A Pedagogical Choice for Improving the Perception of English Intonation

Kim.Sunghye,Jeon.Yoon-Shil 한국영어어문교육학회 2009 영어어문교육 Vol.15 No.4

One of the learning difficulties for Korean learners of English is the intonation of English focused yes/no questions Focused words in English yes/no questions are realized as low pitch accents which contrast with high pitch accents in Korean counterparts In order to improve Korean students' intonation, direct and metalinguistic explanations on the intonation of English focused yes/no questions were given to Korean learners of English In pre-tests and post-tests, students' perceptions on the target items were measured The study results showed that phonetic explanation using intonation contour enhanced students' perception on English intonation With respect to the position of focused words, sentence initial and medial focused questions were more difficult than sentence final focused questions The perception was most improved in sentence initial focused questions The study showed the immediate effects of the explicit instruction on perceptions of English intonation

A Pedagogical Choice for Improving the Perception of English Intonation

Sunghye Kim,Yoon-Shil Jeon 한국영어어문교육학회 2009 영어어문교육 Vol.15 No.4

One of the learning difficulties for Korean learners of English is the intonation of English focused yes/no questions. Focused words in English yes/no questions are realized as low pitch accents which contrast with high pitch accents in Korean counterparts. In order to improve Korean students' intonation, direct and metalinguistic explanations on the intonation of English focused yes/no questions were given to Korean learners of English. In pre-tests and post-tests, students' perceptions on the target items were measured. The study results showed that phonetic explanation using intonation contour enhanced students' perception on English intonation. With respect to the position of focused words, sentence initial and medial focused questions were more difficult than sentence final focused questions. The perception was most improved in sentence initial focused questions. The study showed the immediate effects of the explicit instruction on perceptions of English intonation.

The Effects of L1 Rhetorical Styles on L2 Writing Quality

Sunghye Kim 한국영어어문교육학회 2005 영어어문교육 Vol.11 No.3

This study is a small-scale replication study of Kubota (1998). Kubota discovered that L1 rhetoric was not the main cause of L2 writing problems. The conclusion of Kubota's study was in contrast to that of contrastive rhetoric research that claimed that the use of L1 rhetorical styles in L2 writing negatively affects the quality of L2 writing, in particular, at the organizational level. According to Kubota(1998), the use of Japanese rhetorical styles did not deteriorate the quality of English writing. By investigating Korean ESL learners, this replication study examined whether L1 and L2 writings have the same rhetorical styles and how L1 rhetorical styles affect the L2 writing quality. The study analyzed Korean and English persuasive writings written by 12 Korean ESL learners in terms of organization. The results show that Korean learners of English used different rhetorical styles in their L1 Korean writing and L2 English writing. However, there was a positive relationship between L1 Korean and L2 English organization scores.

Differential regulation of MyD88- and TRIF-dependent signaling pathways of Toll-like receptors by cardamonin

Kim, Ah-Yeon,Shim, Hyun-Jin,Kim, Su Yeon,Heo, Sunghye,Youn, Hyung-Sun Elsevier 2018 INTERNATIONAL IMMUNOPHARMACOLOGY Vol.64 No.-

<P><B>Abstract</B></P> <P>Toll-like receptors (TLRs) play a crucial role in the induction of innate immune response against bacterial and viral infections. TLRs induce downstream signaling <I>via</I> MyD88- and TRIF-dependent pathways. Cardamonin is a naturally occurring chalcone from <I>Alpinia</I> species exhibiting anti-inflammatory effects. However, the principal molecular mechanisms remain unclear. The objective of this study was to investigate the role of cardamonin in TLR signaling pathways. Cardamonin inhibited NF-κB activation as well as COX-2 expression induced by TLR agonists. Cardamonin inhibited the activation of IRF3 and the expression of interferon-inducible protein-10 (IP-10) induced by TLR3 or TLR4 agonists. Cardamonin also inhibited ligand-independent NF-κB activation overexpressed by MyD88, IKKβ, or p65 and IRF3 activation overexpressed by TRIF, TBK1, or IRF3. However, cardamonin had no effect on TBK1 kinase activity <I>in vitro</I>. These results suggest that cardamonin modulates both the MyD88- and TRIF-dependent pathways of TLRs and represents a potentially new anti-inflammatory candidate.</P> <P><B>Highlights</B></P> <P> <UL> <LI> Toll-like receptors (TLR) play a significant role in the induction of innate immune responses. </LI> <LI> Cardamonin is a naturally occurring chalcone from <I>Alpinia</I> species exhibiting anti-inflammatory effects. </LI> <LI> Cardamonin suppressed the activation of IRF3 and the expression of IP-10 induced by TLR3 or TLR4 agonists. </LI> <LI> These results demonstrate that cardamonin is a potential therapeutic candidate in the treatment of inflammatory diseases. </LI> </UL> </P>

