http://chineseinput.net/에서 pinyin(병음)방식으로 중국어를 변환할 수 있습니다.
변환된 중국어를 복사하여 사용하시면 됩니다.
양소영 ( Yang Soyoung ) 대한영어영문학회 2014 영어영문학연구 Vol.40 No.1
This study examines the realization strategies of downgraders of English requests for thirty subjects in a way to identify the interlanguage characteristics of Korean learners of English. Using the DCT (Discourse Completion Test), the responses of the thirty advanced Korean learners of English to the test were obtained. Their responses to the DCT in which twelve situations of requests were given were analyzed, following House and Kasper's (1981) coding scheme of downgraders. Additionally, a paired-samples t-test and a one-way ANOVA were used to investigate situational factors affecting the use of downgraders. The results of the study show that the Korean ESL learners' grammatical competence in English has an effect on their realization strategies of syntactic downgraders, rather than lexical or phrasal downgraders in requests. In addition, there is no difference in the learners' realization strategies of downgraders between interlocutors' relative distance. Finally, some theoretical and pedagogical implications of the study findings are discussed. (Kwangju Women's University)
대학 교양영어 과목에 대한 학습자 선호도 연구 -대학영어와 실용영어
양소영 ( Soyoung Yang ) 21세기영어영문학회 2020 영어영문학21 Vol.33 No.3
This study examines Korean college students’ perceptions of two different general English courses as well as the factors affecting their preferences. A total of 122 students who have taken both College English and Practical English participated in this study. Data from surveys and focus group interviews were collected, and the findings of the qualitative analysis were triangulated with the results derived from the statistical one. The results show that students slightly prefer Practical English to College English in terms of teaching methods, their own English proficiency, and their goals for learning English. In addition, having an interest in the courses, improving one's English proficiency, and suitability to the learning purpose are statistically significant predictors of course satisfaction. The findings not only support the necessity of differentiated courses based on students’ proficiency levels, but also suggest reconsideration of the concept of practical English and implementation of critical literacy practices into reading courses.
양소영 ( Soyoung Yang ) 21세기영어영문학회 2016 영어영문학21 Vol.29 No.1
This study investigates Korean college students`` perceptions of implementing communicative language teaching (CLT) in a large EFL class as well as factors influencing their perceptions. One hundred twenty-one freshmen, who had low English proficiency, from two intact classes employing CLT for one semester participated in this mixed-methods study. Data from pre- and post-surveys, in-depth interviews, and field notes were collected and analyzed, using both statistical and thematic techniques. The main finding shows that participants perceived the CLT class positively in terms of improving communicative competence, interest and self-confidence in learning English, and participation in class activities. Additionally, there were four factors affecting student participation in large CLT classes: pair work encouraging student concentration on tasks, self-motivation due to new approaches, an interest in various communicative activities, and an improvement in using English meaningfully. The results support collaborative learning within CLT and provide effective strategies to help college EFL teachers with low-level students in a large class to implement CLT successfully.
양소영 ( Yang Soyoung ) 대한영어영문학회 2013 영어영문학연구 Vol.39 No.1
This study examines the production of English s+stop onsets and the perception of a two-way laryngeal contrast between aspirated and unaspirated stops by advanced Korean learners of English to investigate the role of the learners’ L1 knowledge and universal principles in the L2 phonetic acquisition of voiceless stops. To analyze the learners’ interlanguage, I employ Eckman’s Structural Conformity Hypothesis (SCH) which predicts that primary language universals influence the structuring of interlanguage phonology. Three male and three female Korean learners of English participated in the study, and data was obtained through three tasks: reading sentences, describing pictures and discriminating sounds. A one-way ANOVA and a t-test were used to investigate for VOT differences among language groups, including the subjects of this study. The results of the study show that the subjects’ comprehension of English allophones relies on the phonemic distinctions of L1 voiceless stops and a universal unmarked feature of aspirated stops. This finding supports the SCH. (Kwangju Women’s University)
영어 글쓰기 정확도 향상을 위한 교사의 오류수정 피드백 유형에 관한 연구
양소영 ( Soyoung Yang ) 21세기영어영문학회 2015 영어영문학21 Vol.28 No.3
This study examines two different types of teacher error feedback in Korean EFL student writing in order to find out the most effective feedback type to improve accuracy in new pieces of writing, rather than revisions. Forty intermediate EFL learners from two intact classes at a Korean university were randomly assigned to a written or a conference feedback group. Verb errors such as errors in verb tense, verb form, and subject-verb agreement were chosen to be targeted in this study since they occurred most frequently during the first essay task conducted in the first class. A total of four essays, including three essays the participants received teacher written or conference feedback on, from each participant (160 essays) were collected for one semester. A two-way repeated-measures ANOVA and an independent samples t-test were used to investigate time and types of corrective feedback affecting accuracy performance. The result shows that teacher error feedback helps the participants reduce verb errors in their new essays. Additionally, conference feedback is significantly more effective than written feedback.
양소영 ( Soyoung Yang ) 21세기영어영문학회 2021 영어영문학21 Vol.34 No.3
This study explores not only Korean college students’ perceptions of employing Communicative Language Teaching (CLT) in a synchronous online course using Zoom, a videoconferencing tool, but also factors influencing their perceptions. Twenty students, who had low English proficiency taking Practical English III during the COVID-19 pandemic, took part in this study. Data from surveys and individual interviews were collected. Both descriptive analysis of survey data and thematic analysis of interviews with eight volunteers were carried out. The results show that students perceived the Zoom class positively with no preference for pair work or whole class work. In addition, there were two factors affecting students’ perceptions: the promotion of authentic interaction and participation in interesting communicative activities. The findings not only support the possibility of adopting CLT in synchronous online settings, but also suggest balancing form-focused and meaning-focused activities for beginners.