A constraint-based approach to Korean dative cases

Incheol Choi(최인철) 새한영어영문학회 2005 새한영어영문학회 학술발표회 논문집 Vol.2005 No.5

몰입교육과정에 대한 올바른 이해보급의 필요와 한국에서 실행 시 고려사항

이예식(Lee, Yae-Sheik),최인철(Choi, Incheol),신석(Shin, Seok),곽병권(Kwak, Byung-Gwon),배정옥(Bae, Jungok) 팬코리아영어교육학회(구 영남영어교육학회) 2009 영어교육연구 Vol.21 No.2

The presidential immersion education initiative which had been undertaken in South Korea in early 2008 encountered strong public opposition. Since then, consideration of immersion education has largely been sidetracked, despite the fact that immersion education could be a viable option for English education in Korea. The main objections seem to have been the result of a lack of correct information about immersion education. In this paper are outlined the key goals, theoretical basis and curriculum typical of immersion education as they have been implemented in the United States and Canada. The intention is to correct misunderstandings of immersion education in both academia and the society at large. Certain terms related to immersion education may have lead to misperceptions. Preferable alternatives are suggested. Major concerns regarding immersion education in Korea are reviewed, particularly those pertaining to the pace of Korean language development and academic achievement as well as identity conflicts. Finally, suggestions are made with respect to areas to be addressed in order for immersion education to become established in Korea.

국내 먹는샘물 원수 중 바륨(Ba)의 수질 특성에 관한 연구

이이내,안경희,양미희,최인철,정현미,이원석,박주현,Lee, Leenae,Ahn, Kyunghee,Yang, Mihee,Choi, Incheol,Chung, Hyenmi,Lee, Wonseok,Park, Juhyun 한국물환경학회 2017 한국물환경학회지 Vol.33 No.4

The subject samples include 150 and 170 samples collected from intake holes in the former and latter half of 2015, respectively. They were analyzed with ICP-MS. The average concentration of detected barium was $10.54{\mu}g/L$ ($0.23{\sim}168.22{\mu}g/L$) and $8.21{\mu}g/L$ ($0{\sim}255.65{\mu}g/L$) for the former and latter halves of 2015, respectively. The concentration distribution was the highest for the precambrian era at $19.07{\mu}g/L$ and the lowest Cenozoic era at $4.92{\mu}g/L$. The average value for sedimentary, metamorphic, and igneous rocks was $7.84{\mu}g/L$, $20.84{\mu}g/L$, and $9.47{\mu}g/L$, respectively, which indicates that it was the highest for metamorphic rocks. The study also analyzed correlations between barium and other minerals and found that magnesium recorded 0.44 and 0.71 for the former and latter half of 2015, respectively. As for barium concentration according to depth, it was relatively low in shallow groundwater (under 200 m) with its average concentration at $14.33{\mu}g/L$ and $14.71{\mu}g/L$ for the former and latter half of 2015, respectively. It was $8.53{\mu}g/L$ and $4.04{\mu}g/L$ in deep groundwater (over 200 m) for the two periods, respectively, The risk assessment results show that its average risk was HQ 0.00139 and HQ 0.00163 for the former and latter half of 2015, respectively, being considerably lower than "1", which suggests that barium poses few possibilities of consumption risk.

사회적 배제가 여가의 의도, 의미, 그리고 재미에 미치는 효과

이국희(Guk-Hee Lee),최인철(Incheol Choi) 충남대학교 사회과학연구소 2018 사회과학연구 Vol.29 No.4

원자력 안전체감에 영향을 미치는 사건들에 관한 연구

김범준(Beom Jun Kim),최인철(Incheol Choi) 한국에너지학회 2009 한국에너지공학회 학술발표회 Vol.2009 No.-

60대 한국인의 심리적 특성: 정서, 사고방식, 가치관의 연령대별 비교

한한민(Han, Min),이훈진(Lee, Hoonj in),최인철(Choi, Incheol),김범준(Kim, Bumjoon) 한국노년학회 2013 한국노년학 Vol.33 No.3

