핵연료주기 평가기준에 대한 전문가와 일반인 인식 차이 분석

윤새롬,김성기,고원일 한국방사성폐기물학회 2014 한국방사성폐기물학회 학술논문요약집 Vol.12 No.1

한국어교육학 학위논문 서론의 이동마디별 다단어단위 분석 연구

윤새롬 언어과학회 2019 언어과학연구 Vol.0 No.91

This study aims to extract the multi- word units most commonly used in each move in the introductions of theses and dissertations for degrees in Korean as a Second/Foreign Language Education. For this purpose, an analysis was conducted in the sentence unit on the moves in the introductions of 100 Master's Theses and Doctoral Dissertations of Korean as a Second/Foreign Language Education majors. Subsequently, this study extracted multi- word units, most commonly used in each move according to the frequency and range criteria. As a result, it was found that the semantic function of the extracted multi-word units engaged the main function of each move. In addition, most multi-word units consisted of function words, and hedges such as ‘-(으)ㄹ 수 있다’ and ‘-(으)ㄹ 것이다’ were used in all moves.

제5장 ‘기쁨의 놀이’로서의 설교신학

윤새롬 한국설교학회 2017 설교한국 Vol.10 No.-

핵연료주기 평가기준에 대한 전문가와 일반인 인식 차이 분석

윤새롬,김성기,고원일 한국방사성폐기물학회 2014 한국방사성폐기물학회 학술논문요약집 Vol.12 No.2

핵연료주기 단위비용의 정규화 방법론 분석

윤새롬,루씽,김성기,고원일 한국방사성폐기물학회 2013 한국방사성폐기물학회 학술논문요약집 Vol.11 No.2

학위논문 초록에서의 다단어단위 연구 - 전공 간 변이를 중심으로 -

윤새롬 한국문화융합학회 2022 문화와 융합 Vol.44 No.10

본 연구는 경영, 국어/국문, 무역/유통, 종교학의 석/박사 학위논문 국문 초록에서 보편적으로 사용되는다단어단위를 추출하여 제시하고, 전공 간 변이를 살피는 데 그 목적이 있다. 이를 위하여 전공별 150 편의 논문으로 구성된 코퍼스를 구축하고, 빈도와 범위 기준에 따라 가장 보편적으로 사용되는 다단어단위를 추출하였다. 이를 통해 ‘-(으)ㄹ 수 있다’, ‘-(으)ㄹ 것이다’와 같은 일부 완화표지를 제외하고는전공에 따라 사용되는 다단어단위의 빈도와 유형에 차이가 있는 것을 확인하였으며, 이에 학위논문을작성하는 외국인 유학생들에게 전공에 따라 상세화된 교수·학습이 이루어져야 함을 제언하였다. 본 연구의 결과는 외국인 유학생들의 학위논문 작성 지도 및 학습에 기초가 될 수 있을 것이며, 다단어단위의 교수·학습의 필요성을 강조한 기존 연구들의 주장을 실제 자료에 적용하여 제시하였다는 점에서 의의를 찾을 수 있을 것이다.

알고 있는 표현항목의 텍스트 점유율이 한국어 읽기 이해에 미치는 영향

윤새롬,황혜란 한국문화융합학회 2023 문화와 융합 Vol.45 No.4

The purpose of this study is to examine the effect of the text coverage of expression items known to Korean learners on reading comprehension. To this end, 51 foreign students were evaluated for reading comprehension of texts representing the different text coverage of expression items. The target expression items were modified to be meaningless expression items. After the reading comprehension evaluation, interviews were conducted. As a result, as the text coverage of the known expression items decreased, the reading comprehension score of the participants also decreased, but it was confirmed that there was no statistically significant difference. In addition, through the results of the post-interview, it could be assumed that the inference of meaning for the target expression item also affects reading comprehension. Although this study has several limitations, it will be meaningful in that it is an early study that looking at the relationship between the text coverage of expression items and Korean reading comprehension.

알고 있는 단어의 텍스트 점유율이 읽기 이해 및 우연적 어휘 학습에 미치는 영향

윤새롬(Yoon, SaeRom) 한국응용언어학회 2011 응용 언어학 Vol.27 No.1

The purpose of this study is to investigate the optimal lexical coverage of text for unassisted reading comprehension and incidental vocabulary learning. This study was carried out on 44 university students majoring in Korean language studies in Thailand in February, 2009. It examined the effect of 5 lexical coverage (100%, 95%, 90%, 85%, and 80%) on a multiple-choice comprehension test and writing meanings of target words for vocabulary pop quiz. Target words were replaced by nonsense words to avoid the probability of knowing and to adjusting lexical coverage. Results showed that 95% lexical coverage is needed for Korean learners to gain unassisted comprehension and incidental learning. From an educational perspective, this study anticipates to contribution towards adequate reading materials in accordance with the learners’ linguistic level. The lexical threshold can make it possible to choose adequate reading texts and to modify them for learners’ reading ability in addition to helping self-learning vocabulary through reading.

