A corpus-based analysis of the vocabulary levels of English II and EBS college entrance examination preparation coursebooks

오준일(Oh, Junil) 한국영어교과교육학회 2014 영어교과교육 Vol.13 No.2

The study attempted to address two questions: (1) What are the vocabulary levels of English II and EBS college entrance examination preparation books? and (2) How many word families cover 95% or 98% of the running words in the two types of books? Passages from four English II textbooks and one EBS examination preparation book were compiled into corpora, each of which consisted of 6,000 tokens. The corpora were analyzed using VocabProfile. On the average, English II was found to use 1,037 word families while the EBS book used 1,236. Academic vocabulary accounted for 3.54% and 5.79% of the tokens in the average textbook and the examination preparation book, respectively. To reach 95% text coverage, students were required to know 2,897 and 3,323 word families for the average textbook and the EBS book, respectively. These findings strongly suggest that there is a wide gap between the textbooks and the test preparation book in vocabulary level, and the implications of the findings are discussed.

초등학생 대상 영어사교육 유발 요인에 관한 연구

오준일(Oh, Junil) 팬코리아영어교육학회(구 영남영어교육학회) 2011 영어교육연구 Vol.23 No.1

In an effort to explore potential determinants of private English coaching for elementary school students, the study analyzed part of Nam’s data (2011) using different scoring methods and statistical analyses. Survey responses from 672 parents offering private English coaching for their children were tallied and analyzed to examine the extent of private coaching and its potential determinants. Statistical analyses produced several important findings. First, private coaching was found to be prevalent and extensive. Second, parents tended to resort to private coaching, mostly because they wanted their children to have a good command of English. Third, many parents regarded level-differentiated education and satisfactory school instruction as conditions for stopping private coaching. Finally, parents’ socio-economic status, satisfaction with the educational environment in private-coaching institutions, perceived effects of private coaching, and parents’ hopes for their children’s improved English proficiency were found to contribute to the extent of private coaching. Implications of the findings are discussed, and future directions for further research are suggested.

영어 말하기 능력 절대 등급 설정에 관한 연구

오준일(Oh Junil) 팬코리아영어교육학회(구 영남영어교육학회) 2006 영어교육연구 Vol.18 No.1

Teaching English speaking skills has recently gained considerable momentum in Korea because of greater demands for personnel who have a good command of spoken English. Yet it is deplorable that enough attention has not been paid to a reliable and valid measurement of English speaking skills inside and outside the classroom. This is believed to be attributable to the fact that no clear set of absolute English oral proficiency level distinctions has been in existence for classroom use. Thus, this study provides a brief survey of the literature on English proficiency level distinctions, urging researchers and practitioners to establish an ecologically valid set of English oral proficiency level distinctions suitable for the Korean context. The concept of absolute proficiency levels is defined, two different ways to establish level distinctions are discussed, and problems of existing level distinctions are delineated. It is hoped that the discussions about the problems of existing proficiency level distinctions will shed some light on a clear way forward to the establishment of a suitable set of English oral proficiency level distinctions in the Korean context.

초등영어교육 목표 설정의 과제

오준일(Oh Junil) 한국초등영어교육학회 2004 초등영어교육 Vol.10 No.2

The study examines recent literature on the effects of primary school English language education on the achievement of its goals and stresses a need to establish a set of more realistic goals for the language program. A review of the relevant literature revealed that the achievement of the affective goals of the primary school English language program has not been sustained throughout primary schooling whereas the attainment of the program's cognitive or communicative goals have been hardly assessed Particularly disturbing is the finding that pupils' interest and confidence in English consistently declines over the years. With due regard for the reality, the study proposes that the program's affective goals should be modified and that its cognitive or communicative goals should be made more realistic. How these can be best done should be one major task of future research on English language teaching at primary school.

어휘 학습 개입 정도가 한국대학생의 영어 어휘 성취도에 미치는 영향

오준일 ( Junil Oh ) 글로벌영어교육학회(구 호남영어교육학회) 2015 Studies in English education Vol.20 No.2

Recent research on the impact of vocabulary learning involvement on vocabulary achievement has produced mixed findings. Using a self-assessment method to operationalize the construct, this study attempted to examine the relationship between vocabulary learning involvement and vocabulary achievement among Korean learners of English. A total of 63 university students were asked to complete a survey of vocabulary learning involvement and a test of recognition vocabulary. The survey was found to be a reliable and valid tool for measuring subjects’ vocabulary learning involvement in terms of need, search, and evaluation. Multiple regression analyses revealed that the need, search, and evaluation components of vocabulary learning involvement made differential contributions to vocabulary achievement. Need was found to significantly impact vocabulary achievement, whereas search and evaluation failed to have similar effects. Implications of the findings are discussed, and directions for future research are also suggested.

