인지 기술의 정보처리 과정과 제 2 언어 학습

여경희(Yeo Kyunghee) 현대문법학회 1998 현대문법연구 Vol.12 No.-

The purpose of this paper is to explain the second language learning from the perspective of the cognitive psychology, which views the second language learning as an information processing. According to the perspective of the information processing, the mastery of complex cognitive tasks, such as learning the second language, requires relatively large amounts of processing capacity and time and another that occurs quickly and takes little processing energy. These two types of operations are referred as “controlled” and “automatic” processing, respectively. Repeated performance of the components of the task through controlled processing leads to the availability of automatized routine, resulting in learning. But there is more involved in learning a complex cognitive skill than automatizing subskills. The learner must also impose organization and structure the information that has been acquired. As more learning occurs, internalized, cognitive representations change and are restructured. This restructuring process involved operations that are different from, but complementary to, those involved in gaining automaticity. Although both processes occur throughout the learning, gains in automaticity are thought to be more characteristic of early stages of learning and restructuring of later stages.

'활동' 중심의 국민학교 영어 교수법

여경희(Yeo, Kyunghee) 한국응용언어학회 1996 응용 언어학 Vol.- No.9·10

Automatization in Second Language Learning

Kyunghee Yeo(여경희) 한국영미어문학회 2006 영미어문학 Vol.- No.81

  The concept of automatization which was first introduced in cognitive psychology is thought to be applied to the field of second language acquisition. This perspective sees the acquisition of second language as the acquisition of a complex skill. In this paper, two main approaches on automatization are introduced: rule-based and instanced-based and studies in second language acquisition which address both the rule-based and instance-based approaches are presented. And, finally, implications on how to teach second language in order to promote the automaticity are discussed. It is emphasized that in designing teaching materials for enhancing automaticity the most crucial feature is the "repetition" of the practice and the idea of automaticity should be incorporated into the second language teaching curricula.

The Use of Online Instruction in General English Courses at Universities in a Local Area of Korea during the COVID-19 Pandemic

여경희(Kyunghee Yeo) 현대문법학회 2021 현대문법연구 Vol.110 No.-

This study attempts to describe the implementation of online instruction in English courses at Korean universities during the COVID-19 pandemic and to investigate the perceptions of three different groups: Korean instructors, native English speaking instructors, and learners. Focusing on two modes of online instruction (synchronous and asynchronous), the author made a questionnaire including closed and open- ended questions. The analysis of the survey reveals that during the first semester of 2020, the majority of the Korean instructors (82.9%) in this study conducted asynchronous online instruction whereas the native English speaking instructors employed both the asynchronous and blended online instruction with the same percentages (46.7%). Regarding the plan for the following semester, 42.9% of the Korean instructors moved to blended instruction, still showing a preference for the asynchronous instruction (42.9%). The native English speaking instructors show a strong preference for the blended and synchronous online instruction. Both groups of instructors put forth the same reasons for using each mode of online instruction: flexibility and lack of technological skills are the main reasons for the asynchronous online instruction and interaction for the synchronous online instruction. The students’ responses show a strong preference for the asynchronous online instruction and the perceptions of the students towards synchronous and asynchronous instruction seem to be in accordance with those of the Korean instructors rather than native English speaking instructors.