한국어 학술어 목록의 학술 텍스트 점유율에 관한 연구

윤새롬 ( Yoon Saerom ),김영규 ( Kim Youngkyu ) 연세대학교 언어연구교육원 한국어학당 2017 외국어로서의 한국어교육 Vol.47 No.-

The aim of this study is to confirm lexical coverage by a Korean academic word list in academic text. For this purpose, two textbooks from a business administration major, which is the most popular among the international students in Korea, were chosen as the text for analysis. In this text, the lexical coverage of a word list by Shin (2004), chosen as the Korean academic word list, and an elementary- and intermediatelevel TOPIK word list, chosen as the Korean basic word list, was investigated. The result shows that Shin’s (2004) academic word list provided a high percentage of lexical coverage (i.e., an average of 37.28%) and increased lexical coverage by an average of 14.39% even when the duplicate words with the TOPIK word list had been excluded. This result confirms that Shin’s (2004) Korean academic word list alone provides a high percentage of lexical coverage in academic text and compensates effectively for a vocabulary gap that can be felt when international students in Korea know only the elementary- and intermediate-level TOPIK word list as well. Therefore, it is essential for academic-purpose learners to be taught an academic word list, and follow-up research for the effective teaching of such a list should continue. (Ewha Womans University)

입력 강화의 정의와 한국어교육학 분야에서의 적용에 관한 고찰

윤새롬 ( Yoon Saerom ),이지은 ( Lee Jieun ),김영규 ( Kim Youngkyu ) 한국외국어대학교 외국어교육연구소 2017 외국어교육연구 Vol.31 No.2

이 연구는 제2 언어 교수에서 자주 사용되는 기법 중의 하나인 입력 강화에 대해 한국어교육학 분야에서 수행된 연구들에서 제시하고 있는 개념이나 용어가 상이함에 주목하여 관련 대표 연구들을 비판적으로 고찰함으로써 입력 강화의 개념과 용어를 검토하고자 하였다. 입력 강화는 Sharwood Smith(1991, 1993)에 의해 처음 사용된 용어로 그는 입력 강화를 외부적 요인에 의해 두드러지도록 처치를 한 인위적/외재적 강화로 보았다. 이후 Doughty와 Williams(1998)는 입력 강화를 의사소통맥락 안에서의 교수를 목적으로 형태에 대한 학습자의 주의를 향상시키고자 사용되는 의미 중심 형태 교수의 한 기법으로 분류하였으며, Wong(2005)은 입력 강화를 의미 중심 형태 교수와 동일하게 보아 입력 홍수, 텍스트 강화, 구조화된 입력 그리고 문법 의식 고양을 의미 중심 형태 교수의 네 가지 기법으로 포함하였다. 본 연구는 이상과 같은 개념 및 용어의 정리를 통해 입력 강화가 목표 항목에 대한 학습자의 주의 여부로 평가되어야 함을 확인하고, 한국어교육학 분야에서의 실제 적용사례를 살펴보았다. 결론에서 교육적 적용 및 향후 연구 방향에 관한 제언이 제공되었다. This study was motivated by an observation that concepts and terminology of input enhancement, one of the frequently used techniques in second language instruction, were used differently from study to study in the field of Teaching Korean to Speakers of Other Languages. This study examines concepts and terminology of input enhancement by critically reviewing representative studies in the field. Input enhancement was first used by Sharwood Smith (1991, 1993), who regarded input enhancement as an artificial/external enhancement manipulated to be salient by external factors. Since then, Doughty and Williams (1998) have classified input enhancement as a form of form-focused instruction delivered to enhance learners` attention to forms for instructional purposes within the communicative context. Wong (2005) regards input enhancement and focus on form as the same and included input flood, text enhancement, structured input, and grammar consciousness raising as four techniques of focus on form. Through the above examination of concepts and terminology, this study validates that input enhancement should be evaluated by if learners` attention is directed towards target items and examines real applications of input enhancement in the field. In conclusion, suggestions are made for pedagogical applications and for future research focus.