부영양호수의 수질개선을 위한 인산염의 불활성화에 관한 연구 ( 대청댐 수질개선을 중심으로 )

배정옥,김홍겸,김도한,전상호,김휘중 ( Jeong Ok Bae,Hong Kyeom Kim,Do Han Kim,Sang Ho Jun,Hwe Joung Kim ) 한국하천호수학회 1994 생태와 환경 Vol.27 No.3

Jar tests have been accomplished for the application of phosphorus inactivation technique as a lake restoration measure in lake Daechung which was suffered prolonged algal bloom. The time of treatment, the efficiency of treatment to remove phosphorus from the water column and to control the phosphorus-release from the sediments are discussed. The optimum time for the treatment with alum in Lake Daechung would be somewhere between the end of draining and the beginning of the increase of dissolved phosphorus in the lake. Recommended Al/P molar ratio of the treatment Lake Daechung water at time of the experiment would be 18. Treatment of Lake Daechung water with alum by Al/P molar ratio of 18 brought about 50% reduction of total phosphorus in water column and led about 0.01mg/l of total phosphorus which is the criteria for the oligotrophic level of the lake water. Treatment of the lake water with 5mg Al/l to control the release of phosphorus from the sediment showed significant decreases of total phosphorus in the water column, and the efficiency to control the release of phosphorus from the sediment could be significant in aerobic and anaerobic condition. Phosphorus inactivation technique as a lake restoration measure in Lake Daechung would be effective in case it was employed as a part of overall restoration program.

어린이용 이야기 쓰기 그림 검사의 동형 확인

배정옥(Jungok Bae) 한국교육평가학회 2014 교육평가연구 Vol.27 No.1

반복시험에서 성적을 비교할 경우 측정 동등성이 전제조건으로 충족되어야한다. 이의 중요성에도 불구하고 영어쓰기 평가에서 검사의 동등성 및 동형성을 다룬 연구는 부족하며, 그림기반의 쓰기검사에 관해서는 더욱 그러하다. 본 연구는 '피자'와 '놀이동산'이라고 이름 지어진 두 개의 어린이용 이야기쓰기 그림 시리즈를 개발하고 이들의 동형 신뢰도를 검정하였다. 이 검정을 위해 두 그림을 초등학생들에게 무작위로 배분하여, 피자 집단과 놀이동산 집단으로 구성하였다. 학생들은 주어진 그림에 의거하여 영어로 이야기를 지어 쓰도록 지시되었다. 작문데이터는 Coh-Metrix 코퍼스 프로그램과 인간채점, 그리고 MANCOVA를 사용하여 분석되었다. 두 그림 집단이 기존쓰기능력에서 같도록 통제하고 다섯 개의 쓰기 영역(어휘 다양성, 접속어, 단어 수, 문법, 내용 영역)에서 검정한 결과, 그림 차이로 인해 두 집단의 평균들이 달라지지는 않았으며, 이들 변수의 분산과 공분산 또한 두 집단 간에 유의미한 차이가 없었다. 이 결과는 전체 집단을 초급, 중급, 고급 수준별로 나누어 조사해 보아도 일관성 있게 나타났다. 그러므로 이 두 그림 시리즈는 변별도, 난이도, 그리고 변수들 간의 상관관계에 있어 동형 검사로 확인되었다. 이에 종단 쓰기수행 평가도구로 활용되도록 추천된다. This paper investigated the equivalent form reliability of two picture series, entitled 'pizza' and 'amusement park,' which were developed and have been introduced for the first time to writing education and assessment. The picture series were designed a priori to be equivalent for use in repeated testing. They were administered to elementary school students (N = 68), using a simultaneous random distribution of the picture series, and the students were required to write a story based on the series they were assigned. The stories were analyzed with the Coh-Metrix corpus program, human scoring, and MANCOVA. The findings are as follows. The two series were verified as being equivalent test forms, producing the same test results; they both had the same level of difficulty as well as the same discriminating power. These results held true across different ability groups (basic, intermediate, and advanced levels), indicating consistency of the findings across the ability groups. Therefore, the two series are confirmed as feasible alternate forms and recommended for use in repeated testing to assess changes in writing ability.