Translation as a Focus-on-Form Approach in University English Classes in Korea

Yeo, Kyunghee(여경희) 한국문화융합학회 2018 문화와 융합 Vol.40 No.8

본 연구는 외국어 혹은 제 2 언어 교육에서 오랫동안 회피되어 왔던 번역 활동의 효과를 조사하는 목적으로 실시되었다. 한국의 지방대학에서 영어 수업을 듣고 있는 75명의 대학생들이 본 연구에 참여하였는데 이들은 무작위로 두 개의 그룹 즉, 그들의 영어 수업에서 번역 활동을 실시한 그룹과 번역활동을 실시하지 않은 그룹으로 나누어 졌다. 번역 활동은 영어 수동태와 학생들에게 익숙하지 않은 영어 어휘 학습의 효과를 검증하기 위한 것이었다. 각 그룹의 학생들의 성취도를 조사하기 위해 사전, 사후, 지연 사후 테스트가 실시되었고 통계 분석 결과를 통해 본 연구에서 사용된 번역 활동은 학생들의 영어 수동태와 어휘 학습에 효과가 있음을 입증하였다. 번역 활동에 참여하지 않은 학생들의 경우 문법 학습이 아닌 어휘 학습에서는 자체의 수업 효과로 사전 테스트와 사후 테스트 사이에 유의미한 차이가 관찰 되었지만 번역 활동에 참여한 집단의 학생들의 사전 테스트와 사후 테스트의 비교 결과는 번역 활동에 참여하지 않은 집단의 학생들에 비해 통계적으로 매우 유의미한 차이를 보여주었다. 또한 사후 테스트에서 나타난 학생들의 성취도는 3주후 에 실시한 지연 사후 테스트에서도 그대로 유지되고 있었다. 두 집단 간의 비교 분석에서는 수동태 즉, 문법 학습의 성취도는 번역 활동에 참여한 집단과 참여하지 않은 집단 사이에 통계적으로 유의미한 차이를 보여주고 있지는 않다. 이로 미루어 보아 단기간의 번역 활동은 인지적 처리과정이 많은 문법 학습에는 큰 효과가 없다고 추정해 볼 수 있다. 그 반면에 어휘 학습의 성취도 비교에서는 번역 활동에 참여한 집단의 학생들의 테스트 점수가 그렇지 않은 집단의 학생들보다 월등하게 높았으며 통계적으로 매우 유의미한 차이를 보여주고 있다. 본 연구의 결과는 영어 수업 내에서의 번역 활동은 문법 학습보다 어휘 학습에 더 효과적임을 보여주고 있다. The purpose of this study is to investigate the effectiveness of translation which has been avoided in L2 teaching for a long time. Seventy five students learning English in a Korean university participated in the study. The participants were randomly divided into two groups: a group which was treated with translation activity in learning English passive form and unfamiliar English words and a group which did not participate in translation activity. In order to see the difference in students achievements, pre-, post-, and delayed post-tests were conducted. The results of statistical analysis indicate that the translation activity employed in this study is effective in learning English passive form and new words. There was statistically significant difference between the results of pre- and post-tests of translation group. In addition, the effectiveness lasted through delayed post-tests. However, in comparison of students achievements of both groups, there does not seem to exist statistically significant difference in the grammar learning between two groups. Given this, it can be assumed that translation activity that is employed for a short term may not be effective in grammar learning in which deeper cognitive processing is needed. On the contrary, in vocabulary learning, the translation group outperformed the non-translation group and the difference was statistically very significant. From the findings of the present study, it can be stated that the translation activity used in this study is more effective in vocabulary learning than in grammar learning.

효과적인 문법교육의 방안

여경희(Yeo Kyunghee) 현대문법학회 1997 현대문법연구 Vol.10 No.-

The purpose of this paper is to suggest effective methods of grammar instruction which has been undervalued by some researchers. First, this paper discusses consciousness raising which can be defined as the deliberate attempt to draw the learner’s attention to the formal properties of the target language. Next, input processing instruction, the transition from input to intake, is found to be a better method than traditional grammar instruction which stresses the manipulation of output. Finally, a task-based approach -- integrating grammar instruction and communicative language use -- is recommended for effective grammar teaching.

Blended Synchronous Instruction in General English Courses at a Korean University: Perceptions of Both Learners and Instructors

