부정사 표지어 To의 특성 연구

洪光熹 한국영어교육연구학회 2000 영어교육연구 Vol.- No.20

The study of dissertation is to describe and explain the Characteristics of Infinitival Marker to. In traditional grammar, the English infinitival marker to was considered as a preposition, while in modern grammar, it was considered as a lexical category or a grammatical category. Pullum(1982) claims that to is a V not in the verbal category but in the lexical category and Chomsky(1981) claims that the infinitival marker to has a non-tensed-S, [-Tense].

중학교 영어 학습자들의 영어학습동기가 영어학습 노력과 영어학습 지속에 미치는 영향

홍광희 한국언어과학회 2022 언어과학 Vol.29 No.1

The present study looks into a relationship between Korean middle school students’ English learning motivation and their behavior toward learning English: (1) students’ commitment to studying English and (2) the sustenance of the commitment. A total of 287 students in 4 different schools participated in the study and data were collected from the students via survey questionnaires. The collected data were analyzed through multiple regression for both the influence of students’ motivation on their commitment to English study and the influence of students’ motivation on the sustenance of their commitment. Results show that (1) students with higher motivation in learning English tend to spend more time studying English than those with lower motivation, with student’s gender, general English proficiency, the beginning age of learning English, and self-efficacy in studying English taken into account; (2) students with higher motivation sustain their commitment to English study better than those with lower motivation, accounting for the control variables.

한국 닻돌의 쓰임새 연구

홍광희 한국고고학회 2012 한국고고학전국대회 발표문 Vol.- No.36

An Exploration of Korean High School Students’ Motivation in Learning English

홍광희,현효주 팬코리아영어교육학회 2015 영어교육연구 Vol.27 No.1

Motivation is a variable that has been most frequently studied among affective factors in L2 education. While a group of studies on Korean EFL learners’ motivation examines the applicability of L2 motivation theories and models, originally proposed for ESL learners (e.g., Gardner’s [1985] socio-educational theory), to Korean EFL learners, few studies look into what takes place in Korean EFL learners’ motivation from a temporal perspective. Analyzing survey data from a total of 830 Korean high school students (enrolled in 2012) through exploratory factor analysis, we investigate the underlying dimensions of students’ motivation in learning English. Five factors emerge from the students’ responses: (1) Globality (living or working in the target language society and communicating with people around the world), (2) Students’ taste (students’ predilection for the target language and their language teacher), (3) English as a lingua franca, (4) Futurity (students’ life during and after college), and (5) Schooling (students’ current high school life).

관광산업 현장에서 표출되는 미국 영어의 특색

홍광희,Hong, Kwang-Hee 한국산학경영학회 1992 산학경영연구 Vol.5 No.-

General American English(=A.E.) has conservative elements as well as progressive elements. A.E. and B.E. are languages which have more similarities than differances. In this paper. I studied the process of English progress before the A.E. had come into being, and the historical background and the cahristics of A.E. coming into being. Considering the differences between A.E. and B.E. from spelling, pronunciation, vocabulary and grammar, I can give the outline as follows. A spelling 1. B.E. : au, ou $${\rightarrow}$$A.E. : a, o 2. B.E. : e $${\rightarrow}$$A.E. : i 3. B.E. : $${\ae}$$ oe $${\rightarrow}$$A.E. : e 4. B.E. : our $${\rightarrow}$$A.E. : or 5. B.E. : re $${\rightarrow}$$A.E. : er B. pronunciation 1. B.E. : [e] $${\rightarrow}$$A.E. : [i], [e], $$[\partial]$$ 2. B.E. : [a] $${\rightarrow}$$A.E. : 3. B.E. : [i(:)] $${\rightarrow}$$A.E. : [ai], $$[\partial]$$, $$[{\varepsilon}]$$ 4. B.E. : $$[{\ae}]$$ $${\rightarrow}$$A.E. : [e], [c] 5. B.E. : [ai] $${\rightarrow}$$A.E. : $$[{\ae}]$$, [e] 6. B.E. : [c] $${\rightarrow}$$A.E. : [e], [a], [o] 7. In case of "Vowel+[t]+Vowel", [t] is pronounced into [d] or [r] 8. In case of "-nt", [t] becomes a mute. 9. [t]+[j, l, m, n, r, u, or, w] $${\rightarrow}$$A.E. : [?] (=glottal stop) 10. B.E. : [w] $${\rightarrow}$$A.E. : [hw] 11. B.E. : [Voiceless consonants], [Voiced consonants] $${\leftarrow}$$A.E. : [Voiced consonants], [Voiceless consonants] C. Vocabulary The historical background and geographical conditions of those days caused lots of new compounds and neologies. D. Grammar Though we use "of" to indicate the possessive case of inanimate object, -s genitive is used in A.E. In the perfect tense, "have" is often omitted and also auxiliary verb "will" is used in any case