Reader Expectations and the Validity of Composition Scoring: Implications for Componential Scoring

Jungok Bae(배정옥) 한국영미어문학회 2007 영미어문학 Vol.- No.84

  The validity of writing assessment has greatly improved since performance-based writing tasks have been used as alternative writing tasks. High reliability of scoring has also been demonstrated in numerous essay assessments. A relatively recent dimension of validity that has been called into question in writing assessment is scoring validity. This paper discusses scoring validity, focusing on the question of diverse reader expectations that contribute to doubts about scoring validity. Reader expectations are discussed in categories such as: differing reader views of what is good writing, issues of content conceptualization, characteristics of texts and their effects on readers, and divergent backgrounds and assumptions held by writers and readers. The paper suggests that readers in essay assessments should be aware of these issues. Finally the paper finds implications for scoring validity in holistic and componential scoring and recommends componential scoring as an alternative to holistic scoring where appropriate and feasible.

Integrating Grammar Teaching into a Syllabus Comprising Communictive Activities with Both Fluency and Accuracy Emphasized

Jung Ok Bae(배정옥) 언어과학회 2008 언어과학연구 Vol.46 No.-

The emphasis on fluency in regards to communicative language teaching (CLT) played down the explicit teaching and practice of grammar items for a short period of time. Many scholars have subsequently discussed the fact that explicit grammar teaching is, in fact, essential, but that the teaching of grammar rules should be incorporated into communicative contexts providing communicative needs. The issue facing teaching professionals is in regards to the methodology: how to achieve their end. Although language specialists now understand the importance of grammar teaching, illustrative demonstrations regarding how to do so is in great demand. This paper illustrates and supports the method that integrates grammar instruction into a syllabus comprising communicative activities, with both fluency and accuracy emphasized. In doing so, this paper outlines a two-day teaching unit, designed by the author for beginner or intermediate L2 adult learners in ESL/EFL settings. Teaching professionals seeking ways to integrate grammar teaching into communicative activities and combine both fluency- and accuracy- oriented syllabuses, can apply the materials herein as they see fit, according to their classroom needs.

등위접속사 사용의 두 가지 두드러진 오류와 교사들의 인식

서은영(Eunyoung Seo),배정옥(Jungok Bae) 현대문법학회 2023 현대문법연구 Vol.120 No.-

아동의 얼굴표정에 대한 예비교사의 정서인식 : 인종에 따른 차이를 중심으로

정정희(Chung, Chung-hee),배정옥(Bae, Jung-ok),최성묵(Choi, Sung-mook),정효진(Jeong, Hyo-jin),이지연(Lee, Ji-yeon),이효림(Lee, Hyo-rim) 한국어린이문학교육학회 2022 어린이문학교육연구 Vol.23 No.1

본 연구는 아동의 얼굴표정에 대한 예비교사의 정서인식을 인종에 따른 차이를 중심으로 살펴보았다. 연구목적 수행을 위해 유아 · 초 · 중등 예비교사 405명을 대상으로 하였으며, 연구도구로는 Schultz, Izard, & Bear(2004)가 개발한 ACES(Assessment of Children"s Emotion Skills)와 한국판 ACES 의 얼굴표정 섹션에 제시된 아동얼굴표정을 사용하였다. 연구결과, 예비교사들의 한국아동과 외국아동에 대한 얼굴표정 인식의 정확성과 정서강도 인식은 인종에 따라 차이가 있었으며 정서유형별로도 차이가 있는 것으로 나타났다. 예비교사들의 한국아동의 정서인식 정확도가 외국 아동에 비해 높은 것으로 나타났으며 정서강도의 경우, 한국아동에서는 기쁨과 슬픔이, 외국아동의 경우 분노와 공포가 강하게 표출되는 것으로 인식하였다. 정서유형별로는 기쁨을 가장 정확히 인식하고 공포 정서에 대한 인식 정확도가 가장 낮은 것으로 나타났다. 이러한 결과를 통해 교사교육에서 아동들의 얼굴표정을 통한 정서인식의 중요성을 강조하고, 인종에 따른 교사의 정서인식에 대한 내용을 포함시키는 것이 필요하다는 시사점을 얻을 수 있다. The present study investigated the emotion recognition of preservice teachers for children’s facial expressions, focusing on differences according to race. For this purpose, data were collected and analyzed from 405 preservice teachers of early childhood, elementary, and secondary schools using the initial version of ACES developed by Schultz, Izard., & Bear(2004), and the Korean version of ACES. The results showed that preservice teachers’ recognition of children’s emotional facial expressions differed according to race. The recognition accuracy scores for Korean children were significantly higher than those of foreign counterparts. In terms of emotional type, the participants showed the highest accuracy scores for ‘joy’ and the lowest for ‘fear.’ Given the centrality of emotional facial expressions in educating young learners, the current findings have important bearing on preservice teacher education.

