한국 고등학생들의 문법학습에 대한 인식 및 문법학습전략이 영어 문법지식에 끼치는 영향

조윤경 ( Cho Yunkyoung ) 한국중등영어교육학회 2017 중등영어교육 Vol.10 No.2

The present study sought to explore the effects of (a) Korean high school students` use of grammar learning strategies and (b) their perceptions of grammar learning on English grammatical knowledge. It further investigated whether such predictive effects would differ at the upper and lower levels of the learners` grammatical knowledge. To this end, 330 students at two high schools were asked to take three types of instruments: (a) a grammar test designed to tap into the learners` grammatical knowledge, b) a questionnaire designed to measure their grammar learning strategy use, and c) a questionnaire designed to elicit their perceptions of grammar learning. The multiple regression analyses identified seven significant factors affecting learners` grammatical knowledge. First, explicit·inductive discovery strategy, implicit discovery and consolidation strategy, preference to integrated form-focused instruction, and instrumental motivation were found to have positive effects on grammatical knowledge. However, it was found that the learners` explicit consolidation strategy use and their preference to separated form-focused instruction negatively affected grammatical knowledge. Furthermore, the multiple regression analyses showed that different factors were related to grammatical knowledge at the upper and lower levels of the learners`grammatical knowledge. Pedagogical implications will be discussed.

형태초점 교수법 시기가 영어어휘 학습에 미치는 영향

조윤경 ( Yunkyoung Cho ) 현대영미어문학회 2018 현대영미어문학회 춘계학술대회 발표논문집 Vol.2018 No.-

The present study compared the effects of isolated and integrated form-focused instruction (FFI, hereafter) on the learning of vocabulary in reading passages. It further investigated whether such effects would differ depending on the types of vocabulary assessments. To this end, 80 college students in reading-oriented classes received either isolated or integrated FFI treatments over four 50-minute sessions. They also took the pretest and posttest designed to measure their vocabulary learning prior to and after the treatments, respectively. The vocabulary tests consisted of two assessment types: one without contexts and the other provided with contexts. The results showed no significant differences between the two different types of FFI in learning target vocabulary, although the types of vocabulary tests were found to relate to the effects of isolated and integrated FFI. Some advantages were found for isolated FFI on the vocabulary test provided without contexts and for integrated FFI on the vocabulary test provided with context.

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.

출력활동에서 언어형태의 복잡성과 학습자들의 학습 및 주목과의 관계

조윤경(Cho, Yunkyoung) 언어과학회 2017 언어과학연구 Vol.0 No.82

The present study sought to investigate whether the effects of output on learners’ learning and noticing would differ depending on the complexity of target language forms. To this end, four intact classes (108 students) at a high school were randomly assigned to two experiment groups and two control groups. The two experimental groups were asked to describe the provided pictures in writing by using either the present or the past hypothetical-conditional (a less complex structure vs. a more complex structure) over four treatment sessions. The two control groups received reading-oriented regular English classes. The results through ANOVAs and correlation analyses showed that learners’ noticing and learning was significantly greater with the less complex structure than the more complex structure.

영어몰입교육에 대한 교사 인식 연구

조윤경(Cho, Yunkyoung),남경숙(Nam, Kyung-Sook) 한국초등영어교육학회 2009 초등영어교육 Vol.15 No.1

The present study has sought to examine primary teachers' perceptions of primary English immersion education. Specifically, it investigated the perspectives of in-service teachers at primary schools that are currently running English immersion programs under the guidance of Busan Metropolitan City Office of Education. To this end, 48 in-service teachers at primary English immersion schools in Busan were asked to respond to a 28-item questionnaire consisting of 5 subsections: problems with current primary English education, introduction of immersion education, immersion education models, problems with current primary English immersion education, and factors contributing to the success of immersion education in Korea. The discussions on each subsection are made based on the results from frequency analysis and factor analysis. Finally, pedagogical implications and directions for future research are suggested.

