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The Effects of the Process-Genre Approach on Korean EFL University Students’ Writing Abilities
Jiyoung Bae 한국영어교과교육학회 2017 영어교과교육 Vol.16 No.1
The purpose of this study is to investigate a model for teaching English writing skills which is focused on the process-genre approach for Korean EFL university students. The present study aims to verify the effectiveness of the model on the improvement of students’ writing abilities. In this study, six representative classes were instructed to write in English throughout a 15 weeks semester in 2015. Three classes were taught through a process-genre approach, and the other three classes were taught through a process approach. This study, therefore, analyzed Korean L2 students’ writings of four different genres; narrative, comparison, cause-effect, and argumentative essays. The results showed that the process-genre approach proved to be a more effective writing instructional approach to improve participants’ writing abilities. Particularly, the results indicated that process-genre writing instruction was more effective based on students’ use of vocabulary in expository text genres than the process writing instruction. The findings also give some pedagogical implications for teaching strategies to raise genre-specific awareness in L2 writings.
Jiyoung Bae 한국영어교과교육학회 2018 영어교과교육 Vol.17 No.3
This study explores a range of linguistic features used in Korean college students’ argumentative writings for the purpose of developing a model that identifies variables which predict writing proficiencies. This study investigated the latent variable structure of L2 linguistic features, including syntactic complexity, lexical complexity, and fluency. One hundred forty-six university students in Korea participated in this study. The results of the study’s confirmatory factor analysis (CFA) showed that indicators of linguistic features from this study-provided a foundation for re-categorizing indicators found in extant research on L2 Korean writers depending on each latent variable of linguistic features. The CFA models indicated one measurement model of L2 syntactic complexity and L2 learners’ writing proficiency; these two latent factors were correlated with each other. Based on the overall findings of the study, integrated linguistic features of L2 writings suggested some pedagogical implications in L2 writing instructions.
Jiyoung Bae,Sujung Min 아시아영어교육학회 2020 The Journal of Asia TEFL Vol.17 No.3
This study aims to examine the degree of syntactic complexity in Korean L2 college students’ writing of four different genres. Using 14 syntactic complexity measures as indices of L2 language development of writing, this study investigates how syntactic patterns are different among four different genres and English proficiency levels. Sixty-one participants in A university in South Korea participated in this study, and their writings were scored by two raters. All 244 essays including four different genres were collected, and these data were analyzed by using the computer program of syntactic complexity analyzer. The results have shown that genre difference has an impact on syntactic complexity in Korean students’ English written products. Details of results showed strong evidence of genre-specific features among narrative, expository (comparison and cause-effect essays), and argumentative genres. Based on the overall findings of the study, syntactic complexity showed significant genre differences, but there were not significant group differences of syntactic complexity among L2 proficiency levels.
Jiyoung Bae,Ed Fox 팬코리아영어교육학회 2011 영어교육연구 Vol.23 No.1
This study examines the effectiveness of phonemic awareness (PA) instruction for Korean EFL students and native English speakers at the primary level. A meta-analysis of 44 PA studies showed that the inclusion of PA instruction resulted in significant effect sizes in the students’ reading (.61), spelling (.42), and phonological outcome measures (.73) for both Korean and American groups of students and for the affective domain outcomes (.84) for the Korean students. Moderating variables showed significant results; the strongest reading results (.52) were achieved when phonemic instruction lasted longer than 20 hours, but optimal spelling (.46) and phonological awareness (.80) occurred with 1 to 20 hours of PA instruction. Both Korean kindergarten and native English-speaking students showed the greatest gains in their reading performance compared to their upperclassmen in grades 1 through 6. Specific to Korean students, kindergarteners’ reading was more positively affected (2.27) from PA instruction compared to all other primary grades. Similar to the mixed group with 5 to 10 hours of PA instruction, Korean students experienced high affective domain measures (1.48) and spelling outcome (.37). Greater than 20 hours of PA instruction for reading (1.74) was significant. The conclusion was that PA instruction has a significant effect on developing Korean students’ English reading abilities.