본 연구는 60대 한국인의 심리적 특성을 파악하기 위해 정서, 사고방식, 가치관 영역을 중심으로 연령대별 차이를 기술하였다. 정서, 사고방식, 가치관 각 영역을 측정하기 위한 총 12개의 척도들을 선정하여 서울경기, 강원, 충청, 전라, 경상의 5대 권역에서 권역 당 4개 연령대(30대, 40대, 50대, 60대) 각 100명씩, 총 2,000명의 참여자들에게 설문을 실시하였다. 연구결과를 요약하면 다음과 같다. 첫째 정서 영역에서, 우울은 30, 50대에서 높게 나타났으며 60대의 우울이 가장 낮았다. 주관적안녕감(SWB)은 60대가 가장 높았으며, 4,50대가 중간 정도, 30대가 가장 낮았다. 둘째 사고방식에서의 차이는, 60대의 종합적 사고경향이 낮았고, 조절초점, 사회비교 경향 및 최대화경향성에서도 다른 연령대에 비해 낮은 점수를 보고하였다. 셋째, 가치관에서는, 연령에 따른 뚜렷한 보수적 성향이 나타났다. 보수적 권위주의, 온정적 성차별, 정당한 세상에 대한 믿음 및 신뢰에서 30대<40대<50대<60대의 패턴이 유지되었다. 본 연구를 통해 수집된 연령에 따른 한국인의 정서, 사고방식, 가치관에 대한 정보들은 한국인 이해에 대한 기초적인 데이터베이스를 구축할 수 있음은 물론, 60대 장/노년의 심리적 특성에 대한 이해와 관련 변인을 사용하는 앞으로의 연구에 시사점을 제공할 수 있을 것으로 기대된다. The purpose of present study was to reveal the influence of age on the basic psychological realms: emotions, thinking style, and values. The questionnaire was consisted of 12 scales(4 for emotions, 4 for thinking style, 4 for values) and 2,000 people from four different age groups(30's, 40's, 50's, and 60's) were participated in the survey. The results were as follows. In Emotion, the 60's reported higher life satisfaction and SWB, while lower level of negative emotions was shown. In Thinking style, not only holism level of the 60's was lower than the other age groups, but also the age-based differences of other thinking tendencies such as regulatory focus, social comparison, and maximization showed same patterns with holism. Lastly, the traits of the 60's in values can be summarized as conservatism. The 60's scored higher in Authoritarianism, the attitudes towards gender differences, the belief how just the world is where they are living than other age groups. With these results we expect to have better understanding for the Korean elderly as well as to provide valuable suggestions for the further studies with the variables used in this study.

청소년의 독서 선호도와 독서에 대한 해석수준의 상호작용이 지속적인 독서와 독서량에 미치는 효과

이국희(Lee, Guk-Hee),김은미(Kim, Eunmi),최인철(Choi, Incheol),한다혜(Han, Dahye) 계명대학교 사회과학연구소 2020 한국사회과학연구 Vol.39 No.1

