과제형태로 제시되는 문법지도가 의사소통능력에 미치는 영향

황선유 The English Linguistic Science Association of Kore 2000 English Linguistic Science Vol.5 No.-

The present study investigates the effects of grammar tasks on elementary students to improve their communicative competence, including grammatical competence and discourse competence. To accomplish these, the grammar tasks far the elementary students were designed and introduced into their regular classes. The students were classified into two groups(experimental and control) out of 2 classes in 'J' Elementary School in Seoul. The experimental group dealt with one grammar task every class, while the control group learned English according to the communicative language teaching method which exactly coincides with The Sixth English Curriculum. These processes ware allied for a total of two forty minute classes per week for five weeks. The results are summarized as follows: Firstly, the difference in grammatical competence in both groups are significant and remarkable on speaking test. That means the experimental group got higher score than the control group Secondly, a significant difference was not achieved through this experiment on listening test unexpectedly. There is a little difference between the groups on listening test that is hardly meaningful. Thirdly, the degrees of interest and confidence are almost the same in two groups. That is meaningful in that grammar usually has been considered as a difficult and boring part to be learned. There are some worries that grammar may cause a decrease in students interest and confidence in learning English. But it is true that their interest and confidence levels are almost the same even when they went through the grammar tasks. Fourthly, the discourse competence is on the same level irrespective of grammar tasks. That is significant by means of grammar tasks did not influence negatively on the discourse competence. Finally, the data was analyzed for the correlation of the grammatical and discourse competences. The result showed that a positive correlation of two competences was exhibited on the speaking test only. It revealed that these competences interact to progress the students' English. Finally, there was also a meaningful difference between groups when the communicative competence(including grammatical and discourse competences) was estimated. In conclusion the findings in this study suggest that grammar tasks are effective and meaningful to develope the students' communicative competence. Maybe it could facilitate the discourse competence and even the communicative competence. For future study, it is necessary that the adequate grammar tasks should be designed and applied in the classroom to prove the positive effects on communicative competence. Moreover, I expect the studies of the grammar task will be extended over a long-term period.

언어사용과 문법지도

황선유 한국영어언어과학학회 조기영어교육연구소 1999 English Linguistic Science Vol.- No.3

Syntactic and Referential Markers Ensuring Objectivity in EFL Essay Writing

황선유,이명관 한국영어교육학회 2008 ENGLISH TEACHING(영어교육) Vol.63 No.4

The purpose of the study is to describe differences between writing of NNS and NS and explain them from the cross-cultural perspective. As a contrastive study, this study compared the use of objectivity markers, particularly syntactic and referential, in persuasive essays of NNSs and NSs. It examined sixty-nine essays, of which forty-six came from Korean EFL students and twenty-three essays from a group of native English speakers as a baseline data for comparison. The measure used to represent differences between NS and NNS data was the Mann-Whitney U Test. The results of the study demonstrate that NNS writing is different from that of NSs in the use of objectivity markers: amplifiers, 1st person both singular and plural, and 2nd personal pronouns. These results are possibly caused not only by linguistic features themselves including linguistic complexity or L2 learnability but also by different conventions accepted in different writing traditions. Consequently, the study suggests that the finding helps EFL teachers and researchers identify the influence of the L2 learners' first language on learning a second or foreign language.

과제수행 형태로 제시되는 문법지도

황선유 The English Linguistic Science Association of Kore 2000 English Linguistic Science Vol.4 No.-

교정공무원의 직무스트레스와 직무소진의 관계에서 감성역량의 매개효과

황선유,김완일 대한군상담학회 2017 대한군상담학회지 Vol.6 No.1

본 연구는 교정공무원을 대상으로 직무스트레스와 직무소진의 관계에서 감성역량이 매개하는지를 알아보는 것이 목적이다. 본 연구를 위해 경상도 P시와 D시에 소재한 P구치소와 P교도소 그리고 D교도소 세 곳의 교정공무원 373명을 대상으로 직무스트레스 척도, 직무소진 척도, 감성역량 척도를 사용하여 설문을 실시하였다. 교정공무원의 직무스트레스와 직무소진의 관계에서 감성역량의 매개 효과를 알아보기 위해 Baron과 Kenny(1986)의 매개효과 검증과 Sobel 검증을 실시하였다. 연구 결과, 감성역량은 교정공무원의 직무스트레스와 직무소진의 관계를 부분매개 하는 것으로 나타났다. 이러한 결과는 교정공무원들의 직무소진을 줄여주기 위해서 직무스트레스 수준을 낮춰주고 감성역량을 높여 주는 것이 도움이 될 수 있음을 시사한다. 마지막으로, 연구결과에 대한 논의와 추후연구를 위한 제언을 제시하였다. The purpose of this study is to investigate whether emotional competence is mediated between job stress and job burn-out. For this study, the questionnaires were administered to 373 correctional officers of three detention centers in P, P and D in Gyeongsang P and D cities using the Job Stress Scale, Job Burn-out Scale, and Emotional Competence Scale. In order to investigate the mediating effects of emotional competence on the relationship between job stress and job burn-out, the mediating effect and the sobel test of Baron and Kenny (1986) were conducted. As a result, emotional competence partially mediated the relationship between job stress and job burn-out. These results suggest that it may be helpful to lower the level of job stress and emotional competence to reduce the job burden of the correctional officers. Finally, a discussion on the results of the research and suggestions for future research are presented

