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손명은 한국응용언어학회 2023 응용 언어학 Vol.39 No.2
This study investigated whether the writing of fifth- and sixth-grade students included a similar level of vocabulary and syntactic complexity to the 2015 English revised curriculum and whether sixth-grade students produced more diverse vocabulary and complex sentences than fifth-grade students. For the study, a learner corpus was constructed based on 46 fifth-grade and 123 sixth-grade students' writing in four free-writing tasks in their English language classrooms. The study found that both fifth- and sixth-grade students used vocabulary and complex sentences comparable to those in the curriculum in terms of lexical diversity and the eight syntactic complexity measures. The sixth-grade students also showed greater lexical diversity and syntactic complexity than the fifth-grade students, confirming the writing development of the sixth-grade students. These findings provide empirical evidence for fifth- and sixth-grade students writing skills and have pedagogical implications for the effective implementation of diverse writing tasks, especially free-writing tasks, in English language classrooms.
The role of modality in cross-linguistic syntactic priming
손명은(Myeongeun Son) 경희대학교 언어정보연구소 2021 언어연구 Vol.38 No.-
This study investigates whether L2 learners share abstract syntactic representations between an L1 and an L2 that have different word orders, and if so, whether modality affects access to the shared representation. In a syntactic priming experiment, 38 L1-Korean advanced English L2 learners completed English target fragments to describe pictures after either listening to or reading aloud different types of Korean dative sentences. The results show cross-linguistic syntactic priming between Korean and English; however, only reading led to priming effects, and the magnitude of the effects differed depending on the type of Korean dative in the prime sentence. These results suggest that L2 learners can share syntactic representations between L1 and L2, but that their access to such representations can be restricted by language-specific features and modality.
블렌디드 러닝의 제2 언어 학습자의 인지적, 정서적 발달 내 효과: 학습자의 성찰일지와 상호작용을 중심으로
허순주,손명은 한국외국어대학교 외국어교육연구소 2024 외국어교육연구 Vol.38 No.3
본 연구는 제2외국어(L2) 학습자의 인지 및 정서 발달 측면에서 블렌디드 러닝의 효과를 탐구하였다. 또한 블렌디드 학습 환경에서 발생하는 상호 작용 유형과 블렌디드 러닝에 대한 학습자의 인식을 조사하였다. 소규모 중학교의 22명의 L2 학습자에게 대면 수업과 온라인 수업, 온라인 학습과제를 결합한 블렌디드 러닝을 12차시에 걸쳐 실행하였다. 학습자는 다양한 온라인 플랫폼과 애플리케이션에 참여했으며 수업이 끝날 때마다 성찰 일지를 작성했다. 연구 결과, 블렌디드 러닝 수업에 참여하면서 성찰 일지를 작성한 L2 학습자에게서 다양한 학습효과가 나타났다. 또한 학습자들은 교사뿐만 아니라 동료 학습자 및 수업 내용과 상호 작용할 수 있는 기회를 가졌으며, 블렌디드 러닝이 학습에 대한 흥미와 집중력을 높이는 데 도움이 된다고 인식했다. 이러한 결과는 L2 학습 및 교육에서 블렌디드 러닝을 효과적으로 구현하는 데 교육적 시사점을 제공한다. This study investigated the effectiveness of blended learning for second language (L2) learners in terms of their cognitive and affective development. Additionally, it explored the types of interactions that occur in blended learning environments and the learners’ perceptions of blended learning. The blended-learning format, which combined face-to-face classes, online classes, and online assignments, was implemented over twelve sessions with twenty-two L2 learners at a small secondary school. The learners engaged with various online platforms and applications throughout the sessions and were required to complete a reflection log after each session. The results of analyzing the students’ reflection logs found that L2 learners benefited from completing the logs while participating in the blended-learning class. The learners had various opportunities to interact with not only their teachers but also their peers and the course content. They perceived the blended-learning format as increasing their interest and concentration in learning. These findings have pedagogical implications for the effective implementation of blended learning in L2 learning and teaching
크론병의 드문 합병증: 급성 간문맥고혈압으로 발현한 간문맥 및 상장간막정맥 혈전증
오다연 ( Da Yeon Oh ),정혜경 ( Hye Kyung Jung ),권경주 ( Kyoung Joo Kwon ),류재인 ( Jae In Ryu ),손명은 ( Myung Eun Song ),유권 ( Kwon Yoo ),문일환 ( Il Hwan Moon ) 대한내과학회 2013 대한내과학회지 Vol.84 No.5
Thromboembolic events are rare among systemic complications of inflammatory bowel disease; however, they are a significant cause of mortality when they occur. Several reports have considered thromboembolic events in patients with ulcerative colitis presenting with venous or arterial thromboembolism, such as cerebral thrombosis, deep vein thrombosis, pulmonary thromboembo-lism, portal vein thrombosis, or mesenteric vein thrombosis. However, increased coagulability related to Crohn`s disease is extremely rare compared with that of ulcerative colitis. We report a case of a 42-year-old man with complicated portal hypertension that occurred due to extensive portal vein and mesenteric vein thrombosis. He had a monozygotic twin brother who was also in re-mission with Crohn`s disease. The patient showed protein C and protein S deficiencies; however, he recovered with early anti-coagulation therapy. (Korean J Med 2013;84:713-717)