사람들은 과업을 수행하는 이유(추상적 해석)에 대해 고민한 후 좋은 성과를 거두는 경우도 있고, 과업을 수행하는 방법(구체적 해석)에 대해 고민한 후 좋은 성과를 거두는 경우도 있다. 이 차이는 어디서 오는 걸까? 본 연구는 청소년을 대상으로 독서라는 과업을 수행하게 하면서 이 질문에 대한 답을 찾아보았다. 먼저 청소년 표본집단을 대상으로 독서 선호도를 조사한 후, 독서 선호도가 높은 집단과 낮은 집단을 구분하였다. 그리고 각 집단의 절반에게는 독서를 해야 하는 이유(추상적 해석)에 대해 써보게 하였고, 다른 절반에게는 독서를 하는 방법(구체적 해석)에 대해 써보게 하였다. 그 후, 참여한 학생들에게 6주 간 독서를 하면서 매주 1회(총 6회) 독서활동보고서를 제출하도록 하였다. 이 보고서는 하루 20분 이상 독서한 요일, 한 주간 독서한 총 시간(분)을 기술하게 되어 있었다. 결과는 세 가지로 요약할 수 있다: 1) 독서하는 이유를 고민하는 조건보다 독서하는 방법을 고민하는 조건에서 하루 20분 이상 독서한 사람의 수가 많았다. 2) 독서 선호도가 낮은 집단은 독서하는 방법을 고민할 때가 이유를 고민할 때보다 하루 20분 이상 독서한 날 수가 많았지만, 독서 선호도가 높은 집단은 독서하는 이유를 고민할 때 하루 20분 이상 독서한 날수가 많았다. 3) 독서하는 이유를 고민하는 것은 독서 선호도가 높은 집단이 더 오랜 시간 독서하도록 영향을 미쳤다. 본 연구는 과업 선호도가 낮은 사람들이 어떤 일을 시작하고 지속하는 것에는 과업 수행방법을 고민하는 것이 유익하지만, 과업 선호도가 높거나 과업을 이미 시작한 사람의 경우에는 과업 수행의 이유를 고민하는 것이 과업 성과 극대화에 유익함을 시사한다. 끝으로 본 연구의 한계와 확장 가능성에 대해 논의하였다. People achieve great performances by either contemplating the reason they are performing the task (abstract interpretation) or the methods used in performing the task (concrete interpretation). What may be the differences between the two? This study explored the answers to the question based on a reading task conducted among adolescents. First, the study investigated the reading preferences of a group of adolescents; the participants were classified into groups of high and low reading preferences. Second, one half of each group was asked to write about why reading is necessary, and the other half, about how to read. Finally, all of the participants were asked to read and submit a reading report once a week for a period of six weeks (i.e., six times). The reading report included the days of the week when the participants read for at least 20 minutes a day, and the total amount of time they read in a week. The results were summarized in three categories: 1) More participants read for at least 20 minutes a day from the group who thought about how to read compared with the group asked about why they read. 2) In the group with low reading preferences, those who thought about how to read had more days of reading for at least 20 minutes compared with those who thought about why they read; however, in the group with high reading preferences, those who thought about why they read had more days of reading for at least 20 minutes. 3) Thinking about why they read were motivated to read for a longer period of time. This study revealed that it is more effective for those who have low preferences for a certain task to start and continue the task if they contemplate about the methods of performing the task. For those who have high preferences for a certain task or had already started the task, it is more effective to contemplate about why they are performing the task, to maximize task performance. The study discussed the limitations and possibilities of extending the study.

코로나 기간 비대면 수업의 어려움과 교사의 행복

김주현(Joo Hyun Kim),홍영일(Young-il Hong),최인철(Incheol Choi) 학습자중심교과교육학회 2021 학습자중심교과교육연구 Vol.21 No.10

목적 본 연구는 코로나 기간 교사가 경험한 원격수업, 학생 관리 어려움이 이들의 주관적 행복과 스트레스에 끼친 영향을 알아보고, 대처 전략이 이 관계를 조절하는지 살펴보았다.방법 연구대상은 코로나 기간 설문에 응답한 전국의 현직 초⋅중⋅고등학교 현직 교사 324명이다. 교사들은 온라인 설문을 통해 원격 수업과 학생 관리 어려움, 주관적 행복, 인지된 스트레스, 대처 전략 문항에 응답했으며, 수집된 자료는 구조방정식을 사용해 분석되었다.결과 구조모형 분석 결과 코로나 기간 원격수업 준비, 운영, 학생 관리의 어려움은 교사의 스트레스를 증가시켰으며, 추가로 원격수업 준비의 어려움은 삶의 만족도를 낮추는 것으로 나타났다. 대처 전략 가운데 인지적 재해석, 취미 활동, 사회적 관계는 행복감을 높였지만, 회피 전략은 행복감을 낮췄다. 중요하게도, 조절 모형에서 도구적 지지와 사회관계 전략은 수업 준비의 어려움과 부정정서의 관계를 유의미하게 조절하는 것으로 나타났으며, 취미 활동은 학생지도 어려움과 긍정 정서의 관계를 조절했다.결론 본 연구는 비대면 수업이 불가피했던 코로나 상황에서 교사가 겪은 원격 수업과 학생 관리의 어려움이 교사의 행복에 부정적 영향을 끼치는 것을 밝혔으며, 대처 전략이 이 관계를 완화할 수 있는 요인임을 추가로 증명하였다. 논의에서는 아직도 진행 중인 코로나 상황에서 사회관계 유지, 전문성 함양 노력, 취미 활동을 통한 교사의 행복 관리의 필요성을 강조하였다. Objectives This study aimed to examine the associations between teachers’ difficulties in remote teaching and student management and their well-being and the moderating role of coping strategies in that relationships. Methods Three hundred twenty-one elementary and secondary school teachers participated in an online survey. Teachers responded to survey items regarding difficulties in remote teaching and student management, subjective well-being, perceived stress, and coping strategies. Structural equation modeling (SEM) was conducted to examine the moderating role of coping strategies in the relationship between teacher’s difficulties during COVID-19 and well-being. Results Results of structural equation modeling (SEM) showed that the difficulties in preparing and conducting remote classes and managing students increased teachers’ perceived stress. In addition, the difficulty experienced by teachers during remote class preparation was the only factor decreasing teachers’ life satisfaction. Among six coping strategies studied, three coping strategies (i.e., cognitive appraisal, social connection, and doing activities) played positive roles in increasing teachers’ well-being, but avoidance was negatively related to well-being. Importantly, instrumental support and social connection moderated the relationship between the challenges of remote class preparation and negative affect. In addition, doing activity significantly moderated the association between student management difficulty and positive affect. Conclusions Coping strategies are important for maintaining teachers’ well-being when remote teaching is necessary due to COVID-19 pandemic.

