어휘습득과 입력강화의 관계에 대한 시선추적기 연구

최성묵(Choi, Sungmook),이민호(Lee, Minho),김상욱(Kim, Sangwook) 새한영어영문학회 2016 새한영어영문학 Vol.58 No.2

The present study investigated how input enhancement affects learning of multi-word sequences (with focus on two-word lexical collocations) by utilizing an eye tracker. Participants were Korean undergraduate students(n = 42) who have been learning English as a foreign language. These participants read English text containing either unenhanced or enhanced collocations while their eye movements were recorded by the eye tracker. They then responded to a collocation test, followed by a recall cloze test. Analyses of eye fixation data and collocation test results show that input enhancement drew significantly more attention to the target collocations, and also positively affected memory of target collocations in the immediate post-test. In contrast, the recall cloze test results showed that input enhancement negatively influenced recall of unenhanced textual information.

주석영상이 제2언어학습자의 우연적 어휘습득에 미치는 영향

최성묵 ( Choi Sungmook ) 글로벌영어교육학회 2022 Studies in English education Vol.27 No.2

Glossed print materials have been found to be conducive to L2 incidental vocabulary acquisition. Expanding upon this line of inquiry, the present study explored how glosses displayed on videos impact incidental vocabuary acquisition. To this end, Korean tenth graders (N = 102) were randomly assigned to the following conditions: (a) baseline (video only), (b) caption (video + caption), and (c) gloss (video + caption + glosses of 26 target words). They then watched a short TED video that correspond to their condition. Finally, they responded to unannounced vocabulary tests, immediately and one week later. Results indicated superior performance of the participants in the gloss condition over their counterparts in the baseline and caption conditions, regardless of testing phase (immediate, delayed). In contrast, the participants in the baseline and caption conditions rarely varied in their lexical gains in both the immediate and delayed meaning recall tests. Correlational analyses showed strong, positive associations between learner proficiency and lexical gains, regardless of video conditions. Given that the current study represents the first to explore the effects of glossed videos, findings of this study appear to make important contributions to the extant L2 acquisition literature.

작업기억, 주의, 영어능력, 그리고 우연적 어휘습득: 시선추적 연구

최성묵 ( Choi Sungmook ) 한국중등영어교육학회 2021 중등영어교육 Vol.14 No.3

The present study explores contributions of working memory, attention, and English language proficiency to incidental vocabulary acquisition. Participants were 53 Korean undergraduate students and they were instructed to read a short story containing 21 unknown words. During reading, their eye movements were registered by an eye tracker. They then responded to three types of unannounced vocabulary tests: (a) form recognition, (b) meaning recall, and (c) meaning recognition. Finally, they performed a backward digit span task. Multiple regression analyses showed that the combination of three variables (English language proficiency, working memory, attention) explained 26.1% of the variance in form recognition test scores, with all three variables contributing to the prediction to a significant and similar degree. In contrast, English language proficiency was the only significant predictor of meaning recall test scores and explained 12.9% of the variance, whereas none of the three variables were significant predictors of meaning recognition test scores.

입력강화가 문법 처리 및 습득에 미치는 영향: 시선추적 연구

최성묵 ( Choi Sungmook ) 한국중등영어교육학회 2023 중등영어교육 Vol.16 No.1

Much research has been dedicated to determining the role of visual input enhancement in second language (L2) learners’ grammar acquisition. However, how L2 learners process and learn enhanced grammars embedded in written input still remains elusive. Moreover, prior studies report mixed findings, in part because most of the previous studies employed a between-group design, thus failing to control for a myriad of learner factors (e.g., language proficiency, working memory, learning styles, strategies). In the present study, these issues were addressed by utilizing (a) online (eye tracking) as well as offline (tests) measures and (b) a within-group design. Participants in this study were Korean undergraduate students (N = 49). They were instructed to read an experiment text that contained both enhanced and unenhanced target grammatical items (n = 12, respectively), which were matched in view of difficulty. While reading, eye movements of each participant were registered using an eye tracker. They then responded to a reading comprehension test, followed by an unannounced grammar test. Eye-tracking results revealed that the participants spent significantly longer time processing enhanced grammars than unenhanced counterparts. Likewise, the participants learned significantly more enhanced grammars than unenhanced ones. Finally, correlational analyses revealed a significant, negative link between prior knowledge of enhanced grammars and the amount of time allocated to processing enhanced grammars.

입력변형과 반복 듣기가 미국영어 및 영국영어 듣기이해에 미치는 영향

정진엽 ( Jung Jin-yeop ),최성묵 ( Choi Sungmook ) 한국현대영어영문학회 2017 현대영어영문학 Vol.61 No.4

The present study explored how input modification(simplification vs. elaboration) and repeated listening affect listening comprehension of American and British English. Participants were Korean middle school students(N = 904). Results showed no significant effects of simplification and elaboration on listening comprehension of American English, whereas simplification positively impacted listening comprehension of British English. However, although there was a statistically significant effect of repeated listening regardless of accent and input modification types, the magnitude of the effects as measured by Cohen’s d was unexpectedly small. In terms of an interaction between input modification and repeated listening, no significant interaction effects were observed, suggesting that the effects of input modification may not vary as a function of repeated listening. Novel findings of this study appear to make an important contribution to the extant L2 listening literature, and have an important bearing on L2 listening pedagogy and listening materials development. (Kyungpook National University)

