Towards Rectifying the Power Imbalance between Teachers and Researchers

Isaiah WonHo Yoo 아시아영어교육학회 2011 The Journal of Asia TEFL Vol.8 No.4

What Happened in Kota Kinabalu

Isaiah WonHo Yoo 한국영어교육학회 2017 KATE Forum Vol.41 No.2

Teaching the Academic Body Paragraph in Content-Based Instruction

Yoo Isaiah Wonho 한국영어교육학회 2008 ENGLISH TEACHING(영어교육) Vol.63 No.3

Although most writing books intended for college-level students discuss elements and styles of a body paragraph, e.g. the topic sentence and comparison/contrast, they overlook one area that distinguishes the academic writing that many undergraduate courses expect students to be familiar with: how and where to incorporate information from class readings in body paragraphs. Based on the qualitative analyses of students’ writing using the action research framework proposed by Kemmis and McTaggart (1988), this paper presents a four-step organizational scheme of academic body paragraphs, illustrates it with a student example, and provides a lesson plan for a college ESL/EFL writing class using Content-Based Instruction. Also discussed are how to write topic sentences from the thesis statement, what to avoid in topic sentences, and how to create cohesion between body paragraphs with simple, yet effective, transitional words or phrases in topic sentences.

타이틀과 호칭어로 쓰이는 직업명: 일곱 개 언어에 대한 사회언어학적 분석

유원호 ( Isaiah Wonho Yoo ),채서영 ( Seo Young Chae ) 한국외국어대학교 언어연구소 2011 언어와 언어학 Vol.0 No.50

Native speakers of seven different languages, i.e. Korean, Chinese, Japanese, German, Spanish, English, and French, were consulted to ascertain what occupation names can be used as titles or address terms in a given language. The overall result shows that the languages spoken in Eastern society, which emphasizes hierarchical differences between people, use occupation names as titles and address terms more often than do the languages spoken in Western society, which emphasizes equality between people. Linguistic differences, such as word order and the type of adposition phrase, were also found to play an important role in determining the linguistic structure of titles and address terms.

대학교 신입생들의 영어쉼표 오류분석

정연우,Yoo Isaiah Wonho 한국영어교육학회 2011 ENGLISH TEACHING(영어교육) Vol.66 No.4

In order to ascertain the extent to which Korean college students are familiar with the proper use of the English comma, this study examined all the instances of the comma used in a learner corpus consisting of 787 compositions written by Korean college students. All in all, 5,869 tokens of comma errors were identified and subsequently grouped into five categories of errors: (a) omission, (b) addition, (c)wrong substitution, (d) wrong position, and (e) others. A careful examination of these five types of comma errors revealed that the number of tokens in omission was the highest among the five categories, accounting for over half of all the comma errors, and that the students who received higher scores on their essays were just as likely to make comma errors as those who scored lower, a fact which suggests that students with a higher procifiency of English also need instruction on using the comma properly. These results lead to the conclusion that most Korean students are not familiar with contextual uses of the comma and that teaching the comma should be incorporated into English education both at the secondary and at the tertiary level.

한국 고등학생의 영어 단어 강세에 대한 인식과 비강세 모음 /ǝ/ 발음에 관한 연구

신혜진,Yoo Isaiah Wonho 한국영어교육학회 2018 ENGLISH TEACHING(영어교육) Vol.73 No.2

The purpose of this study is to investigate how important Korean high school students perceive English word stress to be, how familiar they are with word stress, and how well they pronounce the reduced vowel /ə/. Sixty high school students in Seoul participated in a survey study that investigated their perception of the importance of word stress in English. They were then asked to mark the stress on each of the 44 words selected from the basic vocabulary list compiled by the Korean Ministry of Education and to pronounce each word twice. The results of the survey revealed that a vast majority of the students (50 out of 60, 80%) do not pay attention to the stress and pronunciation of words when they study new vocabulary and that they memorize only the spelling and meaning of new words. As a result, many of them could not identify the stressed syllables in many of the 44 words, even when they knew their meaning. As for their pronunciation of the reduced vowel /ə/, the students on average were able to pronounce /ə/ correctly in only 23 words, although they stressed the correct syllable in 28 words. All these results highlight the necessity of teaching Korean students explicitly the importance of word stress in English and the correct pronunciation of the reduced vowel /ə/ in order to help them improve their intelligibility.

