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강유선 한국응용언어학회 2011 응용 언어학 Vol.27 No.4
This study explored the applicability of the simple view of reading (Gough & Tunmer, 1986) for high school Korean EFL learners. The simple view of reading highlights language comprehension abilities and decoding skills as the two major components that explain reading comprehension. However, considering that most older L2 readers, such as Korean high school EFL learners, presumably have good command of word-level decoding skills, a slightly modified version of the simple view of reading was investigated in the current study. That is, in lieu of word recognition abilities, reading fluency that measured readers’ ability to decode and comprehend rapidly and simultaneously at the sentence level was considered. In addition, the relative importance of the two major constructs in explaining reading comprehension was explored. 101 Korean EFL learners in their first year of high school served as participants in this study, and the findings demonstrated that the modified simple view of reading was supported, as both reading fluency and language comprehension abilities turned out to be significant contributors to reading comprehension. However, the results from structural equation modeling showed that oral language comprehension abilities had much stronger influence on reading comprehension abilities, compared to reading fluency. These findings provide important pedagogical implications for building Korean EFL learners’ general oral language comprehension abilities in promoting successful reading comprehension in English.
Is It Vocabulary Breadth or Depth that Better Predict Korean EFL Learners’ Reading Comprehension?
강유선,Hey Seung Kang,박지은 한국영어교육학회 2012 ENGLISH TEACHING(영어교육) Vol.67 No.4
This study examined whether vocabulary knowledge has meaningful effects on reading comprehension of Korean high school EFL learners and investigated which specific type of vocabulary knowledge, between vocabulary breadth and depth, plays a bigger role in reading comprehension when the learners’ English language proficiency is taken into account. The participants of this study were ninety eight high school EFL learners in Seoul, Korea, and they were tested on a series of measures tapping on their reading comprehension abilities and vocabulary knowledge in two different dimensions (vocabulary breadth and depth). Their listening comprehension abilities were also measured in order to control for the effects of general oral language comprehension abilities known to be the foremost contributor to reading comprehension and thus to enable focused analysis of the role of vocabulary knowledge. The study findings revealed that 1) vocabulary knowledge itself played a critical role in predicting reading comprehension abilities even after controlling for their listening comprehension abilities and that 2) compared to vocabulary breadth,vocabulary depth played a relatively more important role in predicting reading comprehension, regardless of the learners’ language proficiency. The findings provide important implications for vocabulary and reading comprehension instructions for Korean EFL students.
Explaining Korean High School EFL Learners’ Reading Comprehension with Simple View of Reading
강유선 한국응용언어학회 2013 응용 언어학 Vol.29 No.3
This study assessed the adequacy of the simple view of reading (SVR) in explaining reading comprehension abilities of Korean high school EFL learners. In doing so, the previously unacknowledged indirect effects of oral language comprehension abilities and phonological awareness were also examined. Ninety six Korean EFL learners participated in this study and were tested on measures of oral language comprehension abilities, decoding skills, reading comprehension, and phonological awareness. The predictive relationship among these variables was further analyzed through structural equation modeling. The findings indicated that although SVR explained most of the variance in students’ reading comprehension abilities, it was the oral language comprehension abilities that made prominent contribution. Indirect effects of oral language abilities were not observed despite its significant correlation with decoding skills. The findings are discussed in terms of language learning contexts and the balance between language and literacy development.
소자 파라메터 자동 추출 시스템을 이용한 LDD MOSFET의 채널유효길이와 직렬저항의 추출
강유선,김충원 조선대학교 동력자원연구소 1997 動力資源硏究所誌 Vol.19 No.1
In this paper, we present a new algorithm that decide the effective channel length and serial resistance which are not independent from the LDD MOSFET gate voltage. By using the algorithm, automatic device parameter extraction system has been developed under the IBM-PC environment. The system is connected to a PC through the interface board, and can modulate the voltages of LDD MOSFET's drain and gate. The modulated voltage can be saved as a file when it is changed. Overall developed programs have been written with C-Languag
강유선,박우근 광주대학교 2000 産業技術硏究 Vol.14 No.-
In this paper, we propse new method of camera calibration for single camera using neural network. Multi-layer perceptrons of neural network are developed to transform the coordinates of each image point to the world coordinates. The advantages of using proposed calibration method are avail and simple. This method can be use variety application to regardless of tilt of image plane and calibration plate and have no need to be solved extrinsic parameter and intrinsic parameter included camera model. The new technique is theoretically and experimentally proven to be viable for stereo vision and it is shown to be efficient, accurate, and simple to implement in camera calibration for single camera.
Korean EFL learners' referential ability and their L2 proficiency in oral narrative discourse
강유선,한숙빈,김주연 한국응용언어학회 2010 응용 언어학 Vol.26 No.2
Referencing plays an essential role in achieving discourse competence. Making appropriate referential choices in diverse contexts reflects language learners' pragmatic competence that takes the listeners into account as well as linguistic competence which marks the connectivity and coherence among sentences. However, there is little research that looks at the Korean EFL students' reference management. The present study aims to assess Korean EFL learners' discourse competence by analyzing their reference management in oral narrative discourse production. In addition, the potential relationship between their overall English proficiency and reference management at discourse level was examined in order to investigate whether general language ability tested on KPSAT is related to discourse competence. Our findings indicate that Korean high school EFL learners generally lacked full control over making appropriate referential choices, especially with those that involve articles. Moreover, their English KPSAT scores did not necessarily correspond to their referential skills reflected in producing extended oral discourse in English.