새로운 디자인 교과과정 개발에 관한 연구

권은숙 한국디자인학회 1994 디자인학연구 Vol.- No.8

디지털 시대의 디자인 문화

권은숙 한국복식학회 2003 춘계 학술대회 Vol.2003 No.-

한ㆍ중 어머니의 성취 목적, 중학생의 지적 능력에 대한 신념 및 성취 목적 간의 관계 -호위대 모델을 중심으로-

권은숙,안도희 한국교육학회 2014 敎育學硏究 Vol.52 No.3

본 연구에서는 국가(한ㆍ중)에 따라 호위대 모델(내부 원, 중간 원, 외부 원)의 구성원에서 차이가 있는지, 그들에게 가장 친밀한 구성원은 누구인지, 어머니(가장 친밀한 인물)의 성취 목적, 학생의 지적 능력에 대한 신념과 그들의 성취 목적 간의 경로 모형이 국가 간 차이를 보이는지에 대해 탐색하고자 하였다. 이를 위해 한국과 중국에 거주하는 중학교 재학생 총 774명(N한국=343, N중국=431)을 연구대상으로 하였다. 본 연구 결과, 첫째, 내부 원(가장 친밀한 인물)에서, 한ㆍ중 중학생은 모두 어머니를 선택하였고, 중간 원(친밀한 인물)에서, 한국 학생은 친구를, 중국 학생은 아버지를 선택하였으며, 외부 원(친밀한 사이는 아니지만 여전히 중요한 인물)에서 한국 학생은 교사를, 중국 학생은 친구를 선택한 것으로 나타났다. 둘째, 어머니의 성취 목적, 학생들의 지적 능력에 대한 신념과 성취 목적 간의 경로 모형은 국가 간 차이를 보여, 이들 경로에 대한 국가 간 조절효과가 있는 것으로 나타났다. 본 연구는 한국과 중국 양국의 사회문화적 툭성을 고려한 청소년들에 대한 이해와 부모-자녀 관계에 대한 이해의 폭을 넓히는데 활용될 수 있을 것으로 기대된다. This study was to examine (a) the differences in the convoy membership between Korea and China, (b) influences of the closest person's (i.e., mother) achievement goals on students' beliefs about intelligence, and their achievement goals by examining multi group path model for Korean and Chinese students. The final samples consisted of 403 Korean and 371 Chinese students in grades 7 to 9. The results indicated that (a) the majority of Korean and Chines students nominated their mothers as the closest person in their convoy (i.e., inner circle nomination). Close relationships (i.e., middle circle nominations) are not the same in the two countries. The majorities of Korean students nominated elementary and middle school friends, whereas the majorities of Chinese students nominated fathers. In the least close relationship category (i.e., outer circle nomination), the majorities of Korean students nominated teachers, whereas the majorities of Chinese students nominated middle school friends. (b) Two countries (i.e., Korea and China) moderated on the relationship between mothers' achievement goals, students' beliefs about intelligence, and achievement goals. Implications of the study were discussed in two countries (i.e., Korea and China).

Korean College Students’ Peer Review and Revision Process and Their Attitudinal Change toward Peer Review

권은숙,김신혜 언어과학회 2018 언어과학연구 Vol.0 No.84

The current study aims to investigate the impact of Korean EFL college students’ peer review and revision on their essay writing, and to describe how students’ attitudes towards peer review change over time. Twelve Korean college students participated in this five-month peer review and revision process for two essays and their peer review comments and revisions were collected for analysis. The findings show that the participants’ peer review focused on grammar and vocabulary rather than meaning-level changes such as content and organization. Most of review comments were reflected in the revisions but some were not reflected due to the participants’ lack of writing skills and perceptions of effectiveness of peer review comments. The participants became more aware of their own writing and motivated to write as they involved in the peer review process. The results suggest that training in peer review and building trust among peers are essential to effective peer review.

The Effects of Peer Review Interactions on Korean College Students’ Writing

권은숙 대한영어영문학회 2019 영어영문학연구 Vol.45 No.1

The present study investigated the types of peer reviews and revisions by Korean EFL college students on their writing, and described students’ perception towards peer review. It comprised of a sample of twelve college students joined in this peer review and revision process through surveys and in-depth interviews. The results demonstrate that the participants’ peer review paid more attention to addition and positive praise, and their revisions focused on corrections, additions, and no revision. Based on the holistic and analytic scoring results, it indicates that the peer review activity did not reach the expected increase in writing quality. However, participants increased in C-test scores and vocabulary, and employed many writing strategies from their peers. After the peer review process, the participants recognized that the peer review interaction helped them improve their learning: how to share ideas, organize their writing, compare different thoughts of peers, read each other’s writings, and find out their own strengths and weaknesses. The results showed that the participants became more positive towards writing in English because they became less anxious in writing as they repeatedly engaged in the peer review process.