국내 다문화 음악교육 연구동향 분석

김성혜 ( Kim Sunghye ) 미래음악교육학회 2020 미래음악교육연구 Vol.5 No.1

본 연구는 지금까지 국내에서 수행된 다문화 음악교육 연구동향을 분석함으로써 향후 다문화 음악교육 연구의 방향을 탐색하고 이에 필요한 제언을 제시하기 위한 목적에서 수행되었다. 이를 위해서 본 연구는 국내에서 다문화에 대한 관심이 가시화되기 시작한 2000년부터 2019년까지 한국연구재단 등재지 및 등재후보지에 게재된 다문화 음악교육 논문 90편을 연구대상, 연구주제, 연구방법에 따라 분석하고 필요한 시사점을 탐색하였다. 연구 동향 분석 결과를 토대로 본 연구에서는 첫째, 다문화 음악교육 연구의 양적 성장에 걸맞는 질적 성장과 다양화, 둘째, 다문화 음악교육 연구의 독립성 및 정체성 확립, 셋째, 다문화에 함의된 정치성에 대한 성찰과 담론의 필요성을 제안하였다. The aim of this study is to give implications for further study of multicultural music education in Korea. For this, this study examines the research trend of multicultural music education in Korea by research subjects, objects, and methods of 90 theses carried in Korean Journal Articles registered in KCI and KCI candidates journals from 2000 to 2019. Based upon the result of analysis of research trends and issues in multicultural music education in Korea, this study provides two implications for further research. One is to secure quality growth and diversity in research suitable for quantity growth by exploring more diverse and creative research subjects, objects, and methods. The other is to reflect and renarrate the discourses and concepts of multicutural music education and to establish a scholarly identity of multicultural music education.

초등학교 급식용 김치 메뉴 개발 및 평가

김성혜(Sunghye Kim),김미정(Mi Jeong Kim),김현주(Hyun Ju Kim),송영옥(Yeong-Ok Song) 한국식품영양과학회 2013 한국식품영양과학회지 Vol.42 No.7

초등학생의 김치섭취량 증가를 목적으로 초등학교 급식용 김치 메뉴를 개발하고 평가하였다. 먼저 부산광역시 소재 H 초등학교 학생의 김치 섭취 실태조사 및 초등학교 영양(교)사를(n=87) 대상으로 NEIS(교육행정정보시스템, National Education Information System)에 등록된 김치 메뉴의 학교 급식 활용도를 조사하였으며, 문헌 및 실험조리에 근거한 초등학교급식용 김치 메뉴 7가지를 개발하였다. 각각의 메뉴를 학교 급식에 적용한 후 학생들의 기호도 및 잔반량 조사를 통하여 메뉴를 평가하였다. 또한 선정된 메뉴의 표준레시피에 대한 영양(교)사의 급식 활용 의사를 알아보았다. 주요한 결과는 다음과 같다. 저학년(2학년)과 고학년(5학년)의 급식 시 김치 섭취량은 각각 7.7 g 및 6.9 g으로 한국인을 위한 식사구성안에서 제시한 분량(40 g)의 19.3% 및 17.3%에 불과하였다. NEIS에 등록된 29종의 김치 메뉴에 대하여 설문 대상 학교의 75% 이상에서 연 7회 이상 활용한 메뉴는 단 하나도 없었으며, 김치찌개가 유일하게 절반 정도의 학교에서 제공되었다. 닭살김치튀김, 김치스테이크를 포함한 10가지 메뉴는 전체의 75%가 급식에 전혀 이용하지 않았으며, 밥, 죽, 볶음, 전, 튀김, 구이류는 전체 3/4의 학교에서 김치 메뉴로 활용되지 않았다. 이를 바탕으로 메뉴의 김치 사용량이 10~20 g(1인분)이면서 메뉴 재료의 김치 비율이 30%를 넘는 7가지 메뉴를 개발하였다. 1차 기호도 및 잔반량 조사 결과 김치치즈크로켓과 김치소스두부덮밥이 가장 높은 점수를 받았고, 다음은 김치완자, 김치닭감자찜, 김치베이컨주먹밥, 김치채소우동볶음, 김치감자샐러드 및 김치계란찜의 순으로 나타났다. 상위 50%의 메뉴에 대하여 저학년 및 고학년(n=100) 대상 2차 기호도 및 잔반량 조사 결과, 김치완자가 4.3점으로 가장 높았으며 김치닭감자찜 및 김치치즈크로켓도 4점 이상의 비교적 높은 선호도를 보였다. 김치소스두부덮밥은 1차 조사와 달리 종합점수 3.8점 및 17.1%의 잔반을 보였다. 개발된 8종의 메뉴에 대한 표준레시피를 초등학교 영양(교)사가 평가한 결과 김치치즈크로켓이 활용 가능성이 가장 높았고 김치감자샐러드가 가장 낮았다. 종합해 볼 때, 초등학교 급식용 김치 메뉴 개발은 초등학생의 김치 섭취량 향상 및 김치 기호도의 증가에 기여할 것으로 기대된다. Studies have shown that the preference and average consumption of kimchi among youths have been decreasing partly due to the westernization of the diet. In this study, we examined kimchi consumption status and the annual utilization of 29 kimchi menus registered in the National Education Information System (NEIS) among the students, and then developed seven kimchi menus based on the preference tests and plate waste analysis. Our findings showed that average kimchi consumption by second and fifth graders during lunch time was 19.3% and 17.3%, respectively, of the recommendation (40 g per meal) in the 2010 KDRI. Incidentally, more than 75% of elementary school dieticians answered that ten kimchi menus (31%) registered in the NEIS were never chosen by them in the previous year. The least adopted types of kimchi menu included cooked rice, porridge, stew, pancake, deep-fry and grill. The newly developed kimchi menus included kimchi sauce tofu deopbap, kimchi bacon rice ball, kimchi chicken potato stew, kimchi vegetable fried noodles, kimchi meatballs, kimchi cheese croquette and kimchi potato salad. All these kimchi food items contained 10~20 g of kimchi per serving, and the standardized recipes and nutrient analysis were provided. Kimchi cheese croquette was most liked by fourth graders followed by kimchi sauce tofu deopbap, kimchi meatball and kimchi chicken potato stew in that order. These four menus were again evaluated among second and fifth graders. The kimchi meatballs were most preferred among these groups of students with no leftover but kimchi sauce tofu deopbap was least favorable, producing 17.1% of plate waste. Finally, kimchi cheese croquette and kimchi potato salad were given the highest and lowest scores, respectively, by 87 school dieticians. The findings of this study suggest that efforts on the development of kimchi menu for school food services may help to promote a preference and consumption of kimchi among elementary school students.

