중학교 7차 영어 교과서의 소재 흥미도 연구

한혜령,임동렬 서원대학교 사범대학 부설 교육연구소 2006 교육발전 Vol.25 No.1

한국인 영어 학습자의 중간언어 분석을 통한 SLA 이론의 비교 평가 : Creative Construction Hypothesis와 Multidimensional Model을 중심으로

한혜령,이영식 韓南大學校 敎育硏究所 1996 교육연구 Vol.4 No.-

[초록 없음]

The Acquisition of Progressive Morphology by Korean Learners of English: L1 Transfer and Learnability

한혜령 한국영어교육학회 2013 ENGLISH TEACHING(영어교육) Vol.68 No.2

The present study addresses a learnability problem in the acquisition of English progressive aspect by Korean learners of English. As Korean and English differ in the way that the lexical aspect of verbs interacts with progressive morphology, we predicted that Korean learners of English would be affected by their L1 aspectual system, accepting non-targetlike combinations of lexical aspect and aspectual morphology. Sixty Korean university students were presented with sentences containing different aspectual classes of verbs in two conditions—the progressive and the simple present—and were asked to judge the naturalness of the sentences. The results showed that the majority of the learners erroneously accepted progressive sentences containing stative verbs. It also showed that the learners accepted simple present constructions containing eventitive verbs for an ongoing interpretation,indicating the pervasiveness of L1 transfer. The findings strongly suggest that Korean EFL learners have difficulty ruling out erroneous form-meaning associations based on their L1 progressive morphology.

초등학교 정원교육 프로그램 개발

한혜령,최지연,이건남 한국실과교육연구학회 2020 實科敎育硏究 Vol.26 No.2

The purpose of this study is to explore the unique educational meaning of the garden through a philosophical study of the garden, and to develop a program that can be realized in the educational field based on this. To this end, the concept and educational meaning of the garden were examined, and studies and cases using the garden as an education were analyzed, and the garden education program for elementary schools was developed based on the analyzed results. The results of the study are as follows. First, in order to examine the concept and educational meaning of the garden, the concept of the garden was expanded and examined from various perspectives such as the dictionary's dictionary, academic, and etymological meanings. As a result, the garden helps learners to perceive everyday life aesthetically and form an ecological relationship with nature, and the act of creating a garden recognizes and expresses itself by creating another nature that projects itself. It was meant to enable self-objectification. By re-lighting the garden from an educational philosophical point of view, it was found that the garden is one of the elements of efficient education and at the same time a place that contains the meaning of fundamental education. Second, in order to develop a program that contains the educational meaning of the garden, research and cases in which the garden was used educationally were collected and analyzed. As a result, practical implications for the four items of goal, content, method, and environment creation of garden education were drawn and used in the development of the program. Finally, the elementary school garden education program corresponding to the results of this study was developed. The contents of the developed program were constructed in consideration of the horizontal and vertical linkage of the curriculum to help settle in the educational field. In addition, it was developed to focus on enjoying the garden as a culture by designing for learners to continuously cycle and practice the program in their lives. 이 연구의 목적은 정원에 대한 철학적 고찰을 통해 정원이 가진 고유한 교육적 의미를 탐색하고, 이를 바탕으로 교육현장에서 실현할 수 있는 프로그램을 개발하는 데 있다. 이를 위해 정원의 개념과 교육적 의미를 살펴보고, 정원을 교육적으로 활용한 연구와 사례를 분석하였으며, 분석한 결과를 토대로 초등학교 정원교육 프로그램을 개발하였다. 연구의 결과는 다음과 같다. 첫째, 정원의 개념과 교육적 의미를 살펴보기 위해 정원의 사전적, 학술적, 어원적 의미 등 다양한 관점에서 정원의 개념을 확대하여 살펴보았으며, 교육공간으로서 정원이 활용되어온 역사를 개관하여 정원의 고유한 교육적 의미를 밝히고자 하였다. 그 결과, 정원은 학습자가 일상의 삶을 심미적으로 인식하고, 자연과의 생태주의적인 관계를 형성하도록 도우며, 정원을 조성하는 행위는 자신을 투영한 또 다른 자연을 창조해냄으로써 스스로를 인식하고 표현하는 자기대상화를 가능케 한다는 의미를 지니고 있었다. 교육 철학적인 관점으로 정원을 재조명해봄으로써, 정원은 효율적인 교육 요소의 하나이자 동시에 근본적인 교육의 의미를 담아내는 장이라는 것을 알 수 있었다. 둘째, 정원의 교육적 의미를 담은 프로그램을 개발하기 위해 정원을 교육적으로 활용한 연구와 사례를 수집하여 분석하였다. 그 결과로, 정원교육의 목표, 내용, 방법, 환경 조성의 4가지 항목에 대한 실제적인 시사점을 도출하여 프로그램의 개발에 활용하였다. 최종적으로 이 연구의 결과에 해당하는 초등학교 정원교육 프로그램을 개발하였다. 개발된 프로그램의 내용은 교육과정의 수평적, 수직적 연계를 고려하여 구성되어 교육현장에서의 정착을 돕고자 하였다. 또한, 학습자가 삶 속에서 프로그램을 지속해서 순환 및 실천할 수 있도록 설계하여 정원을 하나의 문화로 향유하는 데에 초점을 맞추어 개발하였다.

