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김석환(Kim, Seokhwan),박명수(Park, Myongsu) 한국외국어교육학회 2011 Foreign languages education Vol.18 No.1
The present research aimed at exploring a decade of English Language Teaching (ELT) research published from 2000 to 2009 in major ELT journals of English Teaching, Journal of Korean Applied Linguistics, and Foreign Languages Education. Focusing on statistical procedures of the quantitative research studies, the researchers thoroughly examined the types of 1) research methods, 2) statistical analysis packages, and 3) quantitative statistical procedures. The exploration of 1,258 research studies yielded the following findings: 1) quantitative research still outnumbered its counterpart of qualitative research, 2) the SPSS dominated the ELT research analysis, and 3) t-tests and ANOVAs were mostly employed in analyzing between-groups-differences while correlations topped on the list of methods used in describing the relationship between the random variables. The authors conclude that the improvement and diversification of research methods are key to the development of English education.
한국인 학습자와 영어 원어민의 구어 및 문어 코퍼스에 나타난 개별 어휘 및 다어휘 표현 비교・분석*
신동광(Shin, Dongkwang),전유아(Chon, Yuah),이신웅(Lee, Shinwoong),박명수(Park, Myongsu) 한국영어교과교육학회 2018 영어교과교육 Vol.17 No.2
The present study aimed to compare English non-native speaker corpora vs. English native speaker corpora for the analysis of spoken and written English. Programs BNC-COCA 25000 RANGE and COCA_MWU20 ColloGram were used to analyze frequency and lexical variety of single words and multi-word units (MWUs) in each of the four corpora: Korean EFL learners’ spoken corpus and written corpus, BNC Spoken Sampler and BNC Written Sampler. The analysis of the four corpora demonstrated: First, the Korean learners use of single word items and MWUs in the spoken and written English did not show a noticeable difference compared to the native speakers use of the same lexical items. Second, more than 90% of the single words consisted of items from the first 5,000 words whereas 70% of the MWUs were made up of those from the first 2,500 MWUs. Third, similar to previous studies, there was the repeated use of single words and MWUs in spoken English while a wider range of expressions were used in written English. Fourth, the results of the analysis indicated that the Korean learners were exposed to different opportunities for English vocabulary learning compared to native speakers, which may lead to Korean learners’ inefficient learning of vocabulary. Implications are further discussed for improved vocabulary learning.
신동광 ( Shin Dongkwang ),전유아 ( Chon Yuah ),이신웅 ( Lee Shinwoong ),박명수 ( Park Myongsu ) 한국멀티미디어언어교육학회 2017 멀티미디어 언어교육 Vol.20 No.2
As a part of lexical knowledge, the present study attempted to develop an English collocation proficiency test to measure the size of second language learners` collocation knowledge. The existing collocation tests, such as DET (Eyckmans, Boers, & Demecheleer, 2004), CONTRIX (Revier, 2009), and COLLEX/COLLMATCH (Gyllstad, 2009), were developed as achievement tests or could only test some specific types of collocations (e.g. Verb + Noun collocations). To address this deficiency, a new Collocation Size Test (CST) was developed using the recently constructed General Service Collocations (GSC) (Shin, Chon, Lee, & Park, 2017) which was first extracted from the large-scale Corpus of Contemporary American English (COCA) and then refined by comparing 8 representative reference corpora, such as Freiburg-Brown Corpus, Freiburg-LOB Corpus, and Australian Corpus of English. The test of so-called GSC CST is based on the first 10 levels of GSC with 10 items at each level. Five of the items measured meaning recognition while the others assessed the learners` ability to recognize the correct form of collocations. Each item could be considered as representing knowledge of 50 collocations within the collocation band. In the validation process of GSC CST, the test showed a reliability of .91.