프랑스어 bois의 식물 비유 표현과 코퍼스 분석

황순희 ( Hwang¸ Soonhee ) 한국프랑스어문교육학회 2021 프랑스어문교육 Vol.72 No.-

이 연구의 목적은 개념적 은유 PEOPLE ARE PLANTS에 착안하여, 프랑스어 bois의 식물 비유 표현 용법을 유형화하고, 실제 코퍼스 분석을 통해 그 용법과 양상을 통합적으로 분석하는 것이다. 주지하는 바와 같이 인지언어학 분야의 비유(은유) 연구는 주로 신체어휘, 감정표현을 대상으로 이루어졌으며, 동물, 식물 비유 표현 연구는 미진하다. 이에 본 연구의 차별점이 있다. Bois 비유 표현 분석을 위해, 언어 자원을 활용하여 비유 표현 59개를 도출하고, 2가지 코퍼스를 분석하여 2,008개의 용례를 추출하였다. 이중 111개(5.53%)가 비유 표현으로 분류되었다. 연구 결과, bois는 특정한 성품과 그런(특정 성품의) 사람, 외형, 상태, 행위, 양태, 사태(일, 상황), 대상(물건), 추상적 개념, 장소, 기타 등의 다양한 양상을 표현하기 위한 근원 영역이다. 그리고 비유 표현을 분석한 결과, 코퍼스 상 빈도가 가장 높은 용법은 ‘추상적 개념’이며, ‘행위’, ‘대상·물건’, ‘기타(임의적 구성)’의 순으로 나타났다. 이 연구는 프랑스어 bois 비유 표현을 개념적 은유에 기초하여 유형화하고, 이를 코퍼스 분석을 통해 확인하여, 유관 표현의 의미용법과 의미확장 양상을 탐색하였다는 점에 의의가 있다. 향후 코퍼스를 확대하고, 다양한 식물 비유 표현을 분석해보면 식물 비유 표현 이해에 보다 통합적 설명이 가능할 것이다. Au fil des années, la recherche sur les expressions figuratives et les métaphores en sémantique cognitive a suscité beaucoup d'intérêt. Pourtant, jusqu'à présent, les études sur les expressions figuratives concernant le tissu végétal sont relativement peu nombreuses. Cette étude vise à examiner les sens métaphoriquement élargis d'expressions figuratives de « bois » à travers l'analyse de deux corpus représentatifs. À cette fin, nous avons catégorisé et analysé en fonction de standards basés sur « les molécules sémantiques » 59 expressions figuratives apparentées et 111 emplois différents dans ces deux corpus. Les résultats de notre étude montrent que les expressions figuratives de « bois » ainsi que les extensions du sens pourraient être classées en six catégories tels que l'être humain, l'événement, l'objet, l'abstrait, l'endroit et la construction arbitraire. De plus, ces mêmes expessions démontrent différents modes de pensée et de cognition chez les francophones par rapport aux significations figuratives d'animaux.

공과대학 여학생의 셀프리더십, 사회적지지, 대인관계 유능성 간의 관계

황순희,Hwang, Soonhee 한국공학교육학회 2022 공학교육연구 Vol.25 No.5

This research sought to investigate the relationships among self-leadership, social support and interpersonal competence of women engineering students. First, women undergraduate students' differences respecting self-leadership, social support and interpersonal competence were examined. Second, the relationships among self-leadership, social support and interpersonal competence were identified in terms of sub-factors of those three variables. Third, the effects of social support and interpersonal competence, as perceived by women undergraduate students, on self-leadership were explored. A total of 398 women undergraduate students from three universities in Korea responded to survey based on a three-variables scale. The findings were that, firstly, women engineering students scored lower in all of the three variables including self-leadership, social support and interpersonal competence, and that these major differences were statistically significant. Secondly, a positive correlation among self-leadership, social support and interpersonal competence was identified. Thirdly, it was determined that self-leadership was affected significantly by social support and interpersonal competence. The practical implications of these findings are discussed herein, with particular attention on education for promotion of self-leadership, social support and interpersonal competence.

공과대학생의 일상적 창의성과 창의성 교육의 방향

황순희(Hwang, Soonhee),윤경미(Yun Kyung-Mi) 한국공학교육학회 2019 공학교육연구 Vol.22 No.6

The purpose of this study is to explore characteristics of engineering students everyday creativity compared with those of undergraduate students. For this, we investigated whether there were differences in undergraduates’ everyday creativity according to majors, gender and grade. Everyday creativity can be defined as thinking and activities producing useful and suitable personal products, and to solve problems in a new and unique ways. Thus everyday creativity is reported to be universal ability creative people can express in their everyday life. Eight hundred and fifty seven students from three universities in three Korean regions responded to Everyday Creativity Scale. Our findings show that firstly, there were significant differences in undergraduates everyday creativity by majors and gender. Whereas there were no differences in the same survey by grade. Engineering students obtained significantly lower score of everyday creativity as well as its sub-scales. Also, there were significant differences in everyday creativity s sub-factors by gender. Based on these findings, practical implications for creativity education are discussed with particular attention to learner’s individual variables.

