아동문예/시 : 하늘

진정숙 어린이재단 (구 한국복지재단) 1980 동광 Vol.- No.75

EFL Learners’ Beliefs and Learning Style Preferences: Links to Proficiency

진정숙 한국영어교과교육학회 2015 영어교과교육 Vol.14 No.2

This study explored EFL learners’ beliefs and perceptual learning style preferences. It also examined the relationship between these beliefs and preferences and their actual proficiency. The participants consisted of 78 college students, aged 21 to 27, from different majors. According to the scores achieved on an English proficiency test, they were placed into two groups (proficient and less-proficient) and asked to respond to a self-report questionnaire in class. The results showed that: (1) the great majority of participants under-rated their own proficiency level; (2) proficient learners were much more likely to believe that anyone can learn to speak English and that if they heard someone speaking English, they would approach them to practice; (3) a few of the less-proficient learners were still not aware of the structural differences between Korean and English; (4) less-proficient learners were much more likely to believe that the most important part of EFL learning is learning a lot of grammar rules; (5) the participants of both groups marked all six learning styles (i.e. visual, tactile, auditory, kinesthetic, group, and individual) as major preferences; but (6) the proficient learners demonstrated a significantly greater preference for tactile and kinesthetic learning styles than the less-proficient learners did.

The Impact of Task Type on Advanced EFL Learners' English Verb Usage

진정숙 한국영어어문교육학회 2014 영어어문교육 Vol.20 No.1

The purpose of this study was to investigate advanced EFL learners' errors with verb usage in terms of types and frequency, and examine the impact of task type on English verb usage. The participants were 36 college students, aged 21-28 years, with varying majors. All the identified errors in the corpus were assorted into auxiliary verbs and lexical verbs and then given a comparative analysis with regard to two different tasks (i.e. letter writing and descriptive writing). The results showed that task type failed to make a strong impact on English verb usage. Concerning auxiliary verbs, the omission errors were the most common (54.7%) in letter writing, while the omission errors and the misformation errors occurred at the same frequency rate (42.4%) in descriptive writing. As for lexical verbs, the misformation errors were the most dominant both in letter writing and descriptive writing (64.4% vs. 65.8%). The confusion between transitive and intransitive verbs brought about preposition omissions in prepositional verbs. Among the subcategories of misformation errors, improper elements exhibited the highest frequency in both tasks (56.3% vs. 50.4%). Due to lack of confidence, the participants avoided using prepositional verbs and progressive and/or perfective aspects.

설문조사 데이터의 합성데이터 생성연구

진정숙 한국경영정보학회 2023 한국경영정보학회 학술대회논문집 Vol.2023 No.06

Case Studies in EFL Reading: Perceptions, Experiences, and Strategies

진정숙 한국영어어문교육학회 2009 영어어문교육 Vol.15 No.4

This case study aimed to explore proficient EFL readers' perceptions and experiences about reading tasks and how those perceptions and experiences influence their reading processing behaviors, and to examine how the cultural background of a text affects their reading strategies and comprehension. Three college students who were non-English majors participated in this study. Three data sources were employed: questionnaires, interviews, and think-alouds. The results showed that: (1) the participants emphasized comprehension as the goal of reading and considered themselves good EFL readers; (2) their reading purposes were closely associated with personal pursuits; (3) they preferred to read materials that deal with areas of interest but did not try to take a risk in terms of level of difficulty and/or length; (4) they implemented a multistrategic approach to reading in that the majority of their strategy use was in conjunction with their concern about meaning construction; (5) they were able to develop useful understandings of unknown vocabulary; and (6) their clear awareness of the cultural background presupposed in the text helped them invoke prior knowledge and reduce unknown vocabulary hindrances which contributed to comprehension. Pedagogical implications for EFL reading instruction are provided.

합리적행위모형과 기술준비도를 이용한 P2P대출서비스의 사용의도에 관한 연구

진정숙,한진섭,박주석 한국경영공학회 2019 한국경영공학회지 Vol.24 No.2

FinTech is a technology-led financial transaction innovation that is a fusion of finance and technology. The main types of Fintech are remittance, payment, P2P, and financial data analysis. Duplex payments are spreading around the world. However, the P2P loan sector has not been well established due to the low social awareness in Korea despite the innovative change in Fintech. Therefore, in this study, we want to know that is the intention to use of P2P loan which can be considered innovative among FinTech types. Based on theory of reasoned action(TRA), FinTech is a convergence of IT technology, we have set up a research model by converging the “Technology readiness index(TRI)” theory of information technology. As a result of the analysis, it was confirmed that the ‘Subjective Norm’ and ‘Attitude Toward Behavior’ to the ‘Theory of Reasoned Action(TRA)’ had an influence on the intention of the act in the act of Fintech lending. However, in the Fintech loan, the ‘Technology readiness index(TRI) does not significantly affect the attitude. Among them, ’Optimistic’ and ‘discomfort’ were not affected. And the ‘Subjective norm’ is heavily influenced by the opinions of his important people. There was no ‘motivation to comply’ the opinion.

