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염규을 대한언어학회 1996 언어학 Vol.4 No.-
Yum, Kyu-Eul. 1996. Schema Theory and Its Application to ESL Reading. Linguistics 4, 109-124. The purpose of this paper is to investigate the effects of learner's background knowledge on reading comprehension and the relationships among background knowledge, reading comprhension and lexical proficiency. The subjects of this study are 41 college students who are taking English Reading Course2. They are divided into two groups according to their level of background knowledge about each passage. This study concluded as follows: (1) There were statistically significant differences between the two groups in. the ability to remember and recall the content of each passage. The high group consistently showed the better ability to recall the content of each passage. (2) There was statistically significant correlation between learner's background knowledge and reading comprehension only in the high group. But there was no significant correlation in the low group. Also there were no significant correlations among background knowledge, reading comprehension and lexical proficiency in both groups. The implication dd this study is that the greater the background knowledge of a tam's content area, the greater the comprehension of that text Various types of prereading activities to build background knowledge are needed to improve learner's reading comprehension. (Chosun University)
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국민학교의 특활영어가 중학교 영어학업성취도에 미치는 영향에 관한 연구
염규을,김귀석 대한언어학회 1995 언어학 Vol.3 No.-
Yum, Kyu-Eul & Kim, Kwi-Suk(1995). A Study on the Effects of English Teaching in Elementary-School Club Activities on English Learning Achievement in Middle School. Linguistics vol. 3. The main purpose of this study is to investigate the degree to which teaching English in elementary-school club activities can achieve significantly greater English proficiency in middle school than their peers who did not experience being taught English in elementary school. The subjects were 178 middle-school first year students. They were divided into two groups: the FLEX group and non-FLEX group. The FLEX group consisted of 86 students who were taught English in club activities in the elementary school one or two years. The non-FLEX group consisted of 92 students who had not been exposed to English formally until they began to learn English in middle school. To test hypotheses, t-test, Pearson product-moment correlations, oneway-ANOVA, and chisquare test were conducted. The study concluded as follows: (1) there was a statistically significant difference between the two groups in overall English achievement in middle school. The FLEX group consistently outperformed the non-FLEX group in overall English proficiency. (2)
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花粉荷(POLLEN LOAD)의 소화흡수율 및 동물성장에 미치는 영향
李圭漢,金乙祥,朴美娥 단국대학교 1992 論文集 Vol.26 No.-
This study was done to determine the effects of pollen load on growth, biochemical components and digestibility of protein from pollen load in rats. Weanling male rats were divided into three groups. Pollen load was given at three levels and comprising 0, 6, 12 persent of dietary protein. Consumption of pollen load 12% protein from pollen load significantly decreased weight gain(P<0.05), protein efficiency ratio(P<0.05), food efficiency ratio(P<0.05), organ weight(P<0.05), plasma protein content(P<0.05) and apparent digestibility of protein(P<0.05). However there was no difference in the protein content in the liver among three groups. The diet containing 6% protein from pollen load was better nutritional efficiency and apparent digestibility in comparison to those of 12% protein from pollen load.
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廉圭乙 조선대학교 인문학연구소 1981 外國文化硏究 Vol.4 No.1
외국어 교육에 있어서 오류정정에 관한 연구는 이론이 많고, 충분치 못한 상태이지만 본고에서 고찰한 것을 통해 오류정정에 대한 일반적인 지침을 이끌어 낼 수 있을 것이다. 학습자의 오류를 언제 정정해야 하는가에 대해서는 언어교육자간에 일반적인 의견의 일치를 보지 못하고 있다. 그러나 모든 오류를 다 정정한다는 것은 외국어 학습에 있어서 비생산적인 것으로 인정하고 있다. 그러므로 교사들은 학생들이 어떤 위압감이나, 당황한 기색없이 그들의 의사를 자유롭게 표현하는데 자신감을 가질 수 있는 학습환경을 만들어 주는 일이 필요하다. 학습자의 오류를 언제 정정하느냐의 문제는 어떤 오류를 정정할 것인가와 밀접한 관계가 있다. 어떤 오류는 다른 오류보다도 정정의 우선점을 갖는다. 즉, 의사전달을 방해하는 오류와 가장 빈번히 발행하는 오류 등이다. 오류정정의 단계를 결정하기 위해서는 오류의 형태를 분류하고 설명하는 절차가 개발되어야 할 것이다. 학습자들의 오류를 정정하기 위해서 교사들은 여러 가지 방법을 사용할 수 있을 것이다. 그러한 방법이 오류를 얼마나 감소시켜 주는지 입증할 만한 실험적인 증거가 필요하겠지만, 몇몇 경험적인 연구결과에 의하면, 교사가 직접 정정해 주는 방법은 별로 효과가 없는 것으로 나타났다. 교실에서 학생들의 오류를 정정할 것인가에 대해서 연구가 집중되고 있으므로, 이러한 문제를 계속 연구함으로써 오류를 효과적으로 그리고 능률적으로 정정하는 방법을 개발해 나갈 수 있을 것이다. 교사가 학습자의 오류를 정정해 주는 것이 도움은 되겠지만, 모든 학생들을 위해서나 교실에서 꼭 효과적인 방법만은 아니다. 교사의 지도에 따른 Peer correction이나 self-correction이 교사와 학습자를 위해서 연구할 가치가 있을 것이다.
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李成桂,金均,黃乙喆,朴昌奎 서울大學校 農科大學 1985 서울대농학연구지 Vol.10 No.2
The fate of diazinon in the intact rice plants and submerged paddy soil has been investigated with (??) diazinon, The labelled diazinon solution was applied to paddy water and distribution of radioactivities in the rice seedlings, paddy soil, volatile fraction and carbon dioxide has been ascertained at end the of incubation times of 0.5,1,4,6 and 9 days respectively. In addition, extract of plants and paddy soils were subjected to TLC separation for examination of possible transformation products of diazinon. The results may be summarized as follows; 1. Total recoveries of radiactivities were between 57.2~73.6 per cent. 2. Radioactivity in rice seedlings increased with incubation periods reaching one tenth of treated radioactivity at the end of 9 day incubation. 3. Non-extractable radioactivity in paddy soil increased with incubation periods. 4. Radioactive volatile fraction increased in the presence of rice seedlings. 5. Pyrimidinol was unique conversion product of diazinon in rice seedlings and paddy soils. 6. Pyrimidinol applied to paddy soil is readily absorbed by rice seedlings.
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