수능 영어 독해 지문과 「영어 II」 교과서에 나타난 통사적 복잡도에 관한 연구

김은지 ( Kim Eunjee ),오준일 ( Oh Junil ) 글로벌영어교육학회(구 호남영어교육학회) 2019 Studies in English education Vol.24 No.3

This study examined the syntactic complexity of reading passages in the College Entrance English Examination and English II, high school textbooks which inform the target difficulty level of the examination. A total of 68 passages from the three most recently administered papers of the examination and 29 passages from four randomly selected textbooks were analyzed using L2 Syntactic Complexity Analyzer, a software program which provides 14 indices of syntactic complexity. Kruskal-Wallis H tests indicated that in terms of all 14 indices the examination and the textbooks maintained the constant levels of syntactic complexity across years and publishers, respectively. In addition, Kruskal-Wallis H tests and Mann-Whitney U tests showed that in 10 out 14 indices of syntactic complexity reading passages from the examination were more complex syntactically than those from the textbooks. Implications of the findings are discussed, and directions for future research are also suggested.

영어 필수과목을 이수한 이공계 대학생들의 영어 어휘 수준에 관한 연구

김은지 ( Kim Eun-jee ),오준일 ( Oh Junil ) 글로벌영어교육학회(구 호남영어교육학회) 2017 Studies in English education Vol.22 No.2

This study explores engineering students` perceptions of vocabulary teaching, their English vocabulary level after completing mandatory English programs, and the adequacy of their achieved vocabulary level. A total of 102 college engineering students in Busan were asked to complete a survey of perceptions about vocabulary teaching and a vocabulary levels test, while texts in the mandatory course and subjects` field were analyzed to figure out their vocabulary demands. Statistical analyses revealed that subjects had distinct perceptions of various aspects of vocabulary teaching, and that they deemed vocabulary teaching in the mandatory programs inadequate for engineering texts. Subjects were found to know about 3,269 word families on average. Finally, the vocabulary levels of engineering texts turned out to be much higher than those of non-academic texts and subjects` achieved vocabulary levels, a finding suggesting that the mandatory course does not adequately prepare engineering students for academic texts in their field. Pedagogical implications of the study are discussed, and directions for future research are suggested.

대학의 수준별 토익 수업에 대한 학습자의 만족도에 관한 연구

박지영(Park, Jiyoung),오준일(Oh, Junil),이인규(Lee, InQue) 팬코리아영어교육학회(구 영남영어교육학회) 2012 영어교육연구 Vol.24 No.3

This study examines students’ satisfaction with ability grouping in university TOEIC classes. The research questions were as follows: 1) What was the students’ satisfaction level regarding the effects of ability grouping in TOEIC class?; 2) What was the students’ satisfaction level regarding the teaching method of ability grouping in TOEIC class?; and 3) What was the students’ satisfaction level regarding the management of ability grouping in TOEIC class? The students were divided into three groups (beginning, intermediate, and advanced group) based on their CBT (Computer-Based TOEIC) scores. To examine the three groups’ satisfaction with ability grouping in TOEIC class, a questionnaire was administered to 171 students. Statistical analysis was performed using SPSS 12.0. Major findings of the study were as follows: First, the students were not highly satisfied with the effects of ability grouping in TOEIC class, but they were satisfied with the teaching method and management of ability grouping; and second, the beginner group’s satisfaction level was much higher than those of the intermediate and advanced groups.

문법 학습 전략 사용과 수용적 영어 문법 능력 사이의 관계

정희석 ( Jeong Heesuk ),오준일 ( Oh Junil ),김은지 ( Kim Eun-jee ) 한국중등영어교육학회 2017 중등영어교육 Vol.10 No.1

This study was designed to explore the grammar learning strategies used by Korean high school students and their effects on receptive knowledge of English grammar. A total of 107 second-year female high school students in Busan were asked to complete a grammar learning strategy questionnaire and an English grammar test. Statistical analyses demonstrated that grammar learning strategies could be classified into strategies for implicit grammar learning and those for explicit grammar learning, and that the subjects used the former significantly more often than the latter. It was also found that grammar learning strategies had potential to positively contribute to receptive grammatical knowledge. Pedagogical implications of the study are discussed, and directions for future research are suggested.

한국 대학생의 영어 문법 학습 전략 사용 연구

조윤경 ( Cho Yunkyoung ),김지수 ( Kim Jeesoo ),오준일 ( Oh Junil ) 글로벌영어교육학회(구 호남영어교육학회) 2016 Studies in English education Vol.21 No.2

The present study sought to examine the use of grammar learning strategies of Korean college students in two aspects. First, it explored the relationship between learner background factors and their use of grammar learning strategies. Second, it investigated to what extent the learners’ use of grammar learning strategies would predict their grammatical knowledge and whether it would have different effects on their grammatical knowledge measured by two grammar tests with a differing level of vocabulary and readability. To this end, 107 Korean college students were asked to complete a grammar learning strategy questionnaire and take the two grammar tests. The results show that the learners reported using more explicit discovery strategies and more implicit strategies over explicit consolidation strategies, and that higher grade students reported more uses of grammar strategies than did lower grade students. Furthermore, the use of explicit discovery strategies was found to positively predict the scores of grammar tests with a lower level of vocabulary and readability. On the other hand, the results suggest that the use of implicit strategies would predict grammatical knowledge measured by the grammar test loaded with difficult vocabulary and higher readability. Theoretical, methodological and pedagogical implications are discussed.