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        • KCI등재

          Reading Global Literature with Different Grade Levels and Genders

          Jiyoung Bae 한국영어교육학회 2014 ENGLISH TEACHING(영어교육) Vol.69 No.2

          The purpose of the present study is to evaluate the effects of reading global literature on students' literacy ability and intercultural sensitivity in regard to students' gender and grade levels, with the same data as in Bae's (2013) study. This study is a onegroup pretest-posttest design. Participants were 131 Korean students from the 5th to 8th grades, and they read and studied picture books of global literature for 15 weeks. There was no gender difference in the effects of reading global literature on L2 literacy achievement and intercultural sensitivity development, as demonstrated by latent mean analyses. On the other hand, there were some differences in intercultural sensitivity achievement for different grade levels. Only 7th grade students did not show a significant improvement in intercultural sensitivity, especially the sections on respect for cultural differences, interaction confidence, and interaction attentiveness. Furthermore, the interaction attentiveness measure of intercultural sensitivity saw statistically significant improvement in the other three grade levels.

        • KCI등재

          The Study of the Latent Structure of Linguistic Features in Korean College Students’ L2 Argumentative Writings

          Jiyoung Bae 한국영어교과교육학회 2018 영어교과교육 Vol.17 No.3

          '스콜라' 이용 시 소속기관이 구독 중이 아닌 경우, 오후 4시부터 익일 오전 7시까지 원문보기가 가능합니다.

          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.

        • KCI등재

          The Effects of the Process-Genre Approach on Korean EFL University Students’ Writing Abilities

          Jiyoung Bae 한국영어교과교육학회 2017 영어교과교육 Vol.16 No.1

          '스콜라' 이용 시 소속기관이 구독 중이 아닌 경우, 오후 4시부터 익일 오전 7시까지 원문보기가 가능합니다.

          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.

        • KCI등재

          A Corpus-Based Study of Hedging in L2 College Students’ Writings of Different Genres

          Jiyoung Bae,Sujung Min 한국언어과학회 2016 언어과학 Vol.23 No.4

          This study aims to examine the use of hedges in L2 college students’ writings and see whether the genre of writing affects their use of hedges. The proper use of hedges is particularly problematic discourse feature of L2 writing. The study, therefore, analyzes the use of hedges in L2 college students’ writings of five different genres; narrative, comparison, cause-effect, argumentative, and reaction essays. The results show that Korean writers generally tend to be affected by different genres when they write English essays, so they use hedging items with epistemic meanings differently between narrative and expository genres. Suggestions were made for using computer corpora in understanding EFL learners’ language difficulties and helping them develop communicative and pragmatic competence. The findings also give some pedagogical implications for teaching strategies to raise genre-specific as well as culture specific awareness in L2 writings.

        • KCI등재

          The Impact of the Self-Determined Learning Model of Instruction on English Underachievers’ Early Literacy Development

          Jiyoung Bae,Hyojeong Seo 한국영어교과교육학회 2016 영어교과교육 Vol.15 No.2

          '스콜라' 이용 시 소속기관이 구독 중이 아닌 경우, 오후 4시부터 익일 오전 7시까지 원문보기가 가능합니다.

          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.

        • KCI등재

          Genre-based Analysis of Lexical Complexity in L2 College Students’ Academic Writing

          Jiyoung Bae,Sujung Min 한국언어과학회 2018 언어과학 Vol.25 No.1

          This study aims to examine the degree of lexical complexity in L2 college students’ academic writing of four different genres and to see whether the genre variation affects the lexical complexity in their writings. Using three dimensions of lexical complexity measures, this study investigates whether genre difference has an impact on the degree of lexical complexity, and how patterns and scales are different among L2 learners’ three writing proficiency levels. The study was based on data provided by 61 college students, and participants submitted four different genres of academic writings. Participants’ writings were scored by two raters based on the analytic scoring. The results revealed that Korean L2 writers generally tend to be affected by different genres when they write English essays. Additionally, more proficient writers used more various vocabulary in their different genres of writings. Based on the overall findings of the study, lexical complexity showed significant genre differences among L2 academic writings.

        • KCI등재

          The Effects of Reading Global Literature on Korean EFL Learners' Literacy Ability and Intercultural Sensitivity

          Jiyoung Bae 한국영어교육학회 2013 ENGLISH TEACHING(영어교육) Vol.68 No.1

          This study examined the effects of reading global literature in literature-based instruction on overall L2 literacy ability and intercultural sensitivity development. One hundred twenty-two 5th and 6th grade elementary students and one hundred forty 7th and 8th graders in middle school in Korea participated in this study. Among the 262 participants, 131 students from each grade were assigned to the treatment groups, and remaining 131 participants were in the control groups. The treatment group received 39 sessions of reading global literature in thirteen weeks; the control group did not receive any treatment in this study. The latent mean analysis with the measurement model between literacy ability and intercultural sensitivity across control and treatment groups shows positive effects of reading global literature on L2 learners' development of literacy ability and intercultural sensitivity. The study results provided support for reading global literature as an effective and powerful instructional method to improve L2 learners' literacy ability and intercultural sensitivity. The students in the treatment group were more interculturally sensitive and outperformed the control group in L2 literacy achievement. The findings of this study have educational implications for teaching L2 with global literature to enhance L2 learners' intercultural sensitivity and literacy ability in their L2 learning.

        • KCI등재

          A Meta-Analysis of the Effects of Phonemic Awareness Instruction between L1 and L2 Learners of English Reading Development (K-6)

          Jiyoung Bae,Ed Fox 팬코리아영어교육학회 2011 영어교육연구 Vol.23 No.1

          '스콜라' 이용 시 소속기관이 구독 중이 아닌 경우, 오후 4시부터 익일 오전 7시까지 원문보기가 가능합니다.

          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.

        • KCI등재

          Genre-based Analysis of Syntactic Complexity in L2 College Students’ Writing: Pedagogic Scope and Directions

          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.

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