L2 Collocational Knowledge by Congruency and Writing Proficiency of EFL University Learners

전유아(Yuah V Chon),Shin woong Lee 한국영어어문교육학회 2015 영어어문교육 Vol.21 No.1

While less research has been conducted on the relationship between L2 collocational knowledge and L2 writing proficiency, the purpose of the present study was to examine the relationship between L2 learners' collocational knowledge and L2 writing ability. A receptive collocation test, counterbalanced for incongruent and congruent collocations, and adjective-noun (AN) and verb-noun (VN) collocations, was developed by matching normalized frequencies of the collocation items from the Corpus of Contemporary American English (COCA). When 68 university freshmen learners were tested for collocational knowledge and writing proficiency, they were found to have more problems with the incongruent collocations, but congruent AN collocations resulted in higher error rates than the incongruent AN collocations at a significant level. As in previous studies, the learners were found to experience more difficulty in acquiring incongruent collocations, but more noticeably, knowledge of synonymous collocates in the AN collocations was found to be another source of difficulty. With hierarchical multiple regression, the study also indicated collocational knowledge to be the primary significant contributor of L2 writing proficiency. The study underscores the importance of teaching collocations to help learners retrieve them more automatically in the process of L2 writing.

EFL 배경 대학생들의 영어 읽기 동기 및 읽기 능력 요인들의 관계 분석

김지혜(Kim Ji hye),전유아(Chon Yuah V.) 한국외국어대학교 영미연구소 2016 영미연구 Vol.37 No.-

읽기동기에 관련된 연구는 대부분 모국어 읽기의 분야에서 아동이나 청소년을 대상으로 실시가 된 반면, 성인을 대상으로 한 제2언어로서의 영어학습에서는 그 연구가 상대적으로 드문 상태이다. 본 연구에서는 대학생들의 다차원적인 읽기동기에 대 한 연구를 목적으로 “읽기동기를 조사하기 위한 설문지”를 활용하여 학습자의 영어읽기 능력, 영어 학업 성취도, 읽기 능숙도, 그리고 학생들이 속한 전공 변인들을 대상으로 연구를 실시하였다. 요인분석을 실시한 결과 대학생들의 읽기동기는 다섯 가지의 요인인 “읽기 몰입”, “읽기 호기심”, “목표지향적 읽기동기”, “효용 가치”, 그리고 “읽기 효능감 및 능력”으로 구분할 수 있었다. 정량적 분석 결과 대학생 학습자들의 ‘목표지향적 동기’와 ‘유용성 가치’가 유의미한 읽기동기인 것으로 나타났다. 반면, 학습자들은 영어 읽기에 대하여 ‘읽기 몰입’이 부족한 것으로 드러났다. 하지만, 일월변량분석의 결과 ‘읽기 몰입’이 학습자의 영어 능력 간에 차이가 나는 것으로 드러났다. 선형 다중 회귀 결과 ‘학습 목표 지향적 동기’는 학습자의 영어 능력의 유의미한 예측변인인 것으로 드러났으며, 이것을 통해 학습자들이 영어를 읽는 이유는 도구적이라는 것을 알 수 있다. 결과적으로 본 연구는 제2언어 학습을 위한 읽기동기를 함양하기 위한 시사점에 관한 논의라 할 것이다. While reading motivation research has predominantly been conducted within the area of L1 reading with children and adolescent learners, this study was to examine how the multidimensional aspects of L2 reading motivation may transpire for L2 EFL university learners. This L2 reading motivation was researched with an adapted version of Motivations for Reading Questionnaire, along with information on the learners’ L2 reading proficiency, L2 general proficiency, reading fluency, and affiliated majors. The factor analysis resulted in the loading of five reading motivation factors (i.e., reading involvement, reading curiosity, learning goal-oriented motivation, utility value, and reading efficacy & competence). The quantitative results demonstrated that the learners’ reading motivation was characterized by goal-oriented reading motivation and utility value of L2 reading. On the other hand, the learners lacked reading involvement toward L2 reading. However, one-way ANOVA revealed that it was reading involvement that produced proficiency group differences. Linear multiple regression indicated goal-oriented motivation to be a significant predictor of language proficiency, and this validated the learners’ endorsement of motivation for instrumental reasons. Implications for increasing L2 reading motivation are discussed in the study.

한국인 학습자와 영어 원어민의 구어 및 문어 코퍼스에 나타난 개별 어휘 및 다어휘 표현 비교･분석*

신동광(Shin, Dongkwang),전유아(Chon, Yuah),이신웅(Lee, Shinwoong),박명수(Park, Myongsu) 한국영어교과교육학회 2018 영어교과교육 Vol.17 No.2

The present study aimed to compare English non-native speaker corpora vs. English native speaker corpora for the analysis of spoken and written English. Programs BNC-COCA 25000 RANGE and COCA_MWU20 ColloGram were used to analyze frequency and lexical variety of single words and multi-word units (MWUs) in each of the four corpora: Korean EFL learners’ spoken corpus and written corpus, BNC Spoken Sampler and BNC Written Sampler. The analysis of the four corpora demonstrated: First, the Korean learners use of single word items and MWUs in the spoken and written English did not show a noticeable difference compared to the native speakers use of the same lexical items. Second, more than 90% of the single words consisted of items from the first 5,000 words whereas 70% of the MWUs were made up of those from the first 2,500 MWUs. Third, similar to previous studies, there was the repeated use of single words and MWUs in spoken English while a wider range of expressions were used in written English. Fourth, the results of the analysis indicated that the Korean learners were exposed to different opportunities for English vocabulary learning compared to native speakers, which may lead to Korean learners’ inefficient learning of vocabulary. Implications are further discussed for improved vocabulary learning.

