테스트의 문항유형과 대학생 학점의 상관관계 연구

서천수(Suh Chun-Soo) 팬코리아영어교육학회(구 영남영어교육학회) 2007 영어교육연구 Vol.19 No.4

  This study examines the relationships between three types of test items (essay, doze, and true-false type) and Korean undergraduates" grades. The students in this study were divided into two experimental groups mostly majoring in English language teaching in a university in Busan, Korea. The students in group A (N=46) and group B (N=39) were taking a required subject and a selective subject, respectively, and both groups took mid-term and final examinations using three types of test items. The correlations between three item types, total scores, and grades were yielded. Students" grades in group A and group B were produced on the basis of norm-referenced evaluation and criterion-referenced evaluation, respectively, and compared with reference to their correlations. The findings of the study were: (1) there was the highest correlation between doze scores and grades; (2) there was the lowest correlation between true-false scores and grades; and (3) despite a high correlation between the total scores in norm-referenced evaluation and in criterion-referenced evaluation, there was no meaningful corelation between the final grades in both.

외국어 학습 전략 사용과 영어 학업성취도의 관계

김미래(Kim Mi-Rae),서천수(Suh Chun-Soo) 팬코리아영어교육학회(구 영남영어교육학회) 2007 영어교육연구 Vol.19 No.1

  This study aimed to investigate the relationship of languages learning strategies and the vocabulary, listening, reading, listening and reading, and KSAT achievements. This research was done with 130 girls’ high school students who were divided into three groups: low, mid, and high. Data were gathered and analyzed using SPSS ANOVA and regression analysis. The study showed that there are significant differences in the amount of strategy use between low-level students and high-level students in all researched areas, and between mid-level students and high-level students in reading, listening and reading, and KSAT. And, it was found that memory, recognition, and metacognition strategies have highly significant relationships with all level-based groups. Finally, metacognition strategies are the best indicators which will predict the achievement in vocabulary, reading, and listening and reading, and cognition strategy in listening and KSAT. Findings suggested that the use of language learning strategies influences students’ achievement, and that if learners can use learning strategies more and better, their achievements will be improved.

영어로 진행하는 수업이 듣기 및 읽기 능력과 정의적 태도에 미치는 영향

정재민 ( Jae Min Chung ),서천수 ( Chun Soo Suh ) 부산대학교 과학교육연구소 2008 교사교육연구 Vol.47 No.2

이 연구는 영어로 진행하는 영어수업이 듣기 및 읽기 능력과 정의적 대도에 미치는 영향을 고찰하였다. 이를 위하여 중 2년생들을 대상으로, 실험집단 I, 실험집단 II 및 통제집단을 선정하여 약 12주 동안 실험수업을 하였다. 실험집단 I에서는 영어로 수업을 진행하면서 이해의 난점이 있는 부분에서는 우리말 설명을 곁들였으며, 실험집단 II에서는 모든 수업을 영어로만 진행했다. 통제집단에서는 모두 우리말로 진행하였다. 실험 후 듣기와 읽기 능력의 변화 및 정의적 태도의 변화를 검증하였다. 그 결과는 다음과 같다. (l) 영아로만 진행하는 실험집단 II의 경우, 듣기능력은 향상했으나 읽기에서는 다른 집단보다 부진했다. (2) 영어로 진행하는 영어수업은 정의적 태도에서 긍정적인 변화가 있었다. 이러한 결과를 바탕으로 하여, 영어로 진행하는 영어수업은 듣기능력의 행상에는 많은 도웅이 될 수 있지만, 읽기능력의 향상을 위해서는 필요한 경우 모국어의 혼용이 필요함을 지적한다. The aim of this study was to investigate the effects of "Teaching English through English" (TETE) on English listening and reading comprehension and learning attitude among EFL middle school students. In order to examine their improvement, students were led to take listening and reading comprehension tests before and after the experiment period. To examine the students` attitude toward learning English, the experimental groups were asked to f ill out a questionnaire before and after the experiment period. Results of this study were as follows (1) TETE was effective to English listening comprehension. (2) TETE had a negative influence on reading comprehension. (3) English classes in English and Korean had the most positive influence on students` learning attitude toward learning English. These findings suggest the following three important things First, it`s important to give much input to improve students` listening comprehension. The input should be comprehensible and challengeable. And it should produce further communication in a classroom situation. Second, to improve students` reading comprehension, their mother tongue can be used for some situations. The classes should be based on English, but the mother tongue can be used for difficult rules, grammar and definitions for their comprehension. Finally, teachers should provide many interesting communicative activities to attract students` interests and to make their anxiety lower.

외국어 교실수업의 학습동기

서천수 釜山大學校 師範大學 2002 교사교육연구 Vol.41 No.-

This paper intended to make foreign language motivation more congruent with the concept of motivation that is critical for foreign language success. An attempt was made to outline a comprehensive motivational construct relevant to foreign language classroom motivation. This construct consists of the language level, the learner level, and the learning situational level. These levels are correspondent to the three basic constituents of the foreign language learning process - language, learner, and learning environment - and reflect the three different aspects of language - the social dimension, the personal dimension, and the educational subject matter dimension. Here, some practical motivational strategies were listed that can help language teachers gain a better understanding of what motivates learners in the classroom.

