중학생의 의사소통 능력 신장을 위한 멀티미디어 코스웨어 개발

송해성 한국영어어문교육학회 2002 영어어문교육 Vol.8 No.1

Multimedia-Assisted Language Learning(MALL) has recently been studied by many researchers. It has been reported that MALL is very effective in encouraging students' desire for learning, promoting their self-directed learning, and improving their communicative competence. Also, it has been evident that it depends on the quality of multimedia courseware whether MALL will be successful or not. However, many researchers have pointed out that most of multimedia coursewares coming into the market have little to do with our curriculum and they are not suitable for the use in the regular classroom. More multimedia coursewares that reflect our curriculum need to be developed. This paper first tries to explore the cognitive, constructivist, and psychological theories supportive of the development of multimedia courseware and then presents the overall procedure for designing and developing a multimedia courseware pursuant to the 7th English curriculum in the middle school. The multimedia courseware developed through this research is expected to enhance middle school students' communicative language skills in English and promote the development of multimedia coursewares of high quality.

수준별 교육과정 편성ㆍ운영 방안 : 공통영어 읽기를 중심으로

송해성 한국영어어문교육학회 1997 영어어문교육 Vol.3 No.-

The purpose that the curriculum appropriate for the student's level pursues is to offer to a student the curriculum that can satisfy the student's interest, aptitude, and requirements. This curriculum has recently enforced all over the country, but the careful research and the plan for verification on its effect are required so that it may accomplish its purpose. This study, centered on the reading comprehension ability of Freshman English of the High School, aims to suggest a more desirable procedure for organizing and enforcing the curriculum appropriate for the students' level. In order to provide the best curriculum appropriate for the student's level, (1) the diagnosis of the individual student's level should be made first ; (2) the syllabus focused both on the grammar and on the communicative functions should be prepared ; (3) the teaching material on the basis of the syllabus should be selected considering the student's interest, and requirements. The new method of teaching-learning English should also be developed with the enforcement of the new curriculum discussed here. The curriculum appropriate for the student's level has many kinds of problems but these disadvantages should be overcome for providing the better educational system for the individual student.

학습자의 수준에 따른 의미단위별 앞에서부터 읽기 파워포인트 프로그램 개발

송해성(Sohng Hae-Sung) 한국영어어문교육학회 2004 영어어문교육 Vol.10 No.2

In the comprehension of English texts, Korean students generally try to translate English into Korean in accordance with the word order of Korean language, As a result, the comprehension of English texts is made in a regressive way, which results in slower reading. In order to enhance the reading speed, it is necessary for students to practice progressive reading. Also, while reading English texts, most readers' eyes tend to look at one word at a time, which actually cuts down on the reading speed. Reading by the sense group of as many words as possible at a glance, however, can help a reader more efficiently in less time. This research aims at developing the Powerpoint program for progressive reading by the sense group according to the student's level. In this program, as for methodology, the technique of making it fade-away is introduced to force a reader's eyes to move fast. Through this technique, it is possible to make a line of the texts disappear on the screen and make another line appear, which enables a reader to sweep the words across each and every line of the reading material smoothly without regression.

고등학교 영어 교과서 듣기 과업의 학년별 연계성 연구

송해성(Sohng, Hae Sung) 한국영어어문교육학회 2013 영어어문교육 Vol.19 No.4

The purpose of this study is to examine the connectedness of listening task difficulty in three Korean High School English textbooks. To achieve the purpose, a corpus which consists of 262 unicode text files was built. The tool for analysis was Coh-Metrix, an automated web-based software tool which was designed to measure and evaluate the coherence of texts. Coh-Metrix was applied to investigate differences among the textbooks according to each grade and differences among the units of each textbook. The measured value of each text was compared and classified into the surface linguistic features (the basic count and readability) and the deep linguistic features (co-referential cohesion, lexical diversity, semantic cohesion, and syntactic complexity). The findings were as follows: First, there was no significant difference among the textbooks according to grades. The case of the 1st grade textbook and 2nd grade textbook in B was the only exception. Therefore, we can't say that there is some connectedness among the textbooks according to grades. Second, there was no systematic connectedness among the chapters in all English textbooks. All these results suggest that more systematic and objective criteria should be applied to the development of English textbooks.

중학교 1학년 영어 교과서의 영어 형태소 도입 순위와 자연적 순서 가설과의 상관관계 연구

송해성,Sohng, Hae-Sung 한국영어어문교육학회 2003 영어어문교육 Vol.9 No.1

The purpose of this study is to investigate the correlation between the introduction order of 9 English morphemes in the English textbook used in the middle school and the learning order of the morphemes by the 7th graders learning English as a foreign language. The subjects are 139 students in two middle schools, who learn English with different textbooks. The introduction order of each morpheme in two textbooks was examined according to its quantity and frequency. Data on the real learning order were collected through the written SLOPE test, and each morpheme was ranked by its group score. The introduction order of each morpheme in the textbook and the real learning order were analyzed by Spearman rank order correlation. It was shown that the correlation between the two was very low. This means that those textbooks do not take the learning order of English morphemes into account. Also it was shown that in the earlier stage of learning English the introduction order of each morpheme in the textbook had much influence on its learning order, but in the later stage such influence reduced gradually. This means that the learning order of English morphemes approaches the natural order as time passes by.