국내 유통 중인 먹는샘물 원수의 이온류 수질 특성에 관한 연구

이이내 ( Leenae Lee ),안경희 ( Kyunghee Ahn ),민병대 ( Byungdae Min ),양미희 ( Mihee Yang ),최인철 ( Incheol Choi ),정현미 ( Hyenmi Chung ),박주현 ( Juhyun Park ) 한국물환경학회(구 한국수질보전학회) 2016 한국물환경학회지 Vol.32 No.5

The goal of this study is to provide basic data to establish a foundation for the provision of safe drinkable water. The raw water of natural mineral water was analyzed to determine the quantities of anions (F^-, Cl^-, NO₃-N^-, and SO₄^2-) and cations (Ca²⁺, K⁺, Mg²⁺, and Na⁺) during the former and latter half of 2016. Analysis of the current quality of the raw water of natural mineral water among domestic manufacturers showed average anions contents of 0.46㎎/L of fluorine, 8㎎/L of chlorine ion, 1.5㎎/L of nitrate nitrogen, and 12㎎/L of sulfate ion. While the fluorine content was greater than the water quality criterion of 2.0㎎/L at four points, the fluorine level was overall stable. The average cations contents included 21.3㎎/L of calcium, 1.0㎎/L of potassium, 3.4㎎/L of magnesium, and 9.6㎎/L of sodium. The chemical characteristics were compared among the major ions, and the results are presented in a piper diagram. The content ratio of cations was in the order of Ca²⁺>Na⁺>Mg²⁺>K⁺, whereas that of anions was in the order of SO₄^2-〉Cl^->NO_3-N>F^-. While the cations were slightly scattered, the anions were generally concentrated except for at a few points. The Ca-Na-HCO₃ type was dominant overall in water sources from diorite, gneiss, and granite, while the Na-Mg-Ca-HCO₃-Cl type was dominant in basalt sources. Mineral water manufacturers source their water under various conditions, including in-hole casing, excavation depth, and contact state of bedrock; even within the same rocky area, some differences in the water quality type can occur. When the depth of the water source was taken into account, the mean anions contents of F^-, Cl^-, NO₃-N^-, and SO₄^2- were similar, with no significant differences according to depth. Of the cations, K⁺ and Na⁺ showed no significant differences across all the tubular wells, whereas Ca²⁺ and Mg²⁺ decreased in content with depth.

Use of English Futures, Will vs. Be Going to: A Corpus-Based Comparison Study

Daria Soon-Young Seog(석데리아순영),Yae-Sheik Lee(이예식),Incheol Choi(최인철) 현대문법학회 2019 현대문법연구 Vol.102 No.-

The present study investigates usage of English futures, will and be going to, by Korean EFL learners and American native English speakers. The examined usage data are extracted from the native speaker corpus, the Corpus of Contemporary American English (COCA), and two learner corpora, the Kyungpook National University (KNU) Student English Learner Corpus-Written (KSELC-W) and the KNU English Learner Corpus (KELC), and compared to determine interlanguage developmental patterns and usage similarities or differences between native speakers and nonnative speakers. In support of existing literature, the findings from the current study reveal that the American native English speakers of COCA significantly overuse both will and be going to in the spoken register compared to the combined written registers. Furthermore, the findings also indicate that although the writing samples of the learner corpora were written during formal EFL education settings, will and be going to usage by the Korean EFL learners closely resemble the usage data of the combined written-all registers of COCA. Finally, semantic analyses show that the advanced learners of KSELC-W use be going to quite correctly with the semantic senses in the present form. In contrast to the learners in Coates (1983), they use be going to to deliver the sense of epistemicity rather than the root intention senses.