The Relationship between L2 Use outside of Class and Oral Proficiency Development

Seongwon Yun 한국영어어문교육학회 2011 영어어문교육 Vol.17 No.3

This study examines the relationship between second language use outside of class and oral proficiency development. It first identifies out-of-class activities of international graduate students in the U.S. and the average time spent speaking English in those out-of-class activities. Interviews and student self-measurements of time spent speaking English each day were used to investigate the types and quantities of out-of-class activities. In addition, two sets of student oral proficiency test scores were collected. Correlation analysis is used to find out the relationship of the variables between the most salient out-of-class activities and oral proficiency gains. The findings indicate that second language use outside of class is important for international graduate students to improve their oral proficiency. This is especially true with regularized interaction such as talking at work and the average time spent speaking in English a day outside of class. This study suggests that learners of English in an ESL environment should be encouraged to take part in out-of-class activities in addition to English use in the classroom in order for them to improve their oral proficiency.

The Relationship between L2 Use outside of Class and Oral Proficiency Development

Yun, Seongwon The English Teachers Association in Korea 2011 영어어문교육 Vol.17 No.3

This study examines the relationship between second language use outside of class and oral proficiency development. It first identifies out-of-class activities of international graduate students in the U.S. and the average time spent speaking English in those out-of-class activities. Interviews and student self-measurements of time spent speaking English each day were used to investigate the types and quantities of out-of-class activities. In addition, two sets of student oral proficiency test scores were collected. Correlation analysis is used to find out the relationship of the variables between the most salient out-of-class activities and oral proficiency gains. The findings indicate that second language use outside of class is important for international graduate students to improve their oral proficiency. This is especially true with regularized interaction such as talking at work and the average time spent speaking in English a day outside of class. This study suggests that learners of English in an ESL environment should be encouraged to take part in out-of-class activities in addition to English use in the classroom in order for them to improve their oral proficiency.

The Effects of Peer Review of Oral Presentations in a Freshman English Course

Seongwon Yun(윤성원) 학습자중심교과교육학회 2014 학습자중심교과교육연구 Vol.14 No.3

본 연구는 대학 신입생 영어 강의에서 프리젠테이션 활동에 대한 동료 평가에 참여한 학생의 인식을 바탕으로 동료 평가하기와 평가 받기의 효과를 탐구하였다. 연구 참여자는 대학 기초 필수 신입생 영어 수강생 60명이다. 동료 평가 활동에 대한 학생들의 비판적 성찰 한 문단 쓰기의 결과를 통해 자료 수집이 이루어졌다. 수집된 자료는 적합한 범주와 의미 단위에 대한 내용 분석을 바탕으로 개념화, 범주화의 방법을 통해 분류되었다. 연구 결과를 통해 동료 평가 과정의 핵심인 사회적 상호작용은 자신과 타자에 대한 비판적 인식 능력의 향상 및 학업과 사회에 필요한 중요한 역량 향상에도 도움이 됨을 알 수 있었다. 결론적으로 동료 평가하기와 평가 받기의 상호적 활동의 장점은 학생들에게 실제 학문 공동체의 참여를 통한 집단 학습의 경험을 제공한다는 점에서 그 의의가 크다 할 수 있다. 무엇보다도 교수자가 학습자를 위한 말하기 연습 과업 개발과 학생 중 심의 교실 환경을 제공하기 위한 목적으로 동료 평가를 활용할 수 있고 그 결과 학생들은 자신과 타자의 말하기 활동에 대한 비판적 평가 능력을 향상시킬 수 있다는 점에서 본 연구의 결과가 활용될 수 있다. The purpose of this study is to investigate the effects of peer review of oral presentations based on students’ perceptions of both receiving and giving peer review. The participants are sixty freshmen in a freshman mandatory English course. Data collection included students’ reflective paragraphs about the peer review activities. The collected data were analyzed based on content analysis according to appropriate categories and response units. The findings reveal that the social interactions supported by peer review facilitate the reciprocal development of critical awareness of both the self and the others as well as the improvement of several important academic and social skills. It is concluded that the benefits of peer review in both receiving and giving peer review lead students to experience collective learning in a real academic society. Most of all, this study suggests that teachers can incorporate peer review as a way of giving students practice in speaking skills and creating a student-centered classroom with students who become capable of critical evaluation of spoken work of their own and others.