한국형 출혈열의 임상적 연구 : 혈액 투석활용 및 예후인자에 관한 고찰

김해강,송석현,양형식,강성귀 전북대학교 의과학연구소 1986 全北醫大論文集 Vol.10 No.3

Forty cases of the Korean hemorrhagic fever were studied clinically at the Chonbuk National University Hospital during the period of 6 years, from January, 1980 to December, 1985. The Korean hemorrhagic fever showed the peak incidence of age in the their thirties and forties, and the ratio of male to female was 3.4 : 1. In the autumn, Korean hemorrhagic Fever, oliguric phase was 21(52.5%), febrile 12.5%, hypotensive 10%, and diurentic phase 7.5% in frequency, and undetermined cases 17.5% on the admission.

Reading-Writing Integration in Enhancing L2 Speaking Ability

Su zy Kim,Hae Sung Sohng,Michael Diehl 한국영어어문교육학회 2017 영어어문교육 Vol.23 No.2

The purpose of this study was to investigate whether reading-writing integration can contribute to L2 speaking improvement, which has never been attempted. In order to examine its influences on speaking, quantitative study was conducted with 24 university students for fifteen weeks. The participants were randomly assigned to two groups: an experimental group, reading-writing integration in a regular class, and a control group, mainly focusing on reading instructions. The students in the experimental group was provided with basic writing skills and writing tasks connected to reading such as writing summaries and responses in journals, whereas those in the control group went through the procedure of a typical institute class in which they read and work on comprehension check-up exercises. The two groups’ performances in the pre-and post-test were compared and analyzed to explore any difference in improvements in speaking performance and any qualitative change in language domains between the two groups over the period. The study found that the students who regularly participated in reading-writing activities significantly improved their overall speaking ability and significant differences were also found in language domains. The results of the study indicate that reading-writing integration had a positive effect on speaking performance and could be an alternative method to improve speaking skill in Korean EFL settings.

The Effects of a Phonological Awareness Instruction with Phonetics on the Oral and Aural English Proficiency

Bae, Chulwoong,Kahng, Yong-Koo,Sohng, Hae Sung The English Teachers Association in Korea 2012 영어어문교육 Vol.18 No.1

This study explores the effects of phonological awareness instruction with phonetics on listening comprehension and speaking. For the test of measuring the improvement of listening comprehension, two nationwide listening comprehension tests were used for pre-test and post-test. To find out the improvement of speaking ability, students were required to take the Level-3 NEAT speaking tests. There was a notable correlation between phonological awareness instruction with phonetics and listening ability. Also a significant correlation between phonological awareness instruction with phonetics and speaking ability was found. The group with phonological awareness class with phonetics received higher scores in listening and speaking test than the group without phonological awareness class with phonetics in the post-test. This study implies that phonological awareness class with phonetics is helpful for the improvement of listening and speaking ability. With this research, we can also say that students' communicative competence increased.

The Effects of a Phonological Awareness Instruction with Phonetics on the Oral and Aural English Proficiency

Chulwoong Bae,Yong-Koo Kahng,Hae Sung Sohng 한국영어어문교육학회 2012 영어어문교육 Vol.18 No.1

This study explores the effects of phonological awareness instruction with phonetics on listening comprehension and speaking. For the test of measuring the improvement of listening comprehension, two nationwide listening comprehension tests were used for pre-test and post-test. To find out the improvement of speaking ability, students were required to take the Level-3 NEAT speaking tests. There was a notable correlation between phonological awareness instruction with phonetics and listening ability. Also a significant correlation between phonological awareness instruction with phonetics and speaking ability was found. The group with phonological awareness class with phonetics received higher scores in listening and speaking test than the group without phonological awareness class with phonetics in the post-test. This study implies that phonological awareness class with phonetics is helpful for the improvement of listening and speaking ability. With this research, we can also say that students’ communicative competence increased.

The effects of a phonological awareness instruction with phonetics on the oral and aural English proficiency

Chulwoong Bae,Yong-Koo Kahng,Hae Sung Sohng 미래영어영문학회 2012 미래영어영문학회 학술대회 자료집 Vol.2012 No.12

This study explores the effects of phonological awareness instruction with phonetics on listening comprehension and speaking. For the test of measuring the improvement of listening comprehension, two nationwide listening comprehension tests were used for pre-test and post-test. To find out the improvement of speaking ability, students were required to take the Level-3 NEAT speaking tests. There was a notable correlation between phonological awareness instruction with phonetics and listening ability. Also a significant correlation between phonological awareness instruction with phonetics and speaking ability was found. The group with phonological awareness class with phonetics received higher scores in listening and speaking test than the group without phonological awareness class with phonetics in the post-test. This study implies that phonological awareness class with phonetics is helpful for the improvement of listening and speaking ability. With this research, we can also say that students’ communicative competence increased.