중소기업의 IT자원이 업무성과에 미치는 영향에 관한 연구

진정숙,박주석,박재홍 사)한국빅데이터학회 2019 한국빅데이터학회 학회지 Vol.4 No.2

자원기반이론(Barney, 1991)에 근거하여 중소기업의 IT를 자원과 역량으로 구분하였으며, IT자원과 역량이 성과에 영향을 미치는지 확인하였다. 즉, 중소기업 대상의 설문조사와 IT전문가를 대상으로 설문조사를 실시하여 중소기업이 보유하고 있는 IT자원을 역량과 자원으로 구분하였다. Barney(1991)가 제안한 자원의4가지 특성(가치, 희귀성, 비대체성, 비모방성)중에서 가치와 비모방성을 대상으로 중소기업의 IT자원과역량을 구분하였으며 구분된 IT자원과 역량은 기업의 성과에는 어떻게 영향을 미치는지 연구하였다. 연구결과IT의 자원과 역량은 “Knowledge-based”의 필요여부에 따라서 구분되었다. 분석결과, 서버, DB(database), 시스템 관리자, 프로그래머, CIO, BA는 역량으로, 데스크탑 PC, 소프트웨어, 급여 및 회계관련 프로그램, 이커머스, 홈페이지 그리고 네트워크는 자원으로 분류되었다. 그리고, 분류된 중소기업의 IT자원과 IT역량은 기업의 성과(종업원 만족도, CEO 만족도)에 모두 영향을 미쳤다. IT는 분명히 기업의 성과에 영향을 미치고 있다. 결론적으로 자원은 기업이 어떻게 활용하는가에 따라서 IT자원 또는 IT역량이 될 수 있으며, 자원, 역량 구분없이 모두 중소기업의 성과에는 영향을 미친다는 것을 알 수 있었다. 따라서 IT투자를 고려할때 기업은 필요한 IT 자원을 구입하여 활용하게 되면 기업의 성과로 연결된다는 것이다.

A case study on college EFL readers: Awareness, experiences, and processes

진정숙 한국영어어문교육학회 2011 영어어문교육 Vol.17 No.3

This research primarily aimed to investigate proficient and less proficient EFL readers' awareness and experiences about learning to read and reading in English. The secondary purpose was to explore the participants' reading strategies, and to discover how the genres of English texts influence their reading processing behaviors. The participants consisted of four college students in engineering aged 21-25 years. Three data sources were employed: questionnaires, interviews, and think-alouds. The findings revealed that: (1) the proficient EFL readers judged themselves to be good readers, while the less proficient EFL readers judged themselves to be fair readers; (2) unknown vocabulary was perceived to be the major impediment to reading comprehension; the think-aloud data, however, demonstrated that unknown vocabulary did not significantly interfere with their reading comprehension; (3) regardless of the genre of the text, the participants employed similar reading strategies; (4) the participants were more likely to tolerate ambiguity and predict the content when reading the narrative text than the expository text; (5) there was no set of strategies that distinguished proficient EFL readers from less proficient EFL readers; and (6) when identifying problems, the proficient EFL readers used fix-up strategies more effectively and were better able to provide satisfactory solutions than their counterparts. Pedagogical implications for EFL reading instruction are discussed.

들국화 I

진정숙 이화여자대학교 음악대학 작곡과 1973 멜로디 Vol.- No.8

An Investigation on Written Errors from Low Level College EFL Learners

진정숙 팬코리아영어교육학회 2013 영어교육연구 Vol.25 No.2

The present study aimed to explore low level EFL learners’ written errors and assess their gravity by native English speakers with regard to communication. The participants were thirty nine college freshmen aged 19-24 who were non-English majors. Errors in the samples were cross-sectionally elicited by means of a written task (i.e., letter) in class. A total of 1308 errors in the corpus were assorted into six general groups in that Verbs generated the most errors, while Adverbs yielded the least errors. Subsequently, misuse of articles was the most common category, followed by misuse of verb tense and aspect. On the whole, 329 (25.2%) of the total errors were attributed to interference (i.e., L1 transfer). L1 grammatical features, sentence structures, and literal translations appeared to be plausible causes that led to transfer errors. Out of a total of 35 categories, native English speakers judged only 7 to be ‘global’ errors which were detrimental to communication in that the frequency rate of an error was not necessarily proportional to its gravity. Overall, transfer errors in the corpus did not seriously impede the participants from conveying their intended messages. Pedagogical implications of the findings for EFL classrooms are provided.