영어 연어 능숙도 검사지 개발

신동광 ( Shin Dongkwang ),전유아 ( Chon Yuah ),이신웅 ( Lee Shinwoong ),박명수 ( Park Myongsu ) 한국멀티미디어언어교육학회 2017 멀티미디어 언어교육 Vol.20 No.2

As a part of lexical knowledge, the present study attempted to develop an English collocation proficiency test to measure the size of second language learners` collocation knowledge. The existing collocation tests, such as DET (Eyckmans, Boers, & Demecheleer, 2004), CONTRIX (Revier, 2009), and COLLEX/COLLMATCH (Gyllstad, 2009), were developed as achievement tests or could only test some specific types of collocations (e.g. Verb + Noun collocations). To address this deficiency, a new Collocation Size Test (CST) was developed using the recently constructed General Service Collocations (GSC) (Shin, Chon, Lee, & Park, 2017) which was first extracted from the large-scale Corpus of Contemporary American English (COCA) and then refined by comparing 8 representative reference corpora, such as Freiburg-Brown Corpus, Freiburg-LOB Corpus, and Australian Corpus of English. The test of so-called GSC CST is based on the first 10 levels of GSC with 10 items at each level. Five of the items measured meaning recognition while the others assessed the learners` ability to recognize the correct form of collocations. Each item could be considered as representing knowledge of 50 collocations within the collocation band. In the validation process of GSC CST, the test showed a reliability of .91.

ABCD 기반 융복합교사교육 모형 개발 연구

차윤경(Yun-Kyung Cha),박미영(Mi-Yeong Park),김선아(Sun-Ah Kim),김정덕(Jung- Doek KIM),류수열(Su-Yeol Ryu),박주호(Joo-Ho Park),안성호(Sung-Ho Ahn),전유아(Yuah Chon),정재원(Jaewon Jung),주미경(Mi-Kyung Ju),함승환(Seung-Hwan Ham) 학습자중심교과교육학회 2016 학습자중심교과교육연구 Vol.16 No.6

본 연구는 21세기 교육과 관련된 선행연구에서 융복합교사교육의 원리와 지향점을 탐색함으로써, ‘자율성’, ‘가교성’, ‘맥락성’, ‘다양성’(즉 ABCD)의 교육원리에 기반 하고, ‘생애발달주기’, ‘실제적 역량’, ‘감성적 체험’, 그리고 ‘융복합적 역량’을 중심으로 하는 교사교육에의 융복합교육적 접근을 취하는, 다양한 교육과정에 적용 가능한 교사교육 모형을 개발하였다. 그리고 이를 창의·인성교육 교사전문성 신장 프로그램에 적용하여 그 ABCD 원리에 기반한 융복합교사교육의 가능성을 검증하고자 하였다. 개발된 융복합교사교육 모형은 전문가 타당도 검사를 통해 수정·보완되어 최종적으로 완성되었으며 서울의 한 사범대학의 예비교사 교육에 적용되어 그 현장적용 가능성이 타진되었다. 그 프로그램은 예비교사들의 창의·인성교육 전문성 향상에 긍정적인 영향을 미친 것으로 나타났다. 이는 본 연구에서 개발된 ABCD 기반 융복합 교사교육 모형이 더 다양한 교사양성 기관과 더 다양한 교과목에 효과적으로 적용될 가능성이 있음을 강하게 시사한다. Recently, the Korean Ministry of Education has developed policy initiatives for enhancing school children’s creativity and character. This is because creative decision making and democratic communication are now thought of as key competences required for members of a culturally diversified world village. In this context, this paper presents results from a recent development and implementation of an “ABCD-based Yungbokhap Teacher Education” model to enhance preservice teachers’ competences for creativity and character education: The model has adopted the four principles of Yungbokhap Education: Autonomy, Bridgeability, Contextuality, and Diversity; it has also taken four key strategies of attending to the developmental stages in teachers’ professional life span, to the development of “practical” competences for creativity and character education, to “affective” experience and embodiment of a variety of methods for creativity and character education, and to development of Yungbokhap competences for practicing in classes and the school environment in integrative and inclusive ways. These were to help pre-service teachers develop competences to holistically interact with their own Selves, their pedagogical content knowledge for creativity and character education, their future students, and their educational environment. An implementation of the ABCD-based model in four major and three teacher education courses at a colledge of education in Seoul has produced statistical and qualitative positive results indicating its effectiveness and fruitfulness, which is accepted as strongly suggesting that the same model can be successfully adopted and implemented for other institutions of teacher preparation, and in other courses as well.