A Comparative Study of Hedges between ES and KS in Two Fields of Study: English Education vs. Biology

Hoe Kyeung Kim,Ö,zge Yol,Sang-Geun Lee 한국영어학학회 2020 영어학연구 Vol.26 No.1

The appropriate use of hedges in scientific fields indicates that the writer/speaker is aware of the conventions of academic writing. Korean EFL learners have been known to experience difficulties in correctly using hedging devices due to the L1 conventions of writing. Studies on their use of hedges, however, have relied mostly on a single genre or discipline. This study compared uses of hedges between Korean EFL learners (KS) and English speakers (ES) in two academic fields, English Education and Biology, to reveal how the KS group employs English hedges differently from the ES in dissertation writing. Adopting Salager-Meyer’s (1994) taxonomy, we analyzed the discussion sections of 80 doctoral dissertations, 40 by KS and 40 by ES, in two fields, showing that the KS group used hedges noticeably less than the ES, especially, in Biology. These findings imply that Korean EFL learners should fully understand the positive functions of hedges in academic writing as well as the importance of distinctive writing conventions in different disciplines. No over-generalization of conservative perception of hedging devices to the fields of science should be encouraged.

Examining the Influence of L1 on Learning Korean Negation Forms

Hoe Kyeung Kim,Hongoak Yun 한국외국어교육학회 2013 Foreign languages education Vol.20 No.4

The purposes of this study are to understand the influence of L1 on learning Korean negation and a developmental sequence of Korean negation forms through examining English and Japanese learners of Korean. In particular, we aim to investigate whether linguistic distance between L1 and L2 affects learning Korean negation. Forty English and twenty Japanese students who were learning Korean in colleges participated in the written production test. As a control group, forty Korean native speakers took the written test. We observed that the English and the Japanese groups produced less number of long form negation sentences than the Korean adult group did. The English group showed a developmental pattern to advance from short to long forms, while the Japanese group demonstrated the opposite tendency. These results suggested that an influence of L1 negation structure on L2 learning coexisted with that of a general developmental sequence. The pedagogical implications of the findings are two-fold:1) the findings would provide practical suggestions for instructing Korean negation forms in multilingual classrooms and 2) the findings would help researchers and language teachers understand the learning patterns of Korean by L2 learners.

Revisiting Teacher-based Assessment to Enhance EFL Teachers’ Assessment Literacy in South Korea

Hoe Kyeung Kim,Hyunhee Cho,Hongoak Yun,ChangOk Shin 아시아영어교육학회 2020 The Journal of Asia TEFL Vol.17 No.4

The study aimed to extend the existing discussion on assessment literacy by focusing on English teachers’ ability to implement it in South Korea where a new assessment policy was implemented as part of educational reform. Scholars have pointed out a lack of teachers’ assessment knowledge and gaps in their ability to conduct the appropriate assessment for effective instruction. Thus, the scope of teacher assessment literacy needs to include teachers’ ability to implement it appropriately in given contexts. Grounding our study in the notion of teacher-based assessment as a guiding framework and using a mixed-methods design, we examined how Korean teachers perceived performance assessment emphasized in the reform and how they put it into practice. One hundred and twenty-seven teachers participated in survey questionnaires and 15 teachers were interviewed as a follow-up. The findings of the study showed that there were discrepancies between the teachers’ perceptions of assessment and their assessment practice and that the teachers showed diverse reactions toward teacher-based assessment from being capable to feeling powerless depending on their assessment knowledge and contextual constraints. The study suggests the importance of teachers’ agency in assessment literacy as a prerequisite for teacher-based assessment.