21세기 미술품 경매의 유통 구조 확장 양상 : 경매 외 유통 경로의 발전 과정에 대하여

김성혜(KIM Sunghye) 현대미술학회 2020 현대미술학 논문집 Vol.24 No.1

본 연구의 목적은 미술품 경매가 21세기에 이르러 어떠한 과정을 통하여 유통 구조를 변화시키며 시장의 확장과 발전에 기여하였는지 살펴보는 것이다. 미술 시장에서 유통자로서 미술품 경매의 역할을 정의하고, 경매사(社)가 소비자를 상대로 정기적인 경매 외의 직접적인 유통 경로를 제공하는 양상을 소더비(Sotheby’s)의 사례를 바탕으로 자세히 분석하여 1차 시장의 영역을 단지 침범한 것이 아닌 긍정적인 시장 통로로 발전해 나가는 현상을 고찰한다. 미술품 경매는 미술 시장 구성체의 자발적인 참여를 통해 발전해왔고, 각 시대별 시장의 상황에 맞춰 자연스럽게 진화하여 왔다. 이러한 관점에서 향후 유통자로서의 역할에 집중하고, 이에 따른 역기능을 극복해 나간다면 미술 시장의 확장과 발전에 지속적으로 기여할 수 있을 것이다. The purposes of this thesis is to examine how art auctions changed the distribution structure in the 21st century, and contributed to the expansion and development of the market. The study will define the role of art auction as a distributor in the art market, and study the phenomena of how auction not only intrudes into the primary market, but also develops positive market channel by analyzing the aspect of the Sotheby’s providing the direct distribution route to consumers other than regular auction sales. Art auctions have developed through voluntary participation of the art market elements, and have evolved naturally in accordance with the market situations in each era. In this perspective, the art auction can continue to promote expansion and advancement of the art market by focusing its role as a distributor and by surmounting any consequential dysfunctions.