공과대학 여학생 관련 연구 동향 분석: 국내 연구를 중심으로

황순희(Hwang, Soonhee) 한국공학교육학회 2020 공학교육연구 Vol.23 No.2

This study aims to analyze the research trends of female engineering students focused on domestic research and to suggest implications for future researches. For this purpose, 67 domestic researches (academic articles & graduate theses) which were published since 1996 were collected using the academic research information service and the National Assembly Library search service. All of these 67 researches have been reviewed and classified according to analytical criteria such as publication year, research method, journal’s research field and research subjects. Our findings show that firstly, related research on female engineering students has been growing since 1996. Secondly, there were more researches of both academic journals and graduate theses, using quantitative method compared to those with the other research methods. Thirdly, the research themes could be classified as follows: gender-awareness, female engineering students’(hereafter, FES) psychological variables, customized education for FES, career related variables, FES’s properties and counselling for them. Fourth, regarding the result of analysis on the research topic, 41.79% of the researches were related to FES’s ‘career’ related factors as well as diverse correlates. Based on these findings, it is necessary to continue studying on FES using various research methods as well as adopting different research perspectives. Also, practical and educational treatments for FES are required with particular attention to their individual variables.

공과대학생의 쓰기 효능감이 쓰기 메타인지전략과 쓰기 불안에 미치는 영향

황순희(Soonhee Hwang) 한국공학교육학회 2023 공학교육연구 Vol.26 No.2

This research aims to examine the role of writing self-efficacy in engineering students’ writing metacognitive strategies and writing apprehension. To achieve this purpose, first, the relationships among writing self-efficacy, writing metacognitive strategies and writing apprehension were investigated. Second, the effects of writing self-efficacy, as perceived by engineering students, on writing metacognitive strategies as well as writing apprehension were explored. A total of 173 engineering students from one university in Korea responded to survey based on a three-variables scale. The findings were that, firstly, positive correlations between writing self-efficacy and writing metacognitive strategies were identified in terms of sub-factors of those two variables. Secondly, negative correlations between writing apprehension and writing self-efficacy, and between writing apprehension and writing metacognitive strategies, were identified in terms of sub-factors of those variables. Thirdly, writing self-efficacy predicted engineering students’ writing metacognitive strategies’ sub-factors and writing apprehension. The practical implications of these findings are discussed herein, with particular attention on education for promotion of writing self-efficacy and reduction of writing apprehension.

공과대학 신입생의 동시적 온라인 글쓰기 수업에서 스캐폴딩이 쓰기 불안과 미디어 리터러시에 미치는 영향

황순희(Hwang, Soonhee) 한국공학교육학회 2022 공학교육연구 Vol.25 No.1

This study aims to investigate effects of scaffolding on writing apprehension and media literacy in engineering freshmen’s synchronous online writing course, and the relationships between the two variables. ‘Scaffolding’ is in-time support provided by a teacher/tutor or competent peer that enables students to meaningfully gain skills at problem solving process. Also, it is one of the most frequently mentioned concepts in education as well as one of the more necessary teaching strategies in an online writing course. In this study, provided treatments for the experiment were supportive scaffolding for domain-specific knowledge and reflective scaffolding for meta-cognitive knowledge. Participants were 102 engineering undergraduate students, who were assigned to two experimental groups by scaffolding types. A process-based writing course in online learning environment was conducted for 8 weeks. The writing tasks were given according to writing process. The findings were that, firstly, there were statistically significant writing apprehension’s reduction and self-expression’s improvement through the scaffolding provided in writing class. Secondly, writing apprehension’s reduction and self-expression’s improvement were significant in supportive scaffolding group. Thirdly, media literacy predicted writing apprehension. The practical implications of these findings are discussed herein, with particular attention on ways for writing apprehension’s reduction as well as media literacy’s enhancement.

