포스터 발표논문 초록 ( 천연물 / 미생물공학 분야 Poster 초록 ) : Xylooligo 당 생산을 위한 Endoxylanase를 분비하는 세균의 분리 및 효소 생산 조건

정향기,이오석,최충식,권달호,이인구 한국응용생명화학회(구 한국농화학회) 1997 한국응용생명화학회 학술발표회 Vol.1997 No.1

학습민첩성과 창의적 문제해결 간의 관계: 무형식 학습의 매개효과와 사회적 자본 및 감성지능의 조절된 매개효과

정향기 한국인력개발학회 2022 HRD연구 Vol.24 No.3

The main goal of this study was to explore the effect of LA(learning agility) on CPS(creative problem solving), and to investigate the mediation effect of IL(informal learning) and the moderating effect of SC(social capital) and EL(emotional intelligence) between them. An online survey was carried out and the 225 data were empirically analyzed using SPSS 21, PROCESS macro, AMOS 21.0 Program. The findings of this research are as follows: First, LA had a significant positive effect on CPS. Second, LA had a significant positive effect on IL. Third, IL had a significant positive effect on CPS. Fourth, there was a significant positive indirect effect of LA on CPS mediated by IL. Fifth, SC positively moderated the relationship between LA and IL. Sixth, SC positively moderated the mediating effect of IL on the relationship between LA and CPS. Seventh, EI positively moderated the relationship between IL and CPS. Eighth, EI positively moderated the mediating effect of IL on the relationship between LA and CPS. Ninth, EI positively moderated the moderating effect of SC on the mediating effect of IL. This research has implications that LA through IL, SC and EL can increase CPS of individuals and organizations. 본 논문의 목적은 학습민첩성이 창의적 문제해결 능력에 미치는 영향과 두 변수 간의 관계에서 무형식 학습의 매개효과와 사회적 자본 및 감성지능의 조절효과를 연구하는 것이었다. 온라인 설문조사를 통해 얻어진 225개의 데이터를 SPSS 21, PROCESS macro, AMOS 21.0을 사용하여 분석했다. 연구결과는 첫째, 학습민첩성과 창의적 문제해결 간의 관계에서는 학습민첩성이 높아질수록 창의적 문제해결도 높아지는 것으로 나타났다. 둘째, 학습민첩성은 무형식 학습에 정(+)의 영향을 주는 것으로 나타났다. 셋째, 무형식 학습은 창의적 문제해결에 정(+)의 영향을 주는 것으로 나타났다. 넷째, 학습민첩성은 무형식 학습에 정(+)적으로 통계적으로 유의한 영향을 미치고 무형식 학습은 창의적 문제해결에 정(+)적으로 통계적으로 유의한 영향을 미치는 매개효과가 나타났다. 다섯째, 학습민첩성과 무형식 학습 간의 관계에 대한 사회적 자본의 조절효과가 유의한 것으로 나타났다. 여섯째, 학습민첩성과 무형식 학습간의 관계에서 사회적 자본의 조절된 매개효과가 유의한 것으로 나타났다. 일곱째, 무형식 학습과 창의적 문제해결 간의 관계에서 감성지능의 수준이 높아질수록 무형식 학습의 간접효과가 증가하는 감성지능의 조절효과가 유의한 것으로 나타났다. 아홉째, 학습민첩성과 창의적 문제해결 간의 관계에서 사회적 자본과 감성지능의 조절된 조절된 매개효과가 유의한 것으로 나타났다.

영어 스토리 북 읽기를 통한 구어영어 학습 가능성 - 인공지능번역기 활용 과업을 중심으로 - 이 논문은 2018년 김천대학교 교내학술연구비지원에 의한 것임(gc18068)

정향기 한국통번역교육학회 2019 통번역교육연구 Vol.17 No.3

The primary goal of this study was to investigate the students' perception on the efficacy of using the English story book in order to enhancing Spoken English ability and of using the AI translation program for studying English. The results revealed the following: first, the preferred translation program came in order of Papago, Kakao and Google translation, and the reason for that most students mentioned was the highest quality of the translation. Second, they recognized the advantages of using a translator as being able to solve sentences or expressions that they did not know about. Third, the advantage of using English story books as teaching materials is that they are good because the next story is curious and interesting, and because there are many expressions that are not in the existing conversation materials. Fourth, it became easier for them to express in English, they have actual ability to use what they have learned, and they got to have confidence in English.