Jiyoung Bae,Hyojeong Seo 한국영어교과교육학회 2016 영어교과교육 Vol.15 No.2
The purpose of this study is to examine the impact of the Self-Determined Learning Model of Instruction (SDLMI) in promoting English underachievers’ literacy development. The study participants were eight elementary school students whose average age was ten. Participants had difficulties in their English classes, and their stages of literacy development were emergent and early literacy. Applying the three stages of the SDLMI, students determined their goals, developed and implemented their action plans, and monitored their progress. A multiple baseline across participants design was used. It took four weeks to complete the study sessions during the English summer camp, and each students’ session lasted about two hours via one-to-one instruction. The SDLMI with English literacy learning program customized for underachievers appears to be effective in assisting underachievers’ self-directed learning as well as their English literacy abilities. Implications and future directions for research and practice are discussed.
중학교 1·2학년 2015 개정 영어교과서 읽기 자료의 가독성 분석과 아동문학 선정 연구
배지영(Bae, Jiyoung) 한국영어교과교육학회 2019 영어교과교육 Vol.18 No.2
The purpose of this study is to analyze and compare the reading texts in the middle school English Textbooks based on 2015 Revised National Curriculum for the 1st and 2nd year students. The Coh-Metrix indices used in the present study are descriptive, lexical features, syntactic complexity, discourse cohesion, and readability. This study compared the readability of the eight English textbooks in each grade, and the sixteen English textbooks were analyzed. This study examined the continuity of the English textbooks of the middle school 1st and 2nd grade by analyzing the readability. The results show that some differences exist in the readability indices among English textbooks within each grade level, but statistically significant differences were found only in descriptive and lexical indices. In addition, the findings show that the continuity of middle school English textbooks is well organized based on Coh-Metrix indices except for the cohesion measures. With these results about leveled readability between 1st and 2nd grade of middle school English textbooks, the proper selections of children’s English literature for each grade were provided.
Sung-Bae Park,Heechul Park,Jinyoung Bae,Jiyoung Lee,Ji-Hoi Kim,Mi Ran Kang,Dongsup Lee,Ji Young Park,Hee-Kyung Chang,Sunghyun Kim 대한의생명과학회 2019 Biomedical Science Letters Vol.25 No.4
Currently, molecular diagnostic assays based on nucleic acid amplification tests have been shown to effectively detect mycobacterial infections in various types of specimen, however, variable sensitivity was shown in FFPE samples according to the kind of commercial kit used. The present study therefore used automated PCR-reverse blot hybridization assay (REBA) system, REBA Myco-ID HybREAD 480®, for the rapid identification of Mycobacterium species in various types of human tissue and compared the conventional one-tube nested-PCR assay for detecting Mycobacterium tuberculosis (MTB). In conventional nested-PCR tests, 25 samples (48%) were MTB positive and 27 samples (52%) were negative. In contrast, when conducted PCR-REBA assay, 11 samples (21%) were MTB positive, 20 samples (39%) were NTM positive, 8 samples (15%) were MTB-NTM double positive, and 13 samples (25%) were negative. To determine the accuracy and reliability of the two molecular diagnostic tests, the one-tube nested-PCR and PCR-REBA assays, were compared with histopathological diagnosis in discordant samples. When conducted nested-PCR assay, 10 samples (59%) were MTB positive and seven samples (41%) were negative. In contrast, when conducted PCR-REBA test, three samples (17%) were MTB positive, 10 samples (59%) were NTM positive and four samples (24%) were negative. In conclusion, the automated PCR-REBA system proved useful to identify Mycobacterium species more rapidly and with higher sensitivity and specificity than the conventional molecular assay, one-tube nested-PCR; it might therefore be the most suitable tool for identifying Mycobacterium species in various types of human tissue for precise and accurate diagnosis of mycobacterial infection.