스캐폴딩 관련 국내 연구 동향 분석

황순희(Soonhee Hwang) 학습자중심교과교육학회 2021 학습자중심교과교육연구 Vol.21 No.7

Scaffolding is a frequently studied concept in the realm of education, and much attention has been paid to the notion of scaffolding over the past few decades. Not surprisingly then, there has been a good deal of domestic as well as overseas research on scaffolding. However, to date, there is no research analyzing previous related research into this area in Korea. This study aims to analyze the research trends of scaffolding with a focus on domestic research, and to suggest implications for future research. For this purpose, 311 domestic research papers (academic articles and graduate theses published since 2000) were collected using the Academic Research Information Service and the National Assembly Library Search Service. All 311 research papers have been reviewed and classified according to analytical criteria such as year of publication and research method. Also, 119 variable related research papers have been analyzed according to analytical criteria such as learner, learning environment, scaffolding means and related variables. Our findings show that firstly, related research on scaffolding has been growing since 2000. Also, there was more research conducted using the qualitative method compared to research that made use of other research methods. Secondly, to enhance the effectiveness of scaffolding, combinations of factors such as learner, learning environment and scaffolding means were construed appropriately as scaffolding strategy. Thirdly, regarding scaffolding related factors, academic achievement, problem solving (capacity), ability and learning attitude were analyzed as effect variables, and metacognition, personality, and self-efficacy were verified as related variables to scaffolding. Based on these findings, it is necessary to continue studying scaffolding using quantitative and empirical research methods, as well as examining the research considering diverse variables. Also, educational treatment for enhancing scaffolding effectiveness is suggested. 이 연구의 목적은 스캐폴딩 관련 국내 연구의 동향을 분석하여 향후 교육 및 관련 분야 연구 설계에 시사점을 제공하는 것이다. 이를 위해 2000년부터 2020년 7월까지 발표된 유관 분야의 국내 학술지 논문 전체와 학위 논문을 대상으로, ‘스캐폴딩’, ‘비계’, ‘scaffolding’을 키워드로 학술연구정보서비스 및 유관 검색 서비스에 투입하여 총 311편(연구 논문, 학위 논문)을 연구 대상으로 추출하였다. 수집한 자료는 미리 설정한 연구 동향 분석 기준(발표 시기, 연구 방법)에 따라 분석하고, 변인 연구(119편)는 학습자, 학습 환경, 교과 영역, 스캐폴딩 유형, 유관 변인에 따라 코딩되었다. 연구 결과로, 첫째, 스캐폴딩 연구는 2000년 처음 발표되었고, 질적연구 방법을 활용한 연구가 많으며(57.2%), 양적연구, 문헌연구, 혼합연구 순으로 나타났다. 둘째, 변인 연구를 학습자, 학습 환경, 교과 영역, 스캐폴딩 유형별로 분석한 결과, 초등학생(42.9%), 대면 수업(55.5%), 수학(23.2%), 연구자가 자신의 수업에 적합하도록 개발, 적용한 스캐폴딩 유형(32.8%) 연구가 많은 것으로 분석되었다. 셋째, 대학생 이외의 학습자는 대면 수업에서 스캐폴딩, 대학생은 온라인 수업의 스캐폴딩 연구가 많았다. 또한, 초등학생 수업에는 연구자 수업에 적합하도록 개발, 적용한 스캐폴딩 유형이, 대학생 수업에는 내용지원-자기점검 유형의 스캐폴딩이 많이 연구되었다. 대면 수업에는 연구자 수업에 적합하도록 개발한 유형의 스캐폴딩, 온라인 수업에는 내용지원-자기점검 유형 스캐폴딩이 많이 활용되었다. 넷째, 스캐폴딩의 성과 변인은 학업성취(20.45%), 문제해결(능력), 능력, 학습태도 등이, 유관 변인은 메타인지(5.5%), 성격, 효능감 등이 많이 연구된 변인으로 나타났다. 아울러 스캐폴딩 제공의 효과를 향상시키기 위해 학습자 특성, 학습 환경, 스캐폴딩 유형이 고려된 스캐폴딩의 마련과 효과 측정을 위한 도구 개발의 필요성을 제안하였다.