영어교사의 평가에 대한 인식 및 적용 조사: 교사주도형 학생평가 제안

김회경 ( Hoe Kyeung Kim ),윤홍옥 ( Hongoak Yun ) 부산대학교 과학교육연구소 2015 교사교육연구 Vol.54 No.2

수행평가는 언어평가에 적절하지 않은 선택형 지필시험에 대한 비판으로 도입되었다. 수행평가와 같은 참(authentic)평가는 유창성과 의사소통 능력의 증진을 강조하는 최근의 영어 교수법을 잘 반영한다. 따라서 참 평가의 실행으로 한국학생들의 의사소통 능력을 증진하고 영어공부에 대한 동기를 높일 것으로 기대되었다. 하지만 평가의 목적에 대한 이해부족으로 이러한 수행평가의 실행은 교실 안에서 기대했던 효과를 이끌지 못하였다. 본 연구는 Davison & Leung(2009)의 교사주도형 학생평가라는 모델을 이용하여 한국영어교사의 평가에 대한 인식 및 시행에 대해 연구하고자 한다. 서울지역을 중심으로 58명의 초중 고등학교 영어교사를 대상으로 설문지 조사를 통해 자료 수집을 하였다. 설문지 문항은 평가에 대한 교사들의 인식, 교사주도형 학생평가의 이해도 및 시행을 알아보는 내용으로 이루어졌다. 실험결과에 따르면 많은 영어교사들이 교사주도형 학생평가의 중요성에 대해 알고 있음에도 불구하고 기존의 필기시험과 퀴즈를 선호하는 것으로 나타났다. 흥미롭게도 평가의 교육적 목적을 인식하고 있는 교사집단의 경우 그렇지 않은 교사집단과 선호하는 평가방법이 다른 것으로 나타났다. 이러한 연구결과를 바탕으로 영어교사를 대상으로 하는 평가에 대한 심도 있는 교사연수의 실행과 동시에 평가의 교육적 목적과 의의를 강조하는 교사주도형 학생평가의 도입을 제안하고자한다. Performance-based assessment methods were adopted as authentic assessment in response to heavy criticism on standardized paper exams in Korea. The implementation of authentic assessment reflecting current language teaching methods, that is, promoting fluency and communicative language skills was expected to advance Korean students’ communication skills and enhance students’ motivation in learning English. Due to the lack of understanding on the purposes of performance assessment, however, authentic assessment has not been executed as it should be in classrooms. This study employed a teacher-based assessment framework (Davison & Leung, 2009) to investigate English teachers’ perceptions of assessment and their use of it. For the data collection, a paper survey was conducted for 58 Korean English teachers who were teaching in Elementary, Middle and High schools in Seoul. Survey questionnaires were designed to examine their perceptions of assessment and applications. The findings revealed that the teachers did favor the use of traditional exams and quizzes although they understood the importance of teacher-based assessment in language education. Interestingly, the teachers who were aware of the educational purpose of assessment tended to support more teacher-based assessment methods than those who were not. Based on the findings, we suggest providing Korean English teachers with an in-depth training on assessment and employing a concept of teacher-based assessment to support performance-based assessment.

영어교사교육자들의 다중언어주의에 대한 성찰 : 공동문화기술지 연구

김회경(Hoe Kyeung Kim),조현희(Hyunhee Cho) 서울대학교 교육종합연구원 2020 The SNU Journal of Education Research Vol.29 No.3

본 연구는 두 교사교육자의 공동문화기술지 연구를 통해 단일언어주의와 다중언어주의를 둘러싼 상충적인 문제들을 탐색하였다. 연구 참여자들은 공동저널쓰기를 함으로써 다중언어주의의 이해를 재구축하고 기존 인식의 변화를 얻었으며, 이를 바탕으로 두 가지 결론을 도출하였다. 첫째, 한국의 맥락에서 적절한 영어 교수 접근법을 발전시키기 위해서는 교사와 교사교육자들이 지배적인 단일언어주의를 인식하고 비판할 수 있는 능력이 필요하다. 둘째, 공동문화기술지 연구 방법은 참여자가 기존의 원어민중심주의에 대한 문제점을 재인식하고, 각자의 환경에 맞는 성찰을 하며, 영어교사교육자로서의 정체성을 재구성하고 이를 통해 성장할 수 있는 기회를 주었다. 연구결과는 교사교육에 대한 시사점을 갖는다. This study explored conflicting language ideologies between monolingualism and multilingualism through two teacher educators’ duoethnography. Through this study, the two researchers re-constructed the understanding of multilingualism and experienced a change in perception. Two conclusions were drawn from this study. First, teachers and teacher educators need the ability to recognize and criticize the dominant monolingualism to develop an approach of teaching English appropriate in the Korean context. Second, duoethnographic study gave the participants an opportunity to reexamine the problems of existing native speakerism, reflect on their respective circumstances, reconstruct their identity as English teacher educators and grow through them. The research results have implications for teacher education.

