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Using Internet Video Clips for University Students’Vocabulary Development in Blended Learning
정로사,이충현 한국멀티미디어언어교육학회 2013 멀티미디어 언어교육 Vol.16 No.4
The purposes of the study are to investigate the impact of using video clips on university students’ vocabulary development via listening in blended learning and to suggest a vocabulary instructional model for the use of video clips in blended learning. Twenty one students participated in L2 listening classes at A university in Seoul. A combination of qualitative data from students’ reflective journals, classroom observations, and interviews and quantitative data from pre- and post- vocabulary tests, performance assessment, and a questionnaire was collected. The major findings of the study are as follows. First, about 55% of the students guessed the meaning of the words with visual, contextual, and verbal clues from video clips. Second, the students’overall perspectives on using video clips for learning vocabulary in blended learning were very positive. Third, the students had generally positive perspectives on online and offline activities. Guessing the meaning of the words and filling out the summary were the most preferred offline and online activities, respectively. Finally, the students’vocabulary test scores increased indicating that using video clips in blended learning had positive effects on students’ vocabulary development. Based on the findings, a vocabulary instructional model as well as implications are provided.
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정로사(Jung Ro Ssa),김태경(Kim Tae Kyoung) 한국피해자학회 2017 被害者學硏究 Vol.25 No.1
This study aims to investigate the factors influencing children to non-disclosure of sexual Abuse. The participations in this study are 4 women who had experienced child sexual abuse under the age of 13 but could not disclose their CSA to someone. The participants received in-depth interview individually. The interview datum including verbatim and behavior observation were analysed through qualitative research technique. The results indicated that 7 core factors were influencing non-discloure of CSA. There were included family dysfunction, self-attribution, cognitive distortion about sex, emotional distress, memory suppress, attachment to the perpetrator, and the developmental limitations of cognition. Their disclosure was suppressed when they could not anticipate positive result, especially when their families are dysfunctional and their protectors are abusive or non-supportive. The children of dysfunctional family developed fear that their exposure might bring down their families or distress their parents. As sexual abuse repeated, the children adapted themselves to the incidents and reinforced to punish and stigmatized themselves as filthy and sexually immoral and finally attributed themselves that everything caused because of them. Sexually abused children acquired distorted sexual cognition in process of incidents. The distorted sexual cognition that wrongly formed through the incidents suppressed the disclosure of SA. Emotional distresses resulting from the incidents also led to psychological resistance against recalling the incident consciously, and carried it over to a memory suppress and disclosure of SA. Besides, some children formed an attachment to the perpetrator for their psychological survival. The developmental limitations of cognition led to misinterpretation of SA, and could not know how to speak.
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