영어 쓰기 전략을 활용한 초등학생 영어 쓰기 지도에 관한 연구

권은숙,김신혜 중앙대학교 외국학연구소 2018 외국학연구 Vol.- No.46

The study is to analyze the English Abstract writing instruction for elementary students with English writing strategy use. The participants in this study were 86 fifth grade students from an elementary school in Daegu, Korea. The English writing instruction focused on six different writing strategies: two meta-cognitive strategies(brainstorming, graphic organizer, re-reading, checklist), one cognitive strategy(translation), and one social strategy(modeling) strategy. The participants completed three guided writing tasks with self-introduction, thank-you note, describing a picture and three free writing tasks with acrostic poems, diary, book report. This study was verified through English background survey, writing strategy survey, writing strategy questionnaire with the interview. The results demonstrated that English writing instruction with writing strategy helped participants improve their writing fluency and enhance their writing performances. It shows that the participants’ preference on the writing strategy was brainstorming and modeling the most throughout the writing process. Meanwhile, the participants choose the checklist the least among six writing strategies. Also, it positively influences on participants’ perception with writing in English. The writing strategy was helpful to encourage on the language and writing skills during the writing process. Furthermore, the participants’ attitude changed in becoming willing in writing, recognizing awareness of their own writing, and becoming more fluent writers.

Korean EFL College Students’ Identity Negotiation through Peer Review and Revision in Their Writing

권은숙,김신혜 대한영어영문학회 2019 영어영문학연구 Vol.45 No.2

The present study explores how Korean college EFL writers construct identity in peer review and revision during the essay writing process. Twelve Korean college students from the university English newspaper club participated in a 15 week writing project that included peer reviews and revision. After the writing project, the semi-structured interview was carried out. To understand their perspectives on constructing writer identities, qualitative methods were employed with writing drafts, peer review comments, revision drafts, and interview transcriptions. For coding the data, the repeated and salient patterns were identified. through careful and repeated reviews. The findings show that six writer identities can be categorized as the six identities: face negotiator, evaluator, junior and senior, facilitator, audience, and opinion-holder. At the beginning of the project, participants showed themselves to be face-saving individuals, but during the process they have negotiated their identities as a face negotiator during the process. Over time, as a facilitator, they became aware of the benefits of providing comments and suggestions in the peer review process. Future studies will include a greater sample size, classroom-based settings, and investigations of constructs of investment and imagined identities from their writings.

일본어 조사 「に」에 관한 고찰 -한ㆍ일어학습자의 오용분석을 통하여-

권은숙 단국대학교 일본연구소 2006 일본학연구 Vol.19 No.-

한,일 언어예절행동 지도를 위한 실태분석 - 30,40대 남녀를 중심으로 -

권은숙 한국일어교육학회 2005 일본어교육연구 Vol.8 No.-

Holland 진로성격유형에 따른 미용전공 대학생의 전공만족도 및 진로성숙도 분석

권은숙,송제호 대한피부미용학회 2015 대한피부미용학회지 Vol.13 No.1

This study was conducted to find out difference of major satisfaction and career maturity degree according to Holland Occupational Personality Types targeting university students majoring in beauty. For this, aiming at 355 enrolled students majoring in beauty in Seoul and Gyeonggi-province from May 1 to 30, 2014, a survey was implemented with Holland Code Career Test and a questionnaire which was made for the purpose of the study. For data analysis, SPSS 18.0, exploratory factor analysis, principal components analysis, and varimax method were used. For the difference of major satisfaction and career maturity degree, ANOVA was conducted. At the result of conducting Duncan test, in the measurement of the Holland Occupational Personality Types of the university students majoring in beauty, it could be seen that rates of “Artistic” 111 students (32.2%) proper to creativity and art field and “Social” 87 students (25.2%) excellent in social, educational leadership and interpersonal relationship ability were a lot. In major satisfaction per Holland Occupational Personality Type, lecture satisfaction, subject satisfaction, awareness satisfaction, and relationship satisfaction showed significant differences (p<.001). Types of Artistic (M=4.05), Social (M=3.78), and Realistic (M=3.42) were represented in order. Meanwhile, it could be known that the case of Investigative (M=3.22) was presented the lowest. Also, at the result of looking into the difference with career maturity degree, about factors of planning, reality, determinacy, and independence, there was significant different statistically (p<.001). Types of Artistic (M=3.90) and Social (M=3.65) were shown in order. On the other hand, the case of Conventional (M=3.44) was represented the lowest. Therefore, based on the data about significant difference by each occupational personality type, if career preparation and counsel directions are suggested, it is believed that career plans of more efficient self-satisfaction will be sought for.