Utilization of Corpus Linguistics for English Education

정향기 김천대학교 2008 김천대학교 논문집 Vol.29 No.-

언어자료를 저장하고 처리하는 컴퓨터 기술의 눈부신 발전 때문에 코퍼스 언어학은 언어 연구자들 사이에 인기를 얻어가고 있다. 코퍼스 언어학은 실생활에서 사용되는 언어에 근거하여 언어를 연구하는 분야라고 정의 할 수 있다. 코퍼스(Corpus)는 실제로 언어가 어떻게 사용되는 지를 연구하기 위해서 실생활에서 사용되는 언어를 모아둔 텍스트 은행이다. 코퍼스를 사용하기 위해서 실생황에서 사용되는 언어를 모아둔 텍스트 은행이다. 코퍼스를 사용하여 언어를연구하면 책상에서 억지로 만들어진 예를 통해 언어의 규칙을 설명하기 보다는 경험적인 언어연구가 될 수 있다. 또한 본문에서는 코퍼스 언어학에 대한 역사를 고찰하고 코퍼스에 근거한 연구 분야에는 어떤 분야가 있는지를 살핀다. 이를 통해 영어교육에서 코퍼스 언어학의 전망이 어떻게 되는지를 살핀다.

중학생의 학교폭력 경험 유형에 따른 의사소통 특성

정향기,최태진 한국상담학회 2013 상담학연구 Vol.14 No.1

본 연구는 중학생을 대상으로 학교폭력 경험 유형(학교폭력 비경험 집단, 가해경험 집단, 피해경험 집단, 가해․피해 중복경험 집단)에 따른 집단별 의사소통의 특징을 분석하는 것을 목적으로 하였다. 이를 위하여 서울시내 중학생 541명(남 249명, 여 292명)을 표집하였으며, 학교폭력실태 및 의사소통방식, 의사소통기술 척도를 사용하여 자료를 수집하였다. 통계분석에 따른 주요결과는 다음과 같다. 첫째, 예비분석 결과 연구대상 541명의 학생 중 학교폭력 순수 가해 경험자는 21.6%, 순수 피해 경험자는 5.5% 그리고 가해․피해 중복경험자는 49.2%로 나타났다. 둘째, 학교폭력 피해경험 학생들은 의사소통방식에서 대체로 회유형 및 어느 정도의 산만형 방식을 채택하고 있었으며, 가해․피해 중복경험 학생들의 경우 비난형․산만형 의사소통방식이 두드러졌다. 셋째, 의사소통기술에서는 가해경험 학생들은 감정처리기술이 낮았으며, 가해․피해 중복경험 학생들은 경청기술 및 자기노출기술에서 높은 점수를 보였다. 후자의 경우 일반적인 기대와는 상반되는 결과로 볼 수 있었는데, 이는 두 가지(과잉, 왜곡된 자기지각)로 추론적 해석을 할 수 있었다. 논의를 통하여 연구결과가 갖는 의의 및 상담 프로그램 개발에의 시사점을 차례로 제시하였다. The purpose of this study was to analyze characteristics of communication that middle school students use according to school violence experience types(non-experience group, perpetrator group, victim group, perpetrator and victim group). 541 middle school students(male, 249; female, 292) from seoul participated in this study and completed school violence survey, communication style inventory and communication skill inventory. Major findings of this study were as follows. First, the results of preliminary analysis showed that 21.6% of participants experienced school violence as only perpetrators, 5.5% experienced school violence as only victims and 49.2% experienced school violence as both perpetrators and victims. Second, while students who experienced school violence as victims mostly adopted placating type and somewhat adopted inattention type, students who experienced school violence as both victims perpetrators mostly adopted blaming type and inattention type. Third, while students who experienced school violence as perpetrators showed lower level of emotion management skills, and students who school violence as both victims perpetrators higher level of listening and self-disclosure skills in terms of communication skills. The latter results were contrary to general expectations and two possible explanations for the results were provided. Finally, the theoretical significance of this results were discussed and implications for counseling program development were presented.