대학 영문법 수업에서의 거꾸로 수업 효과연구

이영은,Yoo Isaiah Wonho 한국외국어대학교 외국어교육연구소 2023 외국어교육연구 Vol.37 No.3

This study aims to analyze the perceived effectiveness of implementing flipped learning in an English grammar class at the tertiary level in Korea. To address the limitations of traditional deductive English grammar instruction, the current study utilized flipped learning to promote student-led learning, following the action research framework of Kemmis and McTaggart (1988). Flipped learning was implemented for four weeks out of 16 weeks of class in the second semester of 2016 at S University in Seoul. Data collected for a quantitative analysis included lecture evaluations of 74 students and survey responses from 68 students. Also, a qualitative analysis was conducted via individual interviews with four students. A careful analysis of the data revealed both advantages and disadvantages of using flipped learning in an English grammar class at the tertiary level. Students' overall satisfaction with the class, however, was lower when flipped learning was used than when the class was taught deductively, a finding that could largely be attributed to the fact that some students failed to recognize the need for flipped learning, perceived the online lectures as extra work, and considered small-group discussions to be ineffective use of time for learning English grammar. Others also pointed out that there were too many students for flipped learning to be effective. All in all, these results suggest that it is crucial for teachers to help students recognize the need for flipped learning and to ensure that the class size is appropriate in order to maximize learners' active participation. 4차 산업혁명과 ChatGPT와 같은 인공지능의 발달로 학습자의 자기 주도성이 중요시되고 있다. 본 연구는 이러한 요구에 맞춰 대학 수준의 영문법 수업에서 거꾸로 수업(flipped learning)을 적용한 후 구체적인 효과와 장단점을 분석하고, 그에 따른 개선점과 시사점을 논의하는 것을 목적으로 한다. 연역적인 강의식으로 이루어지는 영문법 수업에 대한 개선책으로 Kemmis와 McTaggart(1988)의 실행연구 4단계를 따라 학습자의 주도적인 학습을 요구하는 거꾸로 수업을 영문법 수업에 적용하였다. 서울 소재 S 대학의 2016년 2학기의 16주 수업 중 4주에 걸쳐 거꾸로 수업을 적용하였으며, 수업 효과분석은 수강생 84명 중 74명이 참여한 강의 평가와 그중 68명의 학생이 응답한 설문 조사 결과를 정량적으로 분석하였다. 또한, 설문 조사에 참여한 학생 중 4명의 학생과 진행한 개별 인터뷰 결과도 정성적으로 분석하였다. 결과적으로 영문법 수업에 적용한 거꾸로 수업은 장단점을 모두 보였다. 먼저 거꾸로 수업을 진행한 영문법 수업에서 학생들의 수업 만족도가 기존의 강의식 수업보다 낮았다. 이는 거꾸로 수업의 필요성 부족, 사전학습 부담으로 인한 수업 만족도 하락과 영문법 수업이라는 내용 특수성으로 설명될 수 있다. 구체적으로 거꾸로 수업을 활용한 문법 교육의 장단점을 분석한 결과, 학생들은 거꾸로 수업의 자발적 학습에 대한 유용성과 조별 활동을 통한 지식 저변의 확대를 긍정적으로 봤으나, 조별 활동으로 인한 산만한 분위기나 시간활용의 비효율성과 사전학습 부담 등을 단점으로 꼽았다. 더불어 수업내용과 외적인 수업환경의 영향과 관련하여 수강생들은 온라인 수업의 목표와 내용에 대해서는 만족했으나, 동영상 강의의 기술적인 문제와 많은 학생 수로 인한 강의실 환경에 관한 부정적인 의견이 많았다. 이러한 결과는 거꾸로 수업을 적용할 때는 거꾸로 수업에 대한 필요성에 대한 학생들의 이해가 수반되어야 하며, 학생 수와 같은 물리적 수업환경이 신중히 고려되어야 한다는 것을 시사한다.