Exploring Korean EFL Learners’ Interest in Using ChatGPT for Their English Language Learning

홍광희 팬코리아영어교육학회 2024 영어교육연구 Vol.36 No.1

The value of ChatGPT in EFL teaching and learning is widely recognized by Korean EFL teachers, yet there appears to exist a noticeable disparity in attention toward its use as an English language aid between teachers and students. Effective L2 education hinges on a shared understanding of the teaching environment and instructional goals between teachers and students. This preliminary study explores the interest of Korean EFL students in integrating ChatGPT into their daily routines for English learning. Surveys from 176 students in two middle schools revealed three main findings: (1) a low usage rate of ChatGPT for English learning among students, (2) a statistically significant inverse relationship between ChatGPT usage and daily hours spent on Social Networking Services (SNS), and (3) students familiar with AI translators are more inclined to use ChatGPT, although this association is not statistically significant.

Korean High School Students’ Motivation in Learning English and the Duration of Studying English: An Investigation of ‘Whether’ and ‘When’ They Stop Studying English

홍광희,조미애 팬코리아영어교육학회 2017 영어교육연구 Vol.29 No.1

Second language (L2) learners’ motivation is considered a critical affective factor for L2 learning. Previous studies on L2 motivation suggest that learners with high motivation can stay longer in learning a target language than those with low motivation. Despite this suggestion, only a small number of studies are concerned with a relationship between learners’ motivation and the length of L2 learning based on qualitative data from a small sample of less than 20 learners. The present study fills this gap in the literature by empirically examining whether Korean EFL learners’ motivation contributes to their duration of learning English. In other words, students with higher motivation are more likely to sustain their L2 learning than those with lower motivation. A total of 872 high school students, from 5 high schools, participated in the study, and survival analysis (Cox proportional hazard model) was used for analyzing data collected from questionnaires. Results show that students with higher motivation are less likely to quit learning English, compared with those with lower motivation. Specifically, a 15-point increase in students’ motivation score decreases the hazard (i.e., risk of quitting English study) by 10%, while taking into account into students’ other individual variables.

켄테이너 야드 운영 물류 정보 시스템 개발 구축에 관한 사례 연구

홍광희,이양선 한국경영정보학회 1997 한국경영정보학회 학술대회논문집 Vol.1997 No.-

고등학교 영어 학습자들의 영어 학습동기 : 확인적 요인 분석을 통한 영어 학습동기 측정 도구 개발

홍광희 한국언어과학회 2015 언어과학 Vol.22 No.4

The purpose of the present study is to discuss the development of a measuring instrument for Korean high school students’ motivation in learning English within the framework of motivation as a contextually and temporally dynamic construct. Based on the results of a previous study, exploring Korean high school students’ English-learning motivation through exploratory factor analysis, this study examines the reliability of a survey instrument used in the previous study and the fit of five factor solutions(i.e., a measurement model consisting of five factors) and tests the significance of factor loadings through confirmatory factor analysis. The data were collected from a total of 815 Korean high school students through two different data collection waves (1st wave=367 students, 2nd wave=448 students). The results show that (1) the reliability of the instrument is above 0.70, a criterion recommended and often used for defining acceptable reliability in the literature, in all two samples; (2) the 5 factor model acceptably fits well in all samples; and (3) all factor loadings are statistically significant

마도와 오류리 출수 닻돌의 형태 분석

홍광희 국립해양문화재연구소 2015 해양문화재 Vol.8 No.-