일부 여고생 개인위생의 실천에 관한 조사 연구

심영숙,Shim Young Sook 대한간호협회 1981 대한간호 Vol.20 No.1

This research on practice of personal hygiene of Girl''s High School Student in Korea who made with sampling randomly 570 freshmen of 4 girl''s high school in Taegu city from the date of 1st to 30th of May 1980. The results are summarized into 13 items as

한국, 중국, 일본의 세계영어 연구 경향 분석

심영숙(Shim Youngsook) 한국사회언어학회 2014 사회언어학 Vol.22 No.3

The objective of this paper is to provide an overview of research findings on world Englishes in the context of Korean, Chinese, and Japanese societies, based on an analysis of 89 research articles published in two international journals, World Englishes and English Today, between 2005 and 2014. After a careful review of them, the articles were classified into four important topic areas: the local variety, including language users’ attitudes toward it and its linguistic characteristics (36%); other varieties of world Englishes, with subcategories of perception, education, and intelligibility of those varieties (17%); English use in the given social context, further categorized into descriptive analysis and critical analysis of English use (25%); English teaching and learning, including general EFL teaching/learning topics and English- medium instruction (18%); and others (4%). This paper presents important findings surrounding each topic area and further discusses their sociolinguistic implications and suggests future research direction.

세계영어에 대한 중등 영어교사 인식 연구

심영숙(Young-Sook Shim) 한국응용언어학회 2015 응용 언어학 Vol.31 No.1

This study aimed to explore how English teachers at Korean secondary schools perceive issues related to world Englishes. A total of 78 teachers completed an online questionnaire consisting of three parts: teachers’ attitudes toward their own pronunciation and the diverse accents used by English speakers around the world; teachers’ perceptions of world Englishes and Korean English; and teachers’ thoughts and opinions about integrating world Englishes into classroom teaching. Analysis of the survey data revealed the following findings. First, the teachers generally showed receptive attitudes toward the different accents of world Englishes speakers. Second, many of the teachers expressed a preference for the native-speaker model with regard to their own English accent, and displayed a tendency to view Korean English from the interlanguage perspective. Third, while the teachers agreed to some extent about the necessity of teaching world Englishes at secondary schools, they perceived that the introduction of world Englishes to the classroom would be difficult due to several factors, including the following: inadequate evaluation systems; underprepared curriculum, teaching materials, and teachers; lack of social recognition of world Englishes; and heavy workload for students. Fourth, the factors of age and length of stay abroad were found to cause statistical differences in the teachers’ perceptions. These findings were discussed in the social and educational context of Korea, and some pedagogical implications were also offered.

영어 읽기 협력학습에 나타난 학습자 상호작용 분석

심영숙(Shim, Young-Sook) 한국영어학학회 2009 영어학연구 Vol.- No.28

This study explored interactions in which Korean EFL students were involved during a collaborative reading activity. Forty-six university students enrolled in an English reading course were divided into 12 groups and participated in collaborative reading. Based on the scores of the collaborative reading activity, two groups (four students for each group) were selected for further analysis: a successful group (Group A) and less successful group (Group B). A discourse analysis of the groups' interaction, which was audiotaped and transcribed, showed that Group A is differentiated from Group B in a few aspects: Compared to Group B, (1) Group A had a larger number and more equal distribution of turns; (2) Group A was more likely to pay careful attention to the members' meaning-making processes and provide contingent and appropriate responses to them; (3) Group A tended to establish intersubjectivity more skillfully when discrepancies were identified; and (4) Group A formed a more supportive and encouraging environment for co-construction of meaning. The findings may provide useful information for instructors on how to help students become involved in more successful and effective collaboration in EFL reading classes.

영어매개강의에 대한 대학생 인식 연구

심영숙(Shim, Young-Sook) 한국영어학학회 2010 영어학연구 Vol.16 No.3

This article reports a study on Korean university students' perception of English-medium courses. Students in 6 English-medium classes completed a questionnaire consisting of open questions, multiple-choice questions, and Likert-scale items. Analyses of data, conducted qualitatively and quantitatively, revealed that students frequently mentioned 'level of understanding' and 'burden,' when they had negative attitude toward the class. On the other hand, when they talked about positive aspects of the course, 'satisfaction,' 'confidence,' and 'motivation' were the frequently mentioned themes. It was also found that students who voluntarily registered for the course tended to be more positive toward the course than the students who were required to take the course. In addition, students with high academic achievement showed more positive reactions to the course than those with low academic achievement, especially in the affective aspects. Based on the research findings, some suggestions were provided for English-medium instruction at the post-secondary level.