L2 학습자의 영어 파생형태소 지식

안혜림(Ahn, Haerim),정미진(Jung, Mijin),최성묵(Choi, Sungmook) 새한영어영문학회 2014 새한영어영문학 Vol.56 No.4

Extant literature suggests that knowledge of derivational morpheme may play an important role in vocabulary acquisition and reading comprehension of L1 and L2 learners of English. However, little is known about how L2 learners’ knowledge of derivational morpheme develops over time. To address this problem, 9th, 10th, and 11th graders (N = 155) who have been learning English as a foreign language (EFL) were instructed to respond to a battery of tasks which were designed to measure their receptive and productive knowledge of twenty derivational prefixes and words containing such prefixes. Results indicated that 10th and 11th graders outperformed 9th graders to a significant degree in all measures, whereas there was no significant difference between 10th and 11th graders regardless of measures. These findings are discussed in view of incidental and intentional vocabulary acquisition.

주어-동사 일치 문장처리에 관한 시선추적 연구

박분주(Boon-Joo Park),김하영(Hayoung Kim),최성묵(Sungmook Choi) 현대문법학회 2021 현대문법연구 Vol.112 No.-

Eye-tracking technology enables us to collect and analyze a wide range of eye movement measures, to connet these to language processing, and to gain insight into online language processing (Conklin, Pellicer-Sánchez, and Carrol, 2018). The current study aims to investigate how EFL university students process verb agreement in the sentences with subject of complex noun phrases. Two types of subject noun phrases were investigated: syntactic process induced with single token and semantic process induced with multiple token. Overall, analyses of eye-movements revealed that the participants showed distinct processing patterns for single and multiple tokens.

외국어 능력 향상을 위한 사용자 안구운동 분석 기반의 지능형 학습도구 개발

신지혜(Jihye Shin),장영민(Young-Min Jang),김상욱(Sangwook Kim),Rammohan Mallipeddi,배정옥(Jungok Bae),최성묵(Sungmook Choi),이민호(Minho Lee) 대한전자공학회 2013 전자공학회논문지 Vol.50 No.11

최근 효율적인 외국어 학습 및 테스트를 위한 교육 콘텐츠 개발에 대한 연구가 많이 되고 있다. 이러한 추세에 기반 하여, 온라인 학습도구와 방송매체 등의 IT 기술을 이용한 e-learning 교육용 콘텐츠 개발이 급격하게 증가하고 있는 추세이다. 하지만 기존의 IT 기술을 이용한 교육용 콘텐츠들은 단방향의 학습 정보만을 제공하기에, 외국어 글을 이해하는 데는 사용자의 학습 편의를 제공하기 어렵다. 사용자 편의가 제공되려면 사용자의 학습 진단에 대한 부가적인 off-line 분석이 요구된다. 이에 본 논문에서는 사용자의 외국어 능력 향상을 위하여, 실시간(on-line)으로 학습 콘텐츠를 제공하여 외국어 능력을 진단하고, 향상시키기 위한 사용자 안구운동 분석 기반의 지능형 학습도구를 제안한다. 이에 본 논문에서는 사용자 학습상태를 분석하기 위하여 인지심리학/신경생리학 기반의 사용자 학습상태와 관련된 안구운동 특징 정보를 추출하고 판별 분석한다. 본 논문에서 제안하는 지능형 학습 도구는 앞서 언급한 사용자 안구운동 특징 정보를 기저로 하여 사용자가 외국어 읽기를 수행할 때, 사용자가 응시하고 있는 단어에 대하여, ‘안다/모른다’를 분석하여, 모르는 단어일 경우 실시간(on-line)으로 웹에서 단어를 검색하고, 정리하여 사용자에게 제공함으로써, 외국어로 된 글을 읽고 이해하는데 도움을 주는 자가 학습 서비스를 제공한다. 제안하는 시스템은 학습자들에게 자기 주도적 학습 도구를 제공하고, 자동화된 학습 콘텐츠로 외국어로 된 글의 이해에 대한 성취와 만족도를 높일 수 있다. Recently, there has been a tremendous increase in the availability of educational materials for foreign language learning. As part of this trend, there has been an increase in the amount of electronically mediated materials available. However, conventional educational contents developed using computer technology has provided typically one-way information, which is not the most helpful thing for users. Providing the user"s convenience requires additional off-line analysis for diagnosing an individual user"s learning. To improve the user"s comprehension of texts written in a foreign language, we propose an intelligent learning tool based on the analysis of the user"s eyeball movements, which is able to diagnose and improve foreign language reading ability by providing necessary supplementary aid just when it is needed. To determine the user"s learning state, we correlate their eye movements with findings from research in cognitive psychology and neurophysiology. Based on this, the learning tool can distinguish whether users know or do not know words when they are reading foreign language sentences. If the learning tool judges a word to be unknown, it immediately provides the student with the meaning of the word by extracting it from an on-line dictionary. The proposed model provides a tool which empowers independent learning and makes access to the meanings of unknown words automatic. In this way, it can enhance a user"s reading achievement as well as satisfaction with text comprehension in a foreign language.