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고등학생이 지각한 부모의 자녀 행동 통제와 자기통제의 관계에서 공감의 매개효과
유영숙,하창순 한국상담학회 2016 상담학연구 Vol.17 No.2
The present study investigated the mediating effects of empathy on the relationship between parents’ behavioral control and self-control in high school students, The data was collected from 254 male and 300 female students in three different high schools located in Daejeon and a survey was conducted by using the scales of the parents’ behavioral control, self-control and empathy. Through the research, the following conclusions were obtained. The empathy was indicated to have a partially mediating effect in the relationship between the parents’ behavioral control and self control. This shows the possibility that the self control caused by the parents’ behavioral control as an environmental variables can be mediated its influence by the empathy as an intrapersonal variables. In addition, cognitive empathy mediated the relationships of the parents’ behavioral control and self control, but emotional empathy had no significant mediating effects on relationships of the parents’ control and self control. Thus, it is suggested that to make an intervention with counseling and programs efficiently for the students of having terrible problem of the self control, a method of using effectively cognitive empathy is necessary. Lastly, the results were discussed, and the limitations of this study were suggested. 본 연구에서는 고등학생이 지각하는 부모의 자녀행동 통제와 자기통제력의 관계에서 공감의 매개효과를 검증하는 것이다. 연구 대상은 대전에 소재한 3개 고등학교에 재학 중인 남학생 254명, 여학생 300명을 대상으로 부모의 자녀행동통제, 자기통제, 공감척도를 측정하였다. 연구를 통해 다음과 같은 결과를 얻었다. 부모의 자녀행동통제와 자기통제간의 관계에서 공감능력이 부분매개효과를 가지는 것으로 나타났다. 이는 환경적 변인인 부모의 통제가 자기통제에 직접적으로 영향을 미칠 뿐만 아니라 개인 내적 변인인 공감능력을 통해서 자기통제에 영향을 미칠 수 있음을 보여주고 있다. 공감의 하위변인인 인지적 공감은 부모의 자녀행동통제와 자기통제 관계에서 매개역할을 하는 반면에, 정서적 공감은 매개역할을 하지 못하였다. 따라서 부모의 부정적인 행동통제를 경험한 고등학생들에게 효율적으로 상담과 프로그램 개입을 하기 위해서는 인지적 공감을 효과적으로 활용하는 방법이 필요함을 시사한다. 또한 실천적 차원에서 청소년 지도와 상담 및 부모 교육에 필요한 유용한 정보를 제공할 수 있을 것이다. 마지막으로 본 연구에 대한 논의와 제한점을 제시하였다
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Predictability of the Cloze Test as a Measure of Written Productive Vocabulary
유영숙 현대영어교육학회 2017 현대영어교육 Vol.18 No.4
The present study explores whether cloze test scores under two different scoring methods and English test scores on TOEIC can predict written productive vocabulary of Korean EFL learners. One hundred and fourteen students’ written productive vocabulary in summary writing was analyzed using VocabProfile, which provides four frequency-based vocabulary level lists: the most frequent 1,000 words (K1: function words and content words), second most frequent 1,000 words (K2), academic word lists (AWL), and off the list words (OLW). The study found that the exact-word method led to significant differences in K1, function words, K2, AWL, and OLW, and the acceptable-word method resulted in significant differences in K1, function words, K2, and OLW, indicating only one difference in AWL. On the other hand, the English proficiency test yielded significant differences in K1 and function words alone. These study results suggest that the cloze test under the two different scoring methods did not make a remarkable difference in the predictability of Korean EFL learners’ written productive vocabulary. In addition, both cloze test scores and general English test scores showed they could serve as predictors of Korean EFL learners’ written productive vocabulary, but cloze test scores led to more significant differences in vocabulary use in writing.
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Comparing Lexical Diversity and Lexical Sophistication in Korean EFL Writing: Topic and Text Length
유영숙 한국멀티미디어언어교육학회 2018 멀티미디어 언어교육 Vol.21 No.3
The study explores the effects of topic on lexical diversity and lexical sophistication in Korean university students’ English writing with and without text length control. Topic effect was initially examined under two sets of writing contexts: the same topic and different topics and later again under the same condition with the only difference being in text length (shortened into 200-word writing). Lexical diversity and lexical sophistication were measured using VocabProfile that produces type-token ratio (TTR) and lexical frequency profile (LFP). Lexical diversity was measured by TTR, and lexical sophistication was measured by academic word list (AWL) and off the list words (OLW) from the four lexical frequency lists generated by VocabProfile. Statistical analysis revealed that topic had a large impact on lexical diversity and lexical sophistication. Also, text length effect was not pronounced in this traditional TTR and LFP analysis. Rather, the number of word types (i.e., the number of different words) appeared as a more influential factor to determine TTR and LFP values. This finding indicates that topic plays an important role in EFL writing. Further study is needed to confirm these study results using other lexical analysis programs. Findings and implications are discussed.
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유영숙 한국멀티미디어언어교육학회 2023 멀티미디어 언어교육 Vol.26 No.1
Previous research has reported a predominance of function words (FWs) in English. However, second language writing (L2) research mainly focuses on the proportions of low-frequency content words (CWs) as an indicator of writing development and learner proficiency. The present study explored the proportion of FWs as a first step toward understanding the features of vocabulary used in English writing by Korean university students. The students wrote English essays on the same topic in the first week and the last week of the semester to see whether the proportion of FWs shows a significant difference as students’ English writing develops with writing practice over a semester, and then it was analyzed again to examine differences according to learner proficiency. Learner proficiency was measured by cloze test scores to see if student responses to FW cloze items are related to the proportion of FWs in Korean university students’ English writing. The percentages of FWs in student writing were obtained by running VocabProfile. The study results showed a significant decrease in FW percentages over a semester. In addition, learner proficiency did not lead to statistical differences in the proportions of FWs in student writing. The results will be discussed in more detail.
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