직무에 필요한 일반 통역 능력 향상을 위한 과업 중심 교양영어 교육과정에 대한 학습자 인식

정향기 한국통번역교육학회 2019 통번역교육연구 Vol.17 No.4

The purpose of this study was to investigate students' perception of the General English Education curriculum based on an output and presentation task activity. The subjects were college freshmen and they were asked to answer a questionnaire at the end of the semester. The findings of this research are as follows: First, the overall satisfaction level of the class based on the presentation task activity was found to be very satisfactory, with 93% rating it above average. Second, the above-average satisfaction level for the professors and the length of class time was 97.7 and 92.7 percent, respectively. Third, regarding speaking ability and presentation skills, 49.2% and 57% of the learners reported improvement, respectively. Fourth, as to the difficulty of the class and increased motivation to study English, the satisfaction rates were 73.4% and 59%, respectively. Fifth, the presentation task activity increased confidence and English speaking ability and helped them acquire useful presentation English expressions.

학생들은 영어회화 시간이 왜 두려운가?

정향기 김천대학교 2009 김천대학교 논문집 Vol.30 No.-

This paper aims at researching why the students fear of English Class and English isn't stress anymore to them but they feel like studying English and studying what kind of effects the first language based approach has and when the students can have self-confidence in English class. For this the self report diaries were collected and then Nvivo8, qualitative data processing program, was used. The reason of doing the qualitative research was to grasp the reason from a real voice of them not the guess of teacher about the English studying problem. This pour me paper shows that the reason of their fear of English results from a lack of their English speaking ability. They prefer Korean English teacher to foreign English teacher because of communication problems and their beginner level of English. Consequently, when the learning environment of English such as contents proper to students' level, easy communication with teacher and real life experience of their studying materials are provided, the students feel like studying English and can have self confidence of English.

포스터 발표논문 초록 ( 생화학 / 분자생물학 분야 Poster 초록 ) : Cellulomonas sp . R-11이 생산하는 Xylanase의 정제 및 특성

정향기,이오석,주길재,최충식,이인구 한국응용생명화학회(구 한국농화학회) 1997 한국응용생명화학회 학술발표회 Vol.1997 No.2

Biligualism-based Approach에 근거한 영어학습의 효율성

정향기 한국현대영어영문학회 2007 현대영어영문학 Vol.51 No.2

The purpose of this article was to examine the effectiveness of the bilingualism-based approach. This approach puts emphasis on the role of the native language of the learner. It is said that when the native language is in accord with the second language correctly, especially in the beginning of learning the second language, the acquisition of the second language is maximized. To examine this, the participants were divided into two groups and one group was taught with the bilingualism-based approach but the other was not. And they took a pre-test and a post-test. The test results were analyzed by SPSS and also there was a survey analysis. The results show that there was a statistically significant increase in the score of the participants who had the bilingualism-based approach class and that they answered more contentedly to the questionnaire than the others. The conclusion to be drawn here is that bilingualism-based approach is efficient for beginner and low level learner learning English language. 두 집단 모두에게 동일한 학습 내용이었고 문장중심의 학습이었지만 이중 언어기반 접근법으로 교육을 받은 학생집단에서 설문에 대한 응답이 높게 나왔고 시험 점수도 통계적으로 유의미한 차이가 있을 정도로 더 많이 향상되었다. 이는 초급수준의 영어 학습자에게는 무조건 목표어인 영어만 사용하여 학습을 시키기 보다는 모국어를 사용하여 학습하는 것이 효과가 있다고 하는 이중 언어기반 접근법이 효율적임을 보여주는 결과라고 볼 수 있다.4. 결론 및 제언

코로나19 상황의 대학교육에 있어서 전면적 온라인 수업 실행 및 평가에 대한 학습자 만족도

정향기 한국멀티미디어언어교육학회 2020 멀티미디어 언어교육 Vol.23 No.3

The purpose of this study was to examine college students' satisfaction with online classes and online tests. The survey was conducted online, with 141 respondents to the class and 121 to the test. The results revealed the following: First, the students were highly satisfied with full-scale online classes and it was recognized that the 25 minutes of video lecture per credit was appropriate, the difficulty of the class and the supplemental tasks for online learning activities were also appropriate. Second, they reported that self-directed learning habits have been formed and motivated while studying online classes, there were no major difficulties in interactions with their professor and they preferred the video lecture to the real-time online class. Third, the advantages of online classes were that they could study the lectures over and over and they were free from studying time constraints. Fourth, regarding online test administration, 73.7 percent were satisfied with the online test, they thought the short test time would result in fairer test results. It can be concluded that the students were satisfied with the online classes and test, but a blended format is preferred to enhance interaction.