한국 대학 신입생들의 영작문 코퍼스에 나타난 V-ing 오류분석

최연정,Yoo Isaiah Wonho 한국영어교육학회 2012 ENGLISH TEACHING(영어교육) Vol.67 No.4

The purpose of this study is to investigate the errors concerning V-ing forms in Korean college freshmen’s English essays in order to provide some guidelines for teaching the forms effectively. The data for this study were retrieved from a learner corpus consisting of 815 essays written by Korean college freshmen. A total of 3,843 words were found in the form of V-ing, which were categorized according to their roles as follows: (a) present participles (1,235 tokens), (b) gerunds (2,591 tokens), and (c)unclear cases (17 tokens). Of the 3,843 forms of V-ing, a total of 292 tokens were classified as erroneous, 137 of which were participle-related errors and 138 gerundrelated errors. The most frequently occurring errors under the categories of present participles and gerunds were the use of a present particle without a main verb (64.2%)(e.g. I *looking for the meaning of the building’s name) and to-infinitive related errors (66.7%) (e.g. Therefore, we try to *changing our college’s image), respectively. Pedagogical suggestions based on the findings of the study are also provided at the end.

말뭉치를 통한 한국대학생의 전치사 동사 사용분석

유태하,Yoo Isaiah Wonho 한국영어교육학회 2010 ENGLISH TEACHING(영어교육) Vol.65 No.4

This study aims to investigate the errors of prepositional verbs in Korean university students' essays and alert teachers to the necessity of a more systematic instruction of prepositional verbs. Prepositional-verb errors found in the learner corpus of essays written by 416 Korean university students were classified into five categories: (a) preposition omission, (b) wrong prepositions, (c) preposition addition, (d) misordering, and (e) others. Of the 1317 tokens of prepositional verbs retrieved from the corpus, 448 were found to be used erroneously, over half of which were instances of preposition omission. No tokens of misordering errors were found (e.g., *to go school / *go school to). A careful analysis of these errors also revealed the following. First, students were not able to discern the difference between a verb used transitively and the same verb used as a prepositional verb (e.g., believe and believe in). Second, the inability to distinguish transitive verbs from intransitive ones also resulted in a considerable number of errors in preposition omission (e.g., *listen music) and preposition addition (e.g., *enter in university). Third, using wrong prepositions (e.g., *worried at me) was also a rather common occurrence, accounting for 18% of the all the errors related to prepositional verbs.

A Corpus Analysis of the Preposition of in Korean College Matriculants’ Writing

나지영,Yoo Isaiah Wonho 한국영어교육학회 2015 ENGLISH TEACHING(영어교육) Vol.70 No.3

This paper investigated the use of of, the most frequently occurring preposition, in essays written by 416 matriculants at a Korean university. The learner corpus consisting of these essays contained 1,250 tokens of of, and these tokens were first analyzed according to their functions, i.e., integrative, separative, idiomatic, and others, adapted from Lindstromberg’s (2010) categorization of the functions of of. To ascertain what types of errors were made regarding of, the 46 tokens of of identified as errors were further categorized as addition, misordering, misformation, or wrong position. Of these four categories, addition was found to be the most frequently occurring type of error (31 of the 46 tokens), while wrong preposition and misformation accounted for ten and three tokens, respectively. No tokens of misordering were found, however. Also noteworthy is the finding that, albeit occurring mostly in simple constructions and basic functions, of was used accurately in over 95% of all the tokens found in the learner corpus.