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RISS 인기검색어
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- 저자 : Myung Hye Huh(허명혜) (검색결과 5 건)
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Actual Use of that-clauses in EFL Writing
Huh Myung-Hye(허명혜),Hwang In-Young(황인영) 새한영어영문학회 2011 새한영어영문학 Vol.53 No.1
In this study, we focus on that-clauses in an attempt to compare the kinds of grammatical information presented in the Longman Grammar of Spoken and Written English with the actual use in EFL student essays. First, we analyze the overall patterns of use for that-clause types in the student essays. Next, we work on native/EFL student similarities and differences in the lexical associations of that-clauses. In addition, we take a closer look at two structural variants for that-clauses, considering the extent to which that is deleted and the grammatical factors influencing deletion in the student essays. A corpus of academic writing was compiled from the essays of students attending a Korean university. The corpus consisted of 311 essays written by 38 students, totaling 104,727 words. The overall extent of the use of that-clause in the student essays is notably different from those of native academic prose. In particular, the patterns of use in the student essays are strikingly different from those found in native academic prose. The single most common verb controlling that-clauses is think in the student essays while show, suggest, and say are most frequent verbs controlling that-clauses in native academic prose. Furthermore, both native academic prose and the student essays also showed different patterns for the factors influencing that omission. A very large percentage (58%) of the that-omissions occur in the student essays, which clearly brings out the EFL learners’ tendency to opt for the more informal structural variants for that-clauses.
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How EFL Students Strategically Facilitate Their Writing Processes
Huh, Myung-Hye(허명혜),Kim, Minkyung(김민경) 새한영어영문학회 2013 새한영어영문학 Vol.55 No.1
This study explored how EFL students strategically mediated their writing with a multitude of resources in writing activities. The participants were 49 Korean-speaking EFL students. These students all took a course, entitled “Teaching EFL Writing,” an in-service teacher training course, offered at the Graduate School of Education in a large university in Seoul, Korea. Once the writing was completed, they filled out the questionnaire. The questionnaire consists of open-ended questions to ask about the writing process, including use of writing strategies. Four types of writing strategies were identified: artifact-mediated, rule-mediated, community-mediated, and role-mediated strategies. Subcategories were specified within each category to further explain the students’ strategy use. The most frequently used strategy was artifact-mediated strategy with 157 occurrences in total, whereas the least frequently used strategy was community-mediated strategy with 34 occurrences in total. Strategy use actually involves the strategic mediation of various resources. These resources, ranging from artifacts to people, from rules to roles, belong to the sociocultural context and thus strategy use is always socioculturally situated and distributed. While mediating resources facilitated students’ writing processes, their use caused tensions and contradictions within an individual’s activity system as well.
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허명혜(Huh Myung-Hye),강선희(Kang Seonhee) 팬코리아영어교육학회(구 영남영어교육학회) 2006 영어교육연구 Vol.18 No.3
The recent advances in the Internet, in particular, E-mail, have provided the learners with the opportunities for learning how to communicate in English with individuals around the world. The objective of this paper is to find out how L2 learners naturally use language forms in the context of communication via Emails as well as how they acquire the language forms of the target language by recognizing grammars and linguistic characteristics out of the E-mail pen pal’s language input. For this purpose, this paper selects a student from U high school, K, who happened to get acquainted with a male student from British Columbia, Canada, on the Internet, and have exchanged Emails with him for five months. After analyzing the contents of the exchanged Emails, this study reaches the conclusion that electric communication can be an effective tool of language learning when the learner focuses her attention to the forms of language, such as grammar and vocabulary.
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제2언어 읽기 회상 검사(recall): 사회문화적 관점을 중심으로
허명혜(Huh Myung-Hye),노수진(Ro Soo-jin) 한국외국어교육학회 2004 Foreign languages education Vol.11 No.3
The purpose of this paper is to investigate text comprehension from a sociocultural perspective and then, to find out more about the ways in which L2 readers comprehend and recall L2 texts. While many analyses of written recall protocols focus on propositional contents or an analysis of syntactic error, Sociocultural Theory provides us with an additional analytic tool: the linguistic properties of the recall protocols. This follows from Vygotsky's fundamental argument that speech, in addition to its communicative function, bears a cognitive, self-oriented function and thus, is used to plan and carry out mental activity. In this paper, we undertake an analysis of the written recall protocals produced by high-school learners of English as a foreign language. We argue that when faced with cognitively difficult situations, L2 readers often externalize their inner order as private writing in order to attain and maintain control of their mental activity in the task of reading and recall. In fact, the linguistic features of the written recall protocols reflect the underlying mental processes which L2 readers deploy in problem-solving situations.
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