Social Meanings and Functions of Being Global K-pop Fans

Seongwon Yun 한국국제문화교류학회 2019 문화교류와 다문화교육 Vol.8 No.1

K-pop이 전 세계를 강타한 현재, K-pop의 성공을 견인한 중요한 요인 가운데 하나인 글로벌 K-pop 팬에 대한 연구는 부족하다. 본 논문은 2018년 하반기 사건 중심 관찰 기록과 관련 미디어 자료 조사에 근거해 ‘K-pop 팬이란 무엇인가’를 탐구한다. 팬 공동체 참여문화 양상을 고찰 해 글로벌 K-pop 팬 정체성 형성의 사회적 의미와 기능을 분석하여 한류 관련 문화 연구에서 탐 구된 중요한 질문들에 답한다. 첫째, 서구 중심의 신자유주의와 세계화를 기반으로 한 문화 전파 방식과는 대조적으로, K-pop은 제 3 세계에서 선진국으로 문화를 전파한 역류 사례로 볼 수 있 다. 이 최초의 역방향 문화는 K-pop 팬들의 자발적인 참여를 통해 형성되었다. 글로벌 대기업 중 심의 문화자본이 전파하는 문화산업에 대항해 K-pop은 새로운 문화 생성과 전파를 주체적으로 담당하는 제 3의 공간을 창출하였다. 연구 결과는 아래로부터의 자발적인 온오프라인 참여 문화 를 통해 ‘글로벌 K-pop 팬들’이라는 새로운 사회적 정체성을 지닌 집단 형성의 함의, 이들이 독창적으로 만들어 낸 전대미문의 새롭고 다양한 문화적 놀이의 사회적 기능 및 이를 통한 한국 대중음악의 전 세계적 전파 방식의 이해를 돕는다. 더 나아가 글로벌 K-pop의 독특한 문화 혼종 성을 기반으로 한 한국인의 집단적인 문화적 정체성을 글로벌 팬들이 자신들이 속한 팬 공동체에 서 새로운 방식으로 접목해 문화적 재전유를 모색하는 양상에 대해 고찰할 수 있다. With K-pop hitting the world, a variety of articles on the Korean wave are pouring out, but research on K-pop fans, one of the key factors driving K-pop's success is lacking. This paper explores what are global K-pop fans on the basis of observation notes and media data centered on events in 2018. It analyzes the social meanings and functions of global K-pop fans with a focus on the participatory culture of the fan communities. The findings indicate global K-pop fans have been empowered and diversified into professionals, social activists, and whistle blowers. Moreover, significant questions explored in cultural studies are answered. First, in contrast to the way in which pop culture spreaded based on the Western-centered neo-liberalism, K-pop is seen as an unprecedented cultural contra flow case of the spread of culture from the Third World to the developed world, and the voluntary participation by K-pop fans made it happen. In addition, K-pop created a third space where fan communities create new culture somewhat resistant to cultural industries by cultural capital centered on global conglomerates. The results of the study help us understand a new social identity of ‘global K-pop fans’ and their social functions in relation to a new variety of cultural play that they have creatively constructed to spread K-pop worldwide. Furthermore, this study points out ways in which fans seek cultural appropriation based on K-pop hybridity by incorporating the unique collective Korean cultural identity into their own fan community culture.

Constructing Multilayered Identity Through Code-Switching

Seongwon Yun 한국응용언어학회 2012 응용 언어학 Vol.28 No.4

This study explores the social meanings and functions of code choices between English and Korean by young Korean children in a Korean community in the U.S. It examines the ways code-switching contributes to the children’s co-construction of their social identities in their social groups. The major data consist of 42 hours of ethnographically collected videotaped interaction among Korean children over the course of four academic semesters in a Korean community in the U.S. Data analysis is qualitative and focuses on the macro and micro analysis of videotaped interactions including code-switching in situated activity types. The selected scenes for data analysis were transcribed to examine whether and how the specific sequences exhibit the roles that codes and code-switching play in constructing social identities. The findings of this study suggest some theoretical implications of code-switching research. First, code-switching contributes to the dynamic construction of local identities associated with different codes. Second, code-switching has a social indexing function that signals particular features of social identities and contexts. Third, social meanings of code-switching are always (re)constructed based on the relationships between local contexts, multiple intentional meanings, and characteristics of different people, so the social meanings of code-switching can be creative and emergent.

Critical Issues in Reflective Teaching Practices: A Case Study of Twelve Korean In-Service English Teachers

Seongwon Yun 한국영어어문교육학회 2014 영어어문교육 Vol.20 No.1

This study attempts to explore how twelve Korean in-service EFL teachers applied the theories that they had learned into their classroom practices while participating in their teaching practicum for a TESOL MA program. The major data were derived from the collection of the teachers' teaching philosophy statements as well as their reflective discussion materials based on their reflective journals. The data were used to examine the beliefs of the teachers and the critical issues addressed in their process of teaching practices. This case study used qualitative content analyses to identify the most frequent and significant themes. The findings reveal the teachers would apply the basic principles of communicative language teaching into their teaching practices; however, they struggled to implement their lesson plans based on the approach. The most significant issues in their teaching practices had to do with appropriate ways of guiding and managing students' task completion. In particular, they involved the areas of 1) classroom management techniques. 2) giving clear directions. and 3) leading groups. The skills and ways to reduce the gap between their beliefs and actions mostly relate to making decisions on-the-spot and raising interactional competence between teachers and students vital to successful language teaching. The major findings indicate the impottance of developing teaching skills in the process of experiential learning through experience and socially constructed reflective discussions about their teaching practices. Moreover, this study addresses more attention should be paid for improving teacher' classroom management skills as part of teacher competence and pedagogical knowledge.

