in a single regression model, we found that the integrated model had a stronger explanatory power than the length-based and usage-based models, respectively. These results suggest that the proposed usage-based indices can serve as reliable measures of L2 syntactic complexity and may supplement length-based indices.

대학 영어 수업에서 스마트폰 앱의 활용과 그에 대한 인식 조사

윤경옥 ( Kyeong Ok Yoon ),나양온 ( Yang On Rah ) 충남대학교 인문과학연구소 2015 인문학연구 Vol.54 No.4

첨단 정보통신기술의 발달로 현재 교실 내의 교수 학습 환경은 제한된 교재, 수동적인 학습자, 교사 중심 교육이 이루어지던 과거의 모습과는 많은 변화를 보이고 있다. 보다 효과적인 교육을 위해 다양한 학습 자료, 학습 도구, 학습 활동이 요구되고 있는 시점에서 스마트폰 앱을 활용한 학습은 편리성, 접근성, 다기능 등으로 인해 새로운 학습 도구로 각광을 받고 있다. 본 연구는 스마트폰 앱을 대학 영어 수업에 학습 도구로 활용하여 학습자들의 영어 실력 향상에 미친 영향과 함께 학습자들의 스마트폰 앱 사용에 대한 인식을 설문을 통해 조사하였다. 이를 위해 대학교 1학년 학생 67명을 대상으로 사전 사후 모의 토익 테스트를 실시하여 채점 결과를 분석한 후, 토익 RC, LC의 점수 차이를 살펴보았고, 설문을 통해 학생들의 모바일 활용 학습에 대한 인식을 살펴보았다. 그 결과, 학생들의 사전 사후 모의 토익 점수에는 유의한 차이가 없었다. 즉, 스마트폰 토익 앱을 활용한 단순한 토익 문제 풀이는 영어실력이 중 상위 학습자들의 토익 실력 향상에 긍정적인 영향을 미치지 않은 것으로 보인다. 그러나 인식 조사 결과, 학생들은 스마트폰 앱을 활용한 학습에 매우 긍정적인 반응을 보였다. 즉, 모바일 앱의 활용은 편리성, 피드백의 용이성과 접근성 등이 장점으로 작용하여 영어 학습 도구로서 학습자들의 인식에 긍정적으로 작용한 것으로 보인다. This study investigated the effects of a smart-phone application on students`` English proficiency and their perception of mobile learning. Sixty seven college students participated in this study, downloaded a TOEIC application, and studied TOEIC everyday using their smart phones for a whole semester. Pre-mock-TOEIC test was taken before the treatment and post-mock-TOEIC test was implemented after the treatment to measure the improvement of their TOEIC scores. Also, the participants answered the questionnaire for investigating the perception of mobile learning. The study found that there was no statistically significant difference between the pre- and post-test. It indicates that learning with a smart-phone TOEIC application did not positively affect the development of the students`` English proficiency. However, the students`` perception of mobile learning was positive. Therefore, this study suggests that using a smart-phone application in English teaching and learning could be an effective method to motivate learners and attract their interest in English learning.

TOEIC의 타당성 및 영어 학습 기여도에 관한연구: 공군사관학교 생도들의 인식을 중심으로

전승원(조교수) ( Seung Won Jun(assistant Professor) ),나양온(부교수) ( Yang On Rah(associate Professor) ) 공군사관학교 2015 空士論文集 Vol.66 No.1

본 연구는 공군사관학교(이하, 공사) 생도를 대상으로 TOEIC의 타당성과 영어학습 기여도를 수험자의 인식 측면에서 조사하였다. 본 연구를 위해 3, 4학년 생도 225명을 대상으로 설문조사를 하였고 2∼4학년 생도 38명을 대상으로 심층면담을 실시하였다. 그 결과, TOEIC의 타당성과 영어학습 기여도에 대한 생도들의 인식은 모두 높지 않았다. 우선, 타당성 측면에서 생도들은 TOEIC 성적이 본인의 영어 듣기 및 읽기능력은 어느 정도 반영하지만, 말하기와 쓰기능력은 충분히 반영하지 않는다고 인식하였다. 게다가, 생도들의 본 연구 당시의 TOEIC 성적과 영어회화 성적 간의 상관관계를 분석한 결과는 TOEIC의 타당성에 더욱 의구심을 갖게 한다. 영어학습 기여도 측면에서는, 생도들이 TOEIC 학습은 영어학습에 큰 도움이 되지 않는다고 인식하였는데, 이것은 생도들이 충분한TOEIC 학습 시간을 보장받지 못하기 때문인 것으로 드러났다. 한편, TOEIC의 타당성과 영어학습기여도 인식에 대한 상관관계 분석 결과, TOEIC의 타당성이 높다고 인식한 생도들이 영어학습 기여도도 높게 인식하는 경향을 보였다. 생도들의 TOEIC에 대한 타당성과 영어학습 기여도에 대한부정적인 인식은 영어교육에 부정적인 역류효과(Washback Effect)를 초래할 수 있다. 하지만, 현재공사 영어교육과정을 고려해 보면 TOEIC 평가제도는 학교 교육만으로는 부족한 생도들의 문해능력(literacy competence) 향상에 기여하고 있다. 이러한 점들을 고려해볼 때, 본 논문은 생도들이 충분한 영어학습 시간을 보장 받는 것을 전제로, 위험부담이 작은 범위 내에서 기존에 시행하던TOEIC 평가에 TOEIC Speaking and Writing 평가를 포함시킬 것을 제안한다. This study examined the validity of TOEIC and the degree to which it contributes to helping learners study English from the perspective of test-takers. A questionnaire was administered to 225 Republic of Korea Air Force Academy cadets. In addition, in-dept interviews were conducted with another group of 38 cadets. Results show that both the validity of TOEIC and the degree of contributing role TOEIC plays in helping them study English were perceived to be low by the cadets. More specifically, the cadets believed that their TOEIC scores reflectedonly their listening and reading skills, expressing reservations for its ability to accuratelymeasure speaking and writing skills. Moreover, the cadets believed that preparing for TOEIC was not necessarily conducive to studying English. Based on these findings, undesirable washback effects from TOEIC seem unavoidable. However, considering the current English curriculum at the Academy with its primary focus on acquiring speaking skills, TOEIC can contribute to helping cadets enhance their literacy competence. Therefore, the administration of the TOEIC Speaking and Writing Test, along with the regular TOEIC test, is recommended.