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코퍼스 기반 현대 그림책 작가 Anthony Browne작품 어휘 분석
장우정(Jang, WooJeong),민덕기(Min, DeokGi) 한국초등영어교육학회 2013 초등영어교육 Vol.19 No.2
The purpose of this study was to compare and analyze a corpus of Anthony Browne’s picture books with other four corpora including elementary school English textbooks, children’s literature, fantasy movies for children, and CANCODE. In an effort to enhance the authenticity of English textbooks in terms of the selection and use of basic vocabulary, similarities and differences of vocabulary were evaluated and analyzed among the corpora. The following results were drawn: first, with reference to TTR analysis, the results show that Browne’s picture books are 14.07, which is the highest level among analyzed corpora due to the small size of the corpus and use of a variety of vocabulary derivatives. On the other hand, the TTR of elementary English textbooks is 10.90. Second, the vocabulary lists from the picture books, children’s literature, and CANCODE show a considerably high rate of accordance. Third, in connection with frequency of nouns, Browne’s picture books, children’s literature, and fantasy movies show a higher ratio of nouns ahead of lexical verbs. However, in the case of elementary English textbooks, they show the highest ratio of pronouns at 16.23%. Fourth, although the accordance rate of nouns among the corpora is very low, the frequency of two specific words, ‘time’ and ‘day’ is much higher. Fifth, the result of a comparison between the 391 vocabulary which appeared more than 8 times in Browne’s picture books and the required 800 vocabulary from the MOE recommended curriculum currently used matched by 55.2%, 216, despite the relatively small size of the corpus. Based on the above mentioned findings, the vocabulary utilized in elementary English textbooks needs to change to reflect the commonly used vocabulary in the corpora.
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모둠 중심 의사소통 활동에서 교육용 로봇 활용이 상호작용 양상에 미치는 영향
이승민(Lee, Seungmin),민덕기(Min, Deokgi),심규남(Shim, Gyunam) 한국영어교과교육학회 2013 영어교과교육 Vol.12 No.2
In terms of elementary English teaching and learning, educational robots can provide a powerful methodology for involving students in an emotional and interactive learning experience with language used for genuine communicative purposes. This study attempted to examine some effects of using an educational robot on interactional aspects in group-based communicative activities in elementary English classes. The subjects of this study were 24 students in the fifth and sixth grades. The educational robot was specially developed for elementary English teaching and learning. It was used in three types of group-based communicative activities: a map completion activity, a survey activity, and a role-play. The results of this study show that educational robots can have some positive effects on students’ interactional aspects such as the quantity of interaction and meaning negotiation. Through this research, it is believed that educational robots can bring opportunities for elementary school students to work together in a cooperative context and help students raise English communicative competence.
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AI 펭톡 연계 초등영어 수업과 평가의 설계와 적용에 관한 연구
김민제(MinJe Kim),심규남(KyuNam Shim),민덕기(DeokGi Min) 한국영어평가학회 2023 영어평가 Vol.18 No.2
This study aims to incorporate spaced practice activities into an elementary English teaching model using AI Pengtalk, analyze its learning effects, and visualize learning experience data. For this purpose, a spaced practice using AI Pengtalk was conducted over five lessons with temporal intervals aimed at sixth-grade elementary students. Each lesson consisted of six periods, and during six periods, the spaced practice was conducted three times, with the intervals set at one day, three days, and eight days, progressively widening the temporal gaps from one day to four days for each session. The results show that positive effects were observed across all students regardless of their achievement levels, and it was particularly effective for students with lower achievement levels. It is also shown that data visualization using the AI Pengtalk’s assessment data can be effectively used for instructional guidance, such as determining the need for supplementary pronunciation teaching. Moreover, students positively perceived the learning facilitated by AI Pengtalk and acknowledged the usefulness of spaced practice. However, to obtain meaningful learning and assessment data, it is necessary to create optimized conditions that consider the environmental factors within the classroom to reduce the voice recognition errors of AI Pengtalk.
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