재난관리 수업 사례분석을 통한 소방방재 특수목적영어의 특징

윤성원(Yun, Seongwon) 학습자중심교과교육학회 2019 학습자중심교과교육연구 Vol.19 No.6

이 연구는 한국 소방공무원을 대상으로 설계된 방재 석사 학위과정(FEMP, Fire and Emergency Management Program)의 <재난관리> 수업 사례를 분석 대상으로 한다. 민속지학 연구 방법론을 활용하여 해당 수업의 전 과정인 45시간을 비디오 촬 영하고 관찰일지를 작성하여 연구 자료로 삼았다. 언어사회화와 특수목적영어 이론에 근거해 이 수업 사례에서 드러난 소방방재 특수목적영어의 특징을 탐구한다. 연구 결과 첫째, Gordon Graham Risk Assessment의 준거틀 관련 논증 구조 및 HR/LF, DT/NDT, The Red, The Yellow 용어의 맥락적 의미를 고찰하였다. 둘째, 이 준거틀에 근거해 세월호는 The Red에 해당한 재난관리 실패 사례로 반면, 허드슨 강은 The Yellow에 해당한 성공 사례로 분석되었다. 이 과정에서 드러난 가장 중 요한 소방특수목적영어는 재난 사례에 대한 서사(Narrative) 능력과 맥락에 대한 이해를 전제한 일반영어의 특징인 지표성(indexicality)을 지닌 표현들의 빈번한 교차 활용 능력이다. 내러티브와 지표성을 중심으로 1) Gordon Graham의 이론 준거틀, 2)재난관리수업, 3) 당사자가 경험한 과거 재난사례의 서로 다른 현실의 세 층위가 중첩되는 방식으로 맥락화(contextualization), 재맥락화(recontextualization)되었다. 셋째, 재난모의 훈련사례의 내러티브와 관련 용어들, injects, EOC, FSE, STOP ACTION Word, May Day에 대해 고찰했으며 그 밖의 소방 관련 용어로 맥락적 의미의 특수성이 강조되는 재난 관리 관련용어들에 대해 논의하였다. 결론적으로 소방 공무원을 대상으로 하는 소방방재 영어 교육은 학습자의 특수성에 맞춰, 학술영어에 기반한 EGAP나 직무영어인 ESOP 어느 하나의 목적에 초점을 맞추기 보다는 EGAP, ESAP, EGOP, ESOP를 포괄하여 향후 소방 관련 특수목적영어에서 가장 중요한 언어적 특징인 내러티브(Narrative) 연구의 필요성과 방식에 대해 제안하였다. This research is to examine English for fire and emergency management in a master s course, Risk Assessment for Korean Fire Officials taught by an American professor. The data had been collected through videotaping the entire course for 45 hours and field notes and analyzed in the theoretical framework of language socialization and English for specific purposes. The research questions are first to find out English features and characteristics for fire and emergency management and second to examine specific jargons used in the contexts. The findings first discussed the meanings and functions of Gordon Graham Risk Assessment as a frame of reference and the contextual meanings of key terms including HR/LF, DT/NDT, The Red and The Yellow. Second, the Sewol disaster was analyzed as a disaster management failure case corresponding to The Red, while the Hudson River was a success case corresponding to The Yellow. In the processes, the most important English features revealed are frequently used disaster narratives and indexicality which help contextualize and recontextualize three layered realities including Gordon Graham, the course, and past disaster cases. Third, the research discussed the types of disaster exercises accompanied with specific narratives of disaster training cases in addition to relative jargons including injects, EOC, FSE, STOP ACTION WORD, May Day, etc. and other disaster training related terms. To conclude, this research implies there is a need to combine English for academic with occupational purposes in the case of English for fire and emergency. This research suggests that the future research should focus on disaster narrative studies as the primary function of English for fire and emergency purposes centered around the experience of Korean fire officials.

저항전분을 강화한 현미로 제조한 식빵의 품질 특성

윤춘식(Chun Sik Yun),서성원(Seongwon Seo),정종성(Jongseong Jeong),황진아(Jinah Hwang),김현아(Hyun Ah Kim),장윤희(Yun Hee Chang) 한국조리학회 2018 한국조리학회지 Vol.24 No.9

Analysis of Memory Window Degradation Mechanism by Unipolar and Bipolar stress in HfO₂-based FeFETs

Seongwon Lee,Haesung Kim,Hyojin Yang,Sanghyuk Yun,Sung-jin Choi,Dae Hwan Kim,Dong Myong Kim,Jong-ho Bae 대한전자공학회 2022 대한전자공학회 학술대회 Vol.2022 No.6

Design of a Robot Using NXT 2.0 for Exploring Mazes with Obstacles

Jeonghoon Yun,Seongwon Lim,Yong?Hyuk Kim 한국정보과학회 2012 한국정보과학회 학술발표논문집 Vol.39 No.2B