음악영재 부모교육에 대한 교사 요구조사

김성혜(Kim Sunghye) 한국예술종합학교 한국예술연구소 2016 한국예술연구 Vol.- No.13

장월중선 춤 계보의 연구

김성혜 ( Kim Sunghye ) 민족음악학회 2017 음악과 민족 Vol.0 No.53

This is to identify the value and status of Jang Woljungseon dance through the research into its genealogy. The relationships with her teachers and the kinds of dance from the different teachers were examined. As a result, it turned out that she learnt various types of dance from the five different teachers starting from her teens to 50`s. Her first teacher was Park Yeonggu who taught at the Gwangju gweonbeon. She learnt from him not only the basic dance but also geommu, salpulichum, seungmu, hwagwanmu, and hwamu for about 3 to 4 years. Her second teacher was Jang Suhyang, her aunt. She taught her geommu, seungmu, seungjeonmu, hwagwanmu and hwamu. Her third teacher was Jeong Jaseon at the Jeongeup gweonbeon. She learnt seungmu and salpulichum from him for 6 months. The fourth teacher was Lee Dongan. He taught her 10 kinds of dance, jinsoechum, seungjeonmu, simbulro, sinkaldaesinmu, taepyeongmu, hanryangmu, seungmu, salpulichum, hwagwanmu, and geommu. The last teacher was Park Songam, from whom she learnt Buddhist dance such as nabichum, cheonsubarachum and beobgochum.

숙의에 의한 음악영재교육과정 개발 방향 탐색

김성혜 ( Sunghye Kim ),이경진 ( Kyungjin Lee ) 한국교육과정학회 2015 교육과정연구 Vol.33 No.2

본 연구에서는 실현 가능하며 바람직한 방향으로 합의된 음악영재교육과정 개발을 위해서는 음악영재교 육과정과 관련된 전문가들의 숙의를 살펴볼 필요가 있다고 보고, 숙의를 기반으로 하여 음악영재교육과정 개발 방향을 탐색하였다. 이를 위해 음악영재교육에서 논란이 되고 있는 주제들을 중심내용으로 총 18명의 전문가들을 면담하여 자료를 수집하고 분석하였다. 숙의내용을 분석한 결과는 다음과 같다. 첫째, 전문가들은 잠재성의 의미를 서로 다르게 이해하고 있었으나, 잠재성에 초점을 두어야 한다는 점에는 동의했다. 둘째, 일반적 창의성과 음악적 창의성을 구분했지만, 이 둘이 상보적 관계에 있다고 보았다. 셋째, 기존 실기 중심 교육의 문제점을 지적하면서 보다 창의적이고 사회문화적 맥락을 반영한 표현의 중요성을 강조하였다. 넷째, 다른 예술영역 및 융합교육, 인문학 교육은 독창적인 표현과 해석에 도움을 준다고 보았다. 다섯째, 동기는 자기 주도 학습을 돕는다는 점에서 그 중요성이 강조되었다. 여섯째, 리더십에 대해서는 상반된 의견을 가지고 있었지만, 이는 리더십이 중요하지 않은 것이 아니라 리더십이 음악적 창의성을 저해하는 요인으로 작용해서는 안된다는 생각으로 드러났다. 이러한 숙의 결과를 반영하여 음악영재교육과정을 개발하기 위해서는 잠재성을 가진 음악영재들을 교육대상으로 설정해야 하며, 음악적 창의성과 문제해결능력을 모두 함양해야 한다. 그리고 기교나 콩쿠르보다는 자신의 고유한 해석과 표현을 강조할 수 있도록 해야 하고, 동기와 열정, 의지를 고취시키기 위해 차별화 수업을 해야 한다. 또한 음악적 창의성을 저해하지 않는 수준에서 사회성과 리더십을 함양할 수 있도록 해야 할 것이다. This study aims to explore the directions for curriculum development in gifted music education.In order to develop curriculum that is appropriate and applicable to the current situation of gifted music education, this study analyzed the curriculum development deliberations among experts in the field of music education. Experts on 18 panels participated in the deliberation to address thecontroversial issues that arise in gifted music curricula. The results of that deliberation revealed that: 1) giftedness is seen as a potential in capacity rather than excellence and maturity despite the differences in how the experts viewed and understood the concept of giftedness; 2) musical skills associated with improvisation or composition are seen as being complementary to problem-solving skills; 3) creative interpretation plays a more significant role in performance than skill or technique; 4) interdisciplinary and integrated curriculum is viewed as being helpful to the creative interpretation and understanding of music; 5) motivation draws attention because of its association with self-directional learning; and 6) leadership is acknowledged as one of the most controversial virtues in the entire deliberation process not only because it is viewed as the main force required for gifted people to feel as if they belong to society, but also because it is mistaken for being the main obstacle to the growth of creativity. Grounded in this deliberation, this study suggests that curriculum development in gifted music education should: 1) identify and differentiate the curriculum from among gifted programs; 2) create a bond between musical creativity and general creativity in education; 3) increase the number and variety of subjects in order to refine the uniqueness and distinctiveness of the curriculum and the students’ technique and skill; 4) provide interdisciplinary and integrated subjects and projects; 5) differentiate between types of instruction to increase the students’ motivation, passion, and devotion to music; and 6) include character and leadership education as characteristics of a distinguished and high-quality program.