여경희(Yeo Kyunghee) 한국문화융합학회 2021 문화와 융합 Vol.43 No.10

컴퓨터 기술의 발달과 코로나 사태와 같은 팬데믹의 영향으로 학교의 교육방식은 극적으로 변화되었다. 온라인수업과 더불어 새로운 교육방식으로 부상되는 수업으로 동시간 혼합수업이 있다. 이는 교실에서 대면수업을 듣는학생들과 비대면 온라인으로 수업을 듣는 학생들이 동시에 수업에 참여하는 방법이다. 본 연구는 한국의 지방대학에서 두 학기 이상 혼합수업을 경험한 학생들과 교수자들이 이 수업방식에 대해 어떤 인식을 가지고 있는지 조사하고자 한다. 한국의 지방대학에서 교양 영어를 가르치는 28명의 영어원어민 교수자들과 같은 대학에서 공부하고있는 89명의 학생들의 설문 응답이 분석되고 있는데 학생들을 위한 설문지는 선다형 질문과 주관식 질문으로 구성되어 있고 교수자를 위한 설문은 주관식 질문으로 구성되어 있다. 선다형 질문에 대한 학생들의 응답 분석 결과는학생들이 동시간 혼합수업 방식과 이 수업에서 일어나는 교수자와의 소통 상황에 만족하고 있다는 것을 보여준다. 코로나 사태가 지속될 경우와 코로나가 완전히 종식되었을 경우 그들이 선호하는 수업방식에 대한 질문에서 학생들은 두 가지 경우 다 동시간 혼합수업 방식을 가장 선호하는 것으로 나타났다. 이와는 대조적으로 본연구의 교수자들은 동시간 혼합수업의 시행에 대해 강한 반대 의견을 표시하고 있다. 이에 대한 이유는 학생과 학생, 학생과 교수자들 사이의 즉각적인 상호작용이 매우 중요한 강좌의 특성과 관련이 있는 것처럼 보인다. 혼합수업방식의이점에 관한 질문에 대해 학생과 교수자 집단에서 공동으로 가장 많이 언급된 주제는 ‘융통성’과 ‘코로나로부터의안전성’으로 드러났다. 동시간 혼합수업의 단점에 대해서는 학생들이 가장 많이 언급한 주제는 ‘소통의 문제’와 ‘집중의 어려움’이었고 교수자들은 ‘다른 장소에 있는 두 집단을 동시에 가르치는 어려움’, ‘기술적 문제’, 그리고 ‘학생들의 참여부족’을 단점으로 주로 꼽았다. 학생들은 대체로 동시간 혼합수업 방식에 대해 긍정적인 인식과 태도를 보여주지만 본 연구에 참가한 교수자들은 강한 부정적 견해를 보이고 있는데 이는 다른 어떤 분야보다 외국어교육의 경우에는 동시간 혼합수업 방식의 실시를 위해서는 좀 더 많은 행정적 지지와 교육과 기술적 뒷받침이 이루어져야 한다는 것을 시사하고 있다. The technological development and the pandemic such as COVID-19 have changed educational modesdrastically. Blended synchronous instruction in which both on-site and remote students simultaneouslycan participate in classes has arisen as an alternative teaching method to the traditional face-to-faceinstruction. With a form of exploratory study, the present study attempts to investigate the perceptionsof both students and instructors who experienced blended synchronous instruction for more than twosemesters. The responses of 28 native English speaking instructors who taught general English coursesat a university in Korea and 89 students who studied at the same university were analyzed. Thequestionnaire for the students is composed of closed and open-ended questions and the questionnairefor the instructors is made up of open-ended questions. The analysis of results of the closed questionsfor the students revealed that the students were satisfied with the blended synchronous instructionlearning environment and they also expressed satisfaction in the communication with their instructor. As a preferred learning mode during the COVID-19 pandemic and afterwards, students selected blendedsynchronous instruction for both cases. In sharp contrast, the instructors in this study show strongopposition to the implementation of blended synchronous instruction. This may be mainly due to thecharacteristics of the courses. in which immediate interactive activities are essential. Regarding thebenefits of blended synchronous instruction, both the students and instructors mentioned ‘flexibility’and safety from COVID-19’ most frequently. With regard to the constraints of this instruction type, themost frequently cited themes for the students are ‘communication problems’ and ‘distraction’ whereasthe most frequently mentioned constraints by the instructors are ‘difficulties in managing classes in twodifference places’, ‘technical issues’, and ‘lack of student engagement’. While students seem to havepositive perceptions and attitudes towards blended synchronous instruction, the instructors in this studystrongly expressed their negative opinions about this relatively new teaching mode. This might mean thatespecially for foreign language instruction more pedagogical and administrative support should be provided.