대학 신입생의 쓰기 불안과 상관 요인 탐색: 심리적 안녕감, 메타인지, 글쓰기 과제 점수, 평균 학점을 중심으로

황순희(Soonhee Hwang) 학습자중심교과교육학회 2019 학습자중심교과교육연구 Vol.19 No.17

이 연구의 목적은 대학 신입생의 쓰기 불안과 상관 요인을 탐색하여 글쓰기 수업 설계 및 개선에 시사점을 제공하는 것이다. 이를 위해 첫째, 예측 변인으로 심리적 안녕감(정의적 요인)과 메타인지(인지적 요인)가 쓰기 불안을 유의미하게 예측하는지 검증하였다. 둘째, 쓰기 불안과 글쓰기 과제물의 점수, 평균 학점의 관련성(상관관계, 영향관계)을 통합적으로 분석하였다. 이를 위해 세종시에 소재한 H 대학교 공과대학 신입생 116명을 대상으로 온라인으로 자료를 수집하고, 연구문제에 따라 기술통계, tᐨ검정분석, 상관분석 및 회귀분석을 실시하였다. 간략한 연구 결과는 다음과 같다. 첫째, 신입생의 쓰기 불안, 심리적 안녕감, 메타인지는 성별에 따라 차이가 있었다. 쓰기 불안(사전)은 남학생이 여학생보다 높고, 심리적 안녕감, 메타인지는 여학생이 높게 나타났다. 둘째, 쓰기 불안은 15주의 글쓰기 수업 이후 남녀 학생 모두 하락하였으며, 통계적으로 유의하였다. 셋째, 쓰기 불안은 심리적 안녕감, 메타인지 및 하위요인과 각각 부적 상관이 있는 것으로 나타났다. 또한, 심리적 안녕감, 메타인지가 쓰기 불안(사전)의 31%를 예측하는 변인이며, 하위요인 중 삶의 목적이 쓰기 불안(사전)의 35%를 예측하는 변인이었다. 넷째, 글쓰기 과제물 점수는 평균 학점과 높은 정적 상관, 쓰기 불안(사전)과 부적 상관이 있으며, 평균 학점, 쓰기 불안(사후)이 글쓰기 과제물 점수의 34%를 예측하는 변인으로 나타났다. 아울러 본 연구 결과의 이론적, 실제적 함의를 논의하고, 쓰기 불안 감소를 위한 수업 설계의 필요성을 강조하였다. This research aims to explore writing apprehension of college freshmen and its correlates, and to provide an explanation for the improvement of writing class. For this, firstly, the study explored if psychological well-being and metacognition would predict writing apprehension significantly. Secondly, the relationships between writing apprehension, writing task scores and GPA were analyzed. Based on an online survey of 116 freshmen who enrolled in a mandatory basic writing course. Two research questions were examined using t-test, correlation and hierarchical multiple regression analyses. Our findings show that firstly, there were differences in writing apprehension, psychological well-being and metacognition by gender. Secondly, writing apprehension decreased significantly 15 weeks after following writing course. Thirdly, writing apprehension was related to psychological well-being as well as metacognition in a negative way. Also, 31% of writing apprehension was explained by psychological well-being and metacognition. Fourth, there was a high positive correlation between writing task scores and GPA (grade point average), and a negative correlation between writing apprehension and writing task scores. Based on these findings, the theoretical and practical implications are discussed with particular attention on the writing class design for writing apprehension’s reduction.

공학인 대상 ≪공적 말하기≫ 교육의 만족도와 학습자 요구 분석 사례 연구

황순희(Soonhee Hwang) 한국공학교육학회 2012 공학교육연구 Vol.15 No.3

The purpose of this paper is to verify the education effects of <public speaking> program for engineering students and extract the essential components to be included in the learning contents. For this, we investigated the lecture contents critically and analyzed the evaluation result of questionnaire to examine the students learning satisfaction and learners needs concerning the effectiveness of <public speaking> course. The survey using two types of questionnaires was conducted with 210 junior and senior students taking lectures of ≪Presentation and Debate Skills≫ in the college of engineering at Pusan National University. According to the evaluation result, students experienced various speech education s effects concerning (1) verbal components, (2) non-verbal components, (3) problem solving competence, (4) teamwork skills, etc. On the other side there have been pointed out as problems in the ≪Presentation and Debate Skills≫ class, such as (1) a large number of assignments, (2) insufficiency of more refined evaluation method for the individuals and (3) a well-balanced arrangement between ‘theory’ and ‘practice’ was needed. However more importantly, the individual students can not do practice sufficiently owing to the large scale of class. Therefore the various and effective ways to help students improve their communicative competence have to be developed further. Finally, there have been extracted several essential components to be included in the <public speaking> class and implications for ameliorating the class were discussed and suggested in detail.

좋은 스피치 수행에 영향을 주는 요인 분석

황순희(Soonhee Hwang) 한국수사학회 2013 수사학 Vol.0 No.19

The purpose of this study is to find out the factors related to ‘good speech’ achievement of engineering students and to extract them appropriately. This study was conducted with 15 research participants who have been prize winners of 〈speech contest〉 in the college of engineering at Pusan National University. All of them were interviewed by means of in-depth interview. A qualitative case study through the non-structured depth interviews and questionnaire is selected for the purpose of the understanding of subjective internalized representations about ‘good speech’ as well as ‘speech’ as a whole. As a result of analysis, 3 themes such as the ‘overall perception about speech’, ‘components of good speech’ and ‘preparation methods for the good speech’ were deduced. Through this study, we could observe the awareness and understanding of ‘speech’ by research participants. Especially, they considered ‘audience centered speech’ as a good one and were highly interested in speech itself. In addition, all of them were richly experienced in the speech as well as leadership and had low levels of communicative apprehension. Based on this research, more integrated instructive modules of speech can be developed for the engineers who have similar experience with research participants in the speech and communication practice field.