영어교사의 평가에 대한 인식 및 적용 조사 : 교사주도형 학생평가 제안

김회경,윤홍옥 부산대학교 사범대학 과학교육연구소 2014 교사교육연구 Vol.53 No.4

수행평가는 언어평가에 적절하지 않은 선택형 지필시험에 대한 비판으로 도입되었다. 수행평가와 같은 참(authentic)평가는 유창성과 의사소통 능력의 증진을 강조하는 최근의 영어 교수법을 잘 반영한다. 따라서 참 평가의 실행으로 한국학생들의 의사소통 능력을 증진하고 영어공부에 대한 동기를 높일 것으로 기대되었다. 하지만 평가의 목적에 대한 이해부족으로 이러한 수행평가의 실행은 교실 안에서 기대했던 효과를 이끌지 못하였다. 본 연구는 Davison & Leung(2009)의 교사주도형 학생평가라는 모델을 이용하여 한국영어교사의 평가에 대한 인식 및 시행에 대해 연구하고자 한다. 서울지역을 중심으로 58명의 초중 고등학교 영어교사를 대상으로 설문지 조사를 통해 자료 수집을 하였다. 설문지 문항은 평가에 대한 교사들의 인식, 교사주도형 학생평가의 이해도 및 시행을 알아보는 내용으로 이루어졌다. 실험결과에 따르면 많은 영어교사들이 교사주도형 학생평가의 중요성에 대해 알고 있음에도 불구하고 기존의 필기시험과 퀴즈를 선호하는 것으로 나타났다. 흥미롭게도 평가의 교육적 목적을 인식하고 있는 교사집단의 경우 그렇지 않은 교사집단과 선호하는 평가방법이 다른 것으로 나타났다. 이러한 연구결과를 바탕으로 영어교사를 대상으로 하는 평가에 대한 심도 있는 교사연수의 실행과 동시에 평가의 교육적 목적과 의의를 강조하는 교사주도형 학생평가의 도입을 제안하고자한다. Performance-based assessment methods were adopted as authentic assessment in response to heavy criticism on standardized paper exams in Korea. The implementation of authentic assessment reflecting current language teaching methods, that is, promoting fluency and communicative language skills was expected to advance Korean students’ communication skills and enhance students’ motivation in learning English. Due to the lack of understanding on the purposes of performance assessment, however, authentic assessment has not been executed as it should be in classrooms. This study employed a teacher-based assessment framework (Davison & Leung, 2009) to investigate English teachers’ perceptions of assessment and their use of it. For the data collection, a paper survey was conducted for 58 Korean English teachers who were teaching in Elementary, Middle and High schools in Seoul. Survey questionnaires were designed to examine their perceptions of assessment and applications. The findings revealed that the teachers did favor the use of traditional exams and quizzes although they understood the importance of teacher-based assessment in language education. Interestingly, the teachers who were aware of the educational purpose of assessment tended to support more teacher-based assessment methods than those who were not. Based on the findings, we suggest providing Korean English teachers with an in-depth training on assessment and employing a concept of teacher-based assessment to support performance-based assessment.

Pedagogical potentials of cohesive devices for EFL writing

장은영,Hoe Kyeung Kim 팬코리아영어교육학회 2016 영어교육연구 Vol.28 No.2

We argue in this paper that teaching cohesion explicitly is necessary especially for those L2learners whose L1 has different rules from the target language for constructing cohesive texts. This study examined Korean L2 writers’ use of cohesive devices, specifically references, as away to help improve their writing. The research questions guided this study are: 1) how doKorean L2 writers use cohesive devices in their narrative writing? And 2) what are the factorsinfluencing their use of cohesive devices? We found that Korean EFL writers often misusedEnglish references primarily due to their L1-based understanding about the definiteness of theEnglish article. Based on the findings, we offer pedagogical suggestions including practicalclassroom activities for language teachers so that they can help their learners developcross-linguistic awareness and metacognitive strategies in using cohesive devices properly.

A Study on What Native English Raters Called ‘Coherent’ Essays: Focusing on Conjunctions

Richard Moore,Kim, Hoe Kyeung,이상근 한국중원언어학회 2018 언어학연구 Vol.0 No.46

The notion of coherence has been criticized by many educators for its vagueness, especially, as a rating criterion. In an effort to investigate the nature of coherent texts, this study employed the service of 10 native English teachers to rate 33 argumentative essays on the sole criteria of coherence. After sorting out the essays as two groups, high- and low-ranked essays, we compared them, especially, in distribution of conjunctions, which have been known as coherence markers, to see the nature of what English native raters called coherent texts. The quantitative aspect of the study showed that high-ranked essays categorically used a wider range of conjunctions resulting in increased coherence. The qualitative aspect also demonstrated that high-ranked essays, differently from low-ranked essays, efficiently arranged four subtypes of conjunctions, which results in higher levels of coherence. This study thus not only gives a chance to peek into the way coherent texts are organized but also makes a very positive contribution to improving low-level ESL/EFL students’ writing skills.

Pedagogical Potentials of Cohesive Devices for EFL Writing

Eun-Young Jang,Hoe Kyeung Kim 팬코리아영어교육학회(구 영남영어교육학회) 2016 영어교육연구 Vol.28 No.2

We argue in this paper that teaching cohesion explicitly is necessary especially for those L2 learners whose L1 has different rules from the target language for constructing cohesive texts. This study examined Korean L2 writers’ use of cohesive devices, specifically references, as a way to help improve their writing. The research questions guided this study are: 1) how do Korean L2 writers use cohesive devices in their narrative writing? And 2) what are the factors influencing their use of cohesive devices? We found that Korean EFL writers often misused English references primarily due to their L1-based understanding about the definiteness of the English article. Based on the findings, we offer pedagogical suggestions including practical classroom activities for language teachers so that they can help their learners develop cross-linguistic awareness and metacognitive strategies in using cohesive devices properly.

머스크 메론 양액재배시 배지종류에 따른 수량 및 품질

조연동(Cho Yeun-Dong),정순경(Joung Sun-Kyeung),김회태(Kim Hoe-Tae) 한국원예학회 1998 원예과학기술지 Vol.16 No.1