영어 철자 오류의 유형과 학년에 따른 향상도

정영미(Jung Yeong Mi),배정옥(Bae Jung ok) 한국외국어교육학회 2014 Foreign languages education Vol.21 No.4

This study investigated spelling errors in English stories written by 206 students in an elementary school implementing Korean/English immersion education. Errors were analyzed using crosstab and MANCOVA. Findings are as follows. Spelling errors occurred in 4 categories in order from the most frequent to the least: substitution, omission, addition, and transposition. The error occurrences differed depending on grade level changes: lower grades (Grades 1-3) vs. higher grades (Grades 4-6). The students in both grade levels made more errors in substitution and omission: these error types were significantly decreased as they progressed to the higher grade levels. Errors in addition and transposition showed much fewer occurrences for both grade levels, and these errors did not show a significant decrease because of their rarer occurrences. Overall, the students' spelling ability increased remarkably as they progressed in grade levels in the immersion environment.

주어의 수에 따른 동사 형태 일치의 오류: 몰입교육 EFL 초등학생을 중심으로

강미진(Mi jin Kang),배정옥(Jung ok Bae) 현대문법학회 2017 현대문법연구 Vol.95 No.-

The present study investigates several syntactic structures in which subject-verb agreement errors occur. The study analyzed free writing samples written by 104 elementary school students enrolled in a partial English immersion school. In the writing samples, errors in the subject-verb agreement were found in the following categories: (a) subject + verb; (b) coordinated subjects + verb; (c) subject + coordinated verbs; and (d) expletive ‘there’ + ‘be’ verb. Errors in the ‘subject + verb’ structure with no modifying phrases in-between were the most prominent. The second most frequent errors were found in the ‘subject + coordinated verbs’ structure. The results provide useful implications for English teachers dealing with the persistent errors in the subject-verb agreement.

지문먼저 읽기와 문제먼저 읽기 전략 차이가 읽기시험 수행에 미치는 영향

구성진(Sung Jin Koo),배정옥(Jung Ok Bae) 언어과학회 2012 언어과학연구 Vol.61 No.-

This study examined which sequence was more helpful to performance on a reading test: Reading passages or the questions first. A total of 147 high school students divided into two groups participated in the study. Each group took a different version of the test: Version 1 had passages first; Version 2 had questions first. Data were analyzed using MANCOVA. The mean reading performances were not significantly different between the two version groups. These results held true for both lower- and upper- proficiency groups. Thus, the issue of whether one reads passages first or questions first turned out not to matter. Whether test-takers read passages or questions first, in terms of their approach to actually solving the problems, they alternated passage reading and question reading. These results suggest two: (1) claiming an advantage of one strategy over the other would be inappropriate due to the unique nature of reading (i.e., referring back); (2) students and teachers would do well not to rely on strict sequencing strategies, which might be misleading.

받아쓰기와 cloze의 상대적 난이도

이경임(Gyeong Im Lee),배정옥(Jung Ok Bae) 언어과학회 2013 언어과학연구 Vol.0 No.64

This tudy analyzed the level of difficulty of two tasks, dictation and cloze, which are commonly used to assess overall language skills. It investigated whether these tasks yielded different results in the skills measured, specifically in the abillty to listen to content words and function words of spoken English. A hundred and eighty-eight middle school students were divided into two groups that were comparable in prior listening skills. Both groups performed the dictation and cloze tasks but did so in revers order to countertbalance a possible effect of task order. The results showed that for both content and function words the mean on the cloze task was higher than that on the dictation task. It is confirmed that dictation is a relatively more difficult task than cloze, overriding some consideration that the reverse might be true. The abillities to not identical, as well as the performances on the dictation and cloze tssks were considerably correlated, although not the same.