온라인 환경에서 한국어 학습자의 이러닝 준비도가 인지된 학업성취도에 미치는 영향 분석

조윤경(Yunkyoung Cho) 학습자중심교과교육학회 2021 학습자중심교과교육연구 Vol.21 No.17

목적 온라인 환경에서의 수업은 학습자에게 학업에 대한 포기와 학업 성취 저하와 같은 문제가 지속적으로 거론되고 있어, 이에 대한 개선과 함께 연구의 필요성이 제기된다. 학문 목적 학습자들이 학습과정에서의 어려움을 극복하고 성공적으로 완수할 수 있도록 지원하기 위한 방안의 하나로 이러닝 준비도를 활용할 필요가 있다. 방법 이에 본 연구는 한국어 학습자에게 있어서 이러닝 준비도가 어떤 특징을 가지고 있는지 어떻게 인지된 학업성취도에 영향을 주는지를 분석하였다. 외국인 유학생 68명을 대상으로 설문조사를 실시하여 SPSS를 사용하여 분석하였다. 설문을 사용하여 회수된 자료는 SPSS21을 사용하여 분석하였다. 먼저 척도의 요인과 신뢰도를 확인하기 위해 요인분석과 신뢰도분석을 시행하였다. 결과 그 결과는 다음과 같다. 첫째, 한국어 학습자들은 5개 영역으로 구성된 이러닝 준비도 특성을 조사한 결과 영역별로 응답평균이 3.417에서 3.961까지 분포되어 있었고 5개영역에 대한 이러닝 준비도 전체 평균은 3.768로 나타났다. 이와 같은 결과는 대다수 학습자가 보통 수준 이상의 역량과 인식을 갖고 있음을 시사한다고 볼 수 있다. 둘째, 본 연구에서 한국어 학습자의 이러닝 준비도 요인과 학업성취도의 상관관계 및 회귀분석결과를 통해 둘 다 상호간 63.3%의 비중으로 유의한 영향을 끼치고 있으며, 상호간 78.9%의 정적인 상관성을 가진다는 것을 확인하였다. 결론 앞으로의 4차 산업시대를 대비해서라도 양질의 온라인 환경의 한국어 교육은 그 토대를 마련해야 할 것이다. 그 토대를 위하여 이 연구의 결과가 의미있게 사용되어 지기를 기대한다. Objectives The purpose of this study was to analyze the factor affecting their relationships with e-learning readiness and academic achievement of Korean learners in online Korean language classes. Methods To do this, e-learning readiness consisting of five areas and 22 question such as self-directed learning, online relationship, video learning contents, collaboration learning and success factor for class were used to investigate tool. In this study, e-learning readiness survey response data were analyze for 6 students, the correlation and multiple regression analysis of Pearson was conducted. Results Main results are as follows. First, E-learning readiness survey results across the five areas of Korean learner recognized an average 3.768 and the majority of learners have a more normal level competence. Second, the results of between E-learning readiness and learner’s achievement had correlation with academic achievement. Third, the result that E-learning readiness factor of Korean learner does the effect on on-line relationship and collaboration learning. Conclusions The result of this study can be utilized in an effort to develop high-qualified on-line course in Korean education, and it is suggested that non-face-to-face class will be establish as a new course for learners, not only offline class.

온라인 환경 수업과 오프라인 환경 수업에서 한국어 학습자의 몰입과 자기효능감 비교 분석

조윤경(Cho Yunkyoung) 한국문화융합학회 2021 문화와 융합 Vol.43 No.5

This study aims to improve the quality of online and offline Korean Classes to increase the demand for and globalize Korean language education. Self-efficacy and flow are sensations that people experience when they work with complete focus and have been validated in numerous studies as critical learning components. Subsequently, in this study, online and offline Korean language classes were conducted for learners to compare Korean learner’s self-efficacy and student flow. The study participants were 67 students from a Korean language class who belonged to two different groups: an online learning environment group and an offline learning environment group. The data were analyzed using a descriptive statistical analysis, correlation analysis, and hierarchical regression analysis with SPSS 21.0. In examining the mediating effects of self-efficacy and flow, the main findings of the study were as follows: self-efficacy and flow in the online group proved to be more effective than the offline group. To develop a high-qualified online course for Korean language education, it is suggested that training for Korean educators should be provided, and software should be developed that specializes in language education.

청소년의 외모에 대한 인식과 인터넷 이용, 그리고 가족커뮤니케이션의 관계

조윤경(Yunkyoung Cho) 한국언론학회 2010 한국언론학보 Vol.54 No.2

한국 고등학생들의 문법학습 인식요인이 영어 문법지식에 끼치는 영향

조윤경(Cho, Yunkyoung) 언어과학회 2016 언어과학연구 Vol.0 No.76

The present study attempted to investigate the predictive power of learners` perception of grammar learning on their grammatical knowledge in case of Korean high school students. It also compared such predictive power at differing levels of grammatical knowledge. To this end, a total of 382 Korean high school students were asked to answer a questionnaire consisting of 37 Likert-scale items. The participants were divided into three sub-groups of L2 grammatical knowledge. The multiple regression analyses suggested that the learners` perceptions of the importance of communication and their integrative motivation and interests predicated higher grammatical knowledge. In addition, the multiple regression analyses for the sub-groups suggested that different factors affected the learners` grammatical knowledge at the three levels of grammatical knowledge. Pedagogical implications and directions for further studies are discussed.

영문법 교수ㆍ학습에 대한 중등 영어교사 및 학습자 인식 조사

조윤경(Cho Yunkyoung) 한국외국어교육학회 2008 Foreign languages education Vol.15 No.2

The present study has sought to investigate secondary school teachers" and students" perceptions of English grammar instruction. Specifically, it examined whether and how teachers" and students" perceptions differ in terms of the role of English grammar instruction and effective grammar instructional approaches. To this end, 129 teachers and 141 students at secondary schools in Busan were asked to respond to a closed (Likert-scale) questionnaire whose reliability and construct validity were examined through reliability analysis and factor analysis, respectively. The major findings from chi-square analyses are summarized as follows: (1) The student respondents were less positive about the role of grammar in improving English ability than the teachers; (2) both students and teachers preferred explicit instruction to implicit one and acknowledged the importance of controlled practices as well as communicative activities; and (3) the students were in favor of deductive rule instruction, whereas the teachers" responses varied. Pedagogical implications and directions for future research are discussed.