Cloze 테스트의 구인과 안면 타당도

한혜령 한국영어어문교육학회 2018 영어어문교육 Vol.24 No.4

The present study addresses the usefulness of cloze test in terms of its construct and face validity. While cloze has been claimed to be a useful and practical tool that measures language learners’ proficiency, discussions on its validity have been mostly limited to its correlations with other tests. Aiming to explore the constructs underlying cloze test, this study conducted a factor analysis based on Korean EFL leaners’ test scores on a cloze test. In addition, the study analyzed participants’ responses to a questionnaire on the learners’ percieved validity of the test. Factor analysis of the paticipants’ cloze scores identified genral English ability, as well as phrase-, sentence-, and discourse-level language ability as underlyng constructs. The analysis of the participants’ responses to the questionnaire revealed that the cloze had only moderate degree of overall face validity, although the learners tended to perceive the tests’ relevance to word-, sentence-, and discourse level language abilities. Correlation analyses suggested that poor topic familiarity is a factor that can lower learners’ perceived validity of the test.

한국인 EFL 학습자의 결정적 시기와 보편문법

한혜령 한국영어어문교육학회 2000 영어어문교육 Vol.6 No.-

There has been a growing enthusiasm in Korea for the early education of English as a foreign language (EFL). The present study examined the validity of the Critical Period Hypothesis in terms of the Universal Grammar (UG), in three different types of learning contexts - first language (L1), second language (SL), and foreign language (FL) learning contexts. While previous research findings in L1 and SL learning contexts suggest that UG principles and parameters are accessible to language leamers only for the early years of lifetime, this article argues that their results - and even the methods - cannot be applied to EFL settings and that independent studies on the EFL context are required. It also proposes the recent UG notion of functional categories as the most appropriate subject in the discussion of Korean EFL learners' access to UG. Findings on foreign language contexts, including the author's own, strongly indicate that UG is not sensitive to learners' starting ages in FL settings. If young children in FL contexts cannot develop their interlanguage grammar based on UG, the existing teaching methods for young children should be revised.

[내 도시락을 소개합니다] 지친 여름을 다독이는 가을 도시락 : 가을을 담은 도시락

한혜령 메이데이 2021 Paper Vol.262 No.-

이중주어 구문의 높임 호응에 대한 의미론적 재조명: 수용도 판정 실험을 통한 실증 연구

한혜령,홍승진 한국언어학회 2023 언어 Vol.48 No.4

This study addresses honorific agreement in double-subject constructions in Korean from a semantic perspective. The question of which NP triggers honorific agreement with the verb has been highly controversial among scholars. We propose that honorific agreement in double-subject constructions is constrained by semantic distance between NP1 and NP2 in terms of possession and subsidiariness. Using semantic features, we classified NP1-NP2 relations into four types that varied in their degree of possession and subsidiariness, and predicted that honorific agreement with NP1 would be natural in the order of ‘person-attribution’, ‘person-part’, ‘person-possession’, and ‘person-person’ types. To verify our prediction, we conducted an acceptability judgment experiment. Fifty-six adult native speakers of Korean participated in an acceptability judgment task, and were asked to rate the acceptability of different types of double-subject sentences. The verb of each sentence was presented either in the honorific form or in the base form. The analysis of the acceptability judgment data confirmed our predicted order of acceptability. Further, agreement with NP2 was judged as more acceptable when it was a possession or a person. The findings suggest that the acceptability of honorific agreement is affected by semantic constraints, and is gradual across different semantic relation types.

Number Attraction in EFL Learners’ Subject-Verb Agreement and the Effect of Distance

한혜령 한국응용언어학회 2022 응용 언어학 Vol.38 No.4

The present study aims to investigate Korean EFL learners’ sensitivity to subject-verb agreement violation and to examine effects of local number attraction, plural markedness, and distance on their agreement computation. Sixty-six Korean adult learners of English at mid- and high proficiencies participated in an experiment which combined self-paced reading and timed acceptability judgement. They were asked to read sentences region by region and rate their acceptability. All sentences contained a local noun that disagreed with the subject noun in number. They varied in terms of (i) grammaticality (i.e., agreement-violating vs. non-violating) and (ii) noun number (i.e., singular subject N/plural local N vs. plural subject N/singular local N). Half of the items had a short-distance condition and half had a long-distance condition. Analyses of participants’ responses showed that learners were generally sensitive to agreement violation when judging acceptability. In addition, proficient learners exhibited biased sensitivity to noun plurality, resulting in mismatch asymmetry in both acceptability judgment and self-paced reading, showing native-like response patterns. Distance between the subject and the verb resulted in reduced sensitivity to agreement violation. These findings suggest that learners can gradually become more sensitive to agreement violation and process subject-verb agreement in a nativelike pattern even when relevant morpho-syntactic features are not instantiated in their L1.

Korean EFL Learners’ Lexical Development: Evidence from a Word Association Test

한혜령 현대영어교육학회 2014 현대영어교육 Vol.15 No.1

The present study aims at exploring Korean EFL learners’ lexical structure and its development by analyzing their response patterns in a word association test. Studies on word association have shown that native English children go through a series of lexical restructuring, including the syntagmatic-paradigmatic shift. In order to see if Korean EFL learners’ mental lexicon also goes through the same restructuring and if their mental lexicon is affected by their L1, the present study conducted a word association test and a word familiarity measurement. Fifty adult Korean learners of English at different proficiency levels and eleven native English speakers participated in the experiment. The results showed that Korean learners produced much less paradigmatic and syntagmatic responses compared with the native speakers. The proportion of L2 learners’ paradigmatic and syntagmatic responses increased, with the increase in proficiency and word familiarity. However, no clear sign of syntagmatic-paradigmatic shift was found. Paradigmatic responses were predominant from noun prompts, whereas syntagmatic responses were predominant from verb prompts. The learners’ lexicon was also found to be affected by their L1. The findings suggest that Korean learners’ mental lexicon is structured differently from that of English native speakers.