소형 무인항공기의 충돌 회피를 위한 영상 기반 비행체 검출 기술 동향

황선유,이재현,조성욱,심현철 제어로봇시스템학회 2017 제어로봇시스템학회지 Vol.23 No.3

무인항공기의 보급이 가속되면서 민간 무인항공기 실용화를 위한 노력이 진행되고 있는데, 이를 위해서는 신뢰할 수 있는 수준의 무인항공기의 충돌 회피 기술이 필수적이다. 소형 무인항공기의 경우 기존 유인항공기에 사용하는 장비를 그대로 장착하기에는 전력이나 무게, 가격 등의 제약으로 인한 어려움이 있기 때문에 이에 대한 대체 방안으로 Low SWaP(Low size, weight, and power) 센서를 활용한 충돌 회피 연구가 진행되고 있다. 본 기술논문에서는 소형 무인기에서의 충돌 회피를 위한 영상 센서 기반 비행체 검출 기술의 동향을 소개하고 앞으로 해결해야 할 과제와 나아갈 방향을 제시한다.

공과대학 영어전용강의에 대한 교수자 인식

황선유 한국중앙영어영문학회 2013 영어영문학연구 Vol.55 No.1

The purpose of this study was to examine how Korean professors teaching a major course in English perceived EMI engineering courses and what kinds of teaching strategy they used to cope with the problems they faced. To this end, 32 instructors completed the questionnaire and five took part in an in-depth interview to give a detailed explanation for the results. The results showed that they used a variety of teaching strategies- to speak slower, to use more frequent words, and to use L1-to help facilitate students’ learning. Also, the respondents answered that EMI would be effective in learning engineering terminology and promoting English reading ability. However, EMI courses don’t seem to be effective in explaining and understanding basic engineering concepts. Therefore, they suggest that EMI courses be offered for junior or senior students who have already finished fundamental major courses. It seems that stress and pressure of EMI course would be relieved with more experience in EMI courses. Finally the professors were eager to have teaching assistants who could support them to increase EMI course effectiveness. It is hoped that these results and suggestions will contribute to strengthening EMI courses in order to promote students’ major learning as well as their English proficiency.

Peer Feedback in Business Email Writing Classes for EFL College Students

황선유 한국영어어문교육학회 2019 영어어문교육 Vol.25 No.3

The study investigated effects of peer feedback used in business email writing classes for EFL college students. To this end, the 18 students were asked to fill out a questionnaire on feedback two times before and after the course and six students from three different English proficiency levels were interviewed to take a close look at what was happening in classes. The findings demonstrated they generally had positive perception on peer feedback, but providing and receiving feedback itself made no significant differences in perception of peer feedback. However, the results could imply that students’ perception was moving from teacher feedback toward peer feedback. With regard to types of feedback, feedback on the content was getting more frequent with students experiencing peer feedback whereas the students provided feedback about surface-level features in the first writing task, ‘introduction’ task. In revising the text, the numbers of the revision were almost same in each writing task, but the types of revision varied from task to task. In ‘introduction’ task, deletion was the most common, but in ‘invitation’ and ‘complaints’ tasks they used adding and rearranging types more to express the exact meaning.

The Effects of Shadowing on Listening Comprehension and Listening Strategies

황선유 한국영어교과교육학회 2016 영어교과교육 Vol.15 No.3

The study investigated the effects of shadowing method both on L2 listening comprehension and listening strategies. The participants of the study taking TOEIC courses were given two shadowing tasks and required to upload their shadowing files on their e-class. After completing shadowing tasks, they were given a post-test and strategy questionnaire to measure group differences between shadowing and non-shadowing groups. To measure their listening comprehension, a test was selected including TOEIC part2, part3, and part4. Strategy questionnaire contains 58 items for cognitive, meta-cognitive, and socio/affective strategies. The result showed the shadowing group demonstrated a significant difference in listening scores of three parts of TOEIC ; part 2, part 3, and part 4. Some meta-cognitive strategies such as advance organization, directed attention, performance evaluation, showed meaningful difference between groups. Among cognitive strategies, academic elaboration, translation, note-taking, and paralinguistic inferencing strategies were the ones that shadowing group used more frequently. However, listening strategies, in general, made little difference between the shadowing and non-shadowing groups, which failed to show statistically significant differences between groups. This study suggests that shadowing tasks bring a positive effect on learners’ listening proficiency but it remains to be seen whether it directly helps to improve L2 learners’ strategy use.

영어전용강의에 대한 공과대학 학습자의 인식

황선유 현대영어교육학회 2013 현대영어교육 Vol.14 No.3

The purpose of the study is to examine how Korean students majoring in engineering perceived EMI(English Medium Instruction) engineering courses. To this end, 50senior students completed a questionnaire. The results showed that most of the students took EMI courses in sophomore, when they started their major study, and junior year,whereas a few took them in senior year. They recognized their instructors used various teaching strategies such as speaking slower, repeating, and using more frequent words to facilitate content understanding. They suggested that the class size be limited so as to guarantee frequent feedback and interactions between instructors and students. Regarding the course effectiveness, the study demonstrated EMI was more effective in learning engineering terminology and improving English reading comprehension. However, they do not seem to be effective in explaining and understanding fundamental engineering concepts, which is having a negative influence on their major study. Therefore, it is suggested that EMI courses be planned and designed based on the academic year. It would be advantageous to open more EMI courses in junior year,after students finish courses in major in Korean. Major knowledge and concepts formulated from the courses could offer supportive context to EMI courses, which moves to context-embedded from context-reduced learning environment..