초등영어에서의 문장간 시간 관련성 지도방안

서천수,김진석 釜山大學校 師範大學 1999 교사교육연구 Vol.38 No.-

The purpose of this study is to review the previous study of theoretical frames on temporal relationships among sentences, to present the ways to distinguish temporal relationships among sentences, and to apply them to classroom activities. To achieve this goal, the criterion for deciding temporal relationship among sentences is reviewed, and teaching methods appropriate to temporal relationships among sentences in classroom activities are considered in this paper. After describing the problem of deciding the temporal relationships, this study shows the theoretical necessity of 'order of mention' principle, tense, temporal adverbs, and world knowledge in deciding temporal relationships among sentences. Furthermore, it is argued that causal relations and explanation relations among sentences have important roles in deciding temporal relationships among sentences. For example, given a sequence of the first unembedded sentence(S1) and the second unembedded sentence(S2), the temporal relationship among sentences is as follows: (a) when S1 is the result of S2, S2 is posterior to S1, (b) when S2 is the explanation of S2, S2 is anterior to Sl. In addition, it is argued that the theoretical study on temporal relationship among sentences is applied to classroom activities. For example, teaching methods such as jigsaw game, team teaching, total physical response, and mind mapping need to be considered.

영어 등위접속 요소 간의 시간해석

서천수,김진석 釜山大學校 師範大學 1996 교사교육연구 Vol.33 No.-

The purpose of this paper is to analyse a variety of temporal interpretations amomg coordinating conjunts in terms of the event progression system. The system is composed of the event progression interpretation rule and the event progression structure. The temporal interpretation among conjuncts is determined by the rule which definite time adverbials, the orderliness principle, the event progression interpretation, and the contextual information are considered. Formal logic proposed the truth-functional method to interpret the systematic ambiguity in a co-ordinating conjunction. According to this anaysis, 'P & Q' and 'Q & P' are logically equivalent. Grice(1975) argues that the temporal, additional, purpose and causative interpretations of co-ordinate constructions in English must be analysed as implications conveyed by conformity to the maxim 'Be orderly'. Carsten(1988) claims that these pragmatic effects of coordination are the outcome of an interaction between pragmatic principles and general properties of the mind, rather than the meaning of 'and'. Blakemore(1987) argues that co-ordinate utterances are not processed in exactly the same way as independent utterances. However, the temporal order in which conjuncts are stated may have significant syntactic, semantic, and pragmatic effects. Thus, a co-ordinating conjunction needs to be interpreted as the temporal interpretation rule of coordinate constructions including liguistic knowledge and world knowledge.

차용어가 영어에 미친 영향

서천수 울산과학대학 1983 연구논문집 Vol.8 No.1

언어는 다른 언어와의 접촉의 결과로 변화를 겪는다. 영어의 전역사를 통하여 여러 가지 사건들이 일어났다. 이들은 제각기 어휘면에 있어서 영어에 지대한 영향을 미쳤다. 이 논문에서는 차용어가 영어의 어휘에 미친 영향을 살펴보고 다음과 같은 몇가지 결론에 이르렀다. ① 하나의 단어에서 영어는 그 단어의 전 발달과정을 통하여 영국국민의 정치적, 경제적, 사회적, 문화적 역사를 반영해 준다. ② 외래요소의 영향으로 영어는 타언어보다 많은 어휘를 지니고 있으며, 그 구성소는 이질적이고 다양하다. ③ 순수영어인 앵글로 색슨어는 다른 차용어보다 어휘수가 훨씬 적지만, 일상생활의 실제 사용면에 있어서는 그 빈도가 높다. ④ 영어는 많은 다른 언어로부터 때로는 직접 차용하고 또 때로는 우회의 길을 통하여 자유자재로 낱말을 차용하여 적응해왔다. ⑤ 외국인으로서 우리는 영어에 들어온 차용어의 근원을 이해함으로써 영어학습을 보다 용이하게 할 수 있다. A language undergoes change as a result of contact with other languages. Throughout the whole history of the English language there occurred various events, each of which has had an important impact upon the English language as far as its word stock is concerned. In this paper, I had come to several conclusions through a survey of the influence of borrowed words on English vocabulary. ① In a word, the English language reflects in its entire development the political, economical, social, and cultural history of the English people. ② On the influence of foreign elements, English has more words than any other language, and their components are heterogeneous and varied. ③ Though pure English (Anglo-Saxon) has much less vocabulary compared to other loan-word stock, we can find its much more frequency than any other in actual use of everyday like. ④ English has freely adopted and adapted words from many other languages, acquiring them sometimes directly and sometimes by devious routes. ⑤ As foreigners, we can learn English more easily when we understand the sources of English loan-words.

영어의 등위구조삭감

서천수 釜山大學校 師範大學 1992 교사교육연구 Vol.24 No.-

Coordination is potentially the most abundant source of ellipsis in English. Coordination reduction is an intrasentence phenomenon, given that coordinate constituents are normally conjoined within one orthographic sentence or within single utterance of one speaker. This has involved devising certain principles for the recognition of coordination at different syntactic levels : sentential, Phrasal and subphrasal. At each level, consideration has been given to what constituents might be suitably recognized. I have identified four subcategories of coordination reduction under the headings : conjunction reduction, gapping, right node raising and split coordination. A fifth category, VP deletion, has been recognized as applicable to both coordinate and non-coordinate structures.