온라인 기사 댓글을 통해 살펴본 유아 영어교육 인식

심영숙(Shim, Young-Sook) 한국사회언어학회 2019 사회언어학 Vol.27 No.1

the Ministry of Education in Korea published a policy intended to ban English education in public kindergartens and day-care centers. The policy instantly sparked a strong backlash from the public, who voiced concerns and opposition to it in online news comments. This study analyzed 5,815 online news comments to identify public perception of the ban in particular and early childhood English education in general. The findings revealed that the number of opponents of the ban was much larger than that of supporters (85.1% vs. 14.9%). The opponents disapproved the ban for the following reasons. First, the ban would make parents turn to private education and eventually end up widening the gap between those who can afford it and those who cannot. Second, the ban clearly infringes on the basic right to get an education. Third, English is being taught through play-based curriculum, which causes little stress and emotional burdens for children despite the concerns of the government. On the other hand, the supporters underscored the role of parents and the importance of children s native tongue to back up their arguments for the ban. Overall, this study may provide insights about how to utilize online news comments to study public perception of English education.

세계영어 관점에서 본 대학수학능력시험 영어 영역

심영숙 ( Shim Young-sook ) 한국중등영어교육학회 2022 중등영어교육 Vol.15 No.2

This paper attempts to determine the extent to which ELF (English as a lingua franca) features are integrated into the English section of the CSAT (College Scholastic Ability Test). It analyzes the test items presented in the English sections of the CSATs administered for the academic years between 2015 and 2022. The findings are as follows: (1) almost all the dialogues and monologues in the listening tests involve inner circle speakers only; (2) all the sound files in the listening tests are recorded in American English; (3) most of the dialogues and monologues are thought to take place in inner circle countries; (4) communication strategies, which are commonly found in ELF interactions, are rarely used in the dialogues, and the strategies, if any, seem to have been included to assist test-takers’ understanding by highlighting the key information; and (5) some of the passages in the reading tests explicitly refer to cultures of global regions and inner circle regions, but only two passages contain cultural content of Korea. These findings suggest that the English section of the CSAT does not adequately incorporate ELF-oriented features in its test items. The paper concludes by discussing ELF-related suggestions for the future development of the English section of the CSAT.

세계영어에 관한 국내 연구 동향 분석

심영숙(Young-Sook Shim) 한국응용언어학회 2020 응용 언어학 Vol.36 No.3

This study examined research articles on World Englishes (WE) and English as a Lingua Franca (ELF) published in the Korean domestic journals. For the purpose of understanding the research trends in this academic field, a total of 158 articles were classified and coded in terms of the following areas: annual trend, type of journals, number of authors, research method, research type, research target, and research topic. The results showed that there existed an increasing trend in the number of articles in the past 15 years. A fair number of articles were published in journals specializing in English education, suggesting that WE is becoming a main concern among researchers in the field of English education. Singleauthored articles were far more than multiple-authored articles, and approximately 70% of the authors published only one article. In terms of research methods, the researchers conducted more empirical studies than theoretical studies, using quantitative methods more than qualitative methods or mixed methods. Among various research types, survey research and text (written or spoken) analysis research were the two most frequently used. As for the research target, undergraduate/graduate students were the most studied participants. Lastly, the most popular research topic was perceptions of and attitudes toward WE, followed by English teaching and learning. Based on the results, suggestions for future research are provided.

중학교 영어교과서의 ELF 관련 요소 분석

심영숙(Shim Young Sook) 한국사회언어학회 2015 사회언어학 Vol.23 No.3

This study examined how ELF‐oriented features were incorporated into English textbooks used in Korean middle schools. A total of 213 dialogues and 214 reading texts presented in 21 textbooks were analyzed from the perspective of English as a global language. The analysis of the data revealed the following findings. First, most of the textbook dialogues took place between either English native speakers or an English native speaker and a Korean speaker, with the number of dialogues involving non‐Korean ESL or EFL speakers remaining very low. Second, nearly all the audio‐recordings of the dialogues and the reading texts presented American English accent regardless of the nationalities and cultural backgrounds of the speakers or narrators in the materials. Lastly, a considerable portion of the reading texts contained topics or situations that can potentially enhance learnersʹ interculturality, though ELF‐related issues were rarely addressed in the texts. Based on the findings, this paper suggested some implications for ELF‐based English education in Korean context.

학습일기를 통한 대학생 영어학습자의 자기주도학습 관찰

심영숙(Shim, Young-Sook) 한국외국어교육학회 2008 Foreign languages education Vol.15 No.3

This article reports on research into self-directed English leaning of Korean university students, focusing on their motivation and metacognition. In general, university students in Korea undertake independent learning to improve their English competence outside the classroom, rather than relying on English courses provided by their universities. Although much of their English learning is self-directed, little has been known about how they carry out their out-of-class English learning. To obtain a better understanding of their self-directed learning, this study, employing a qualitative approach, analyzed reflective journals written by 25 university students during one semester. From the analysis, students’ motivation and metacognition emerged as important themes involved in the students’ self-directed learning. The findings of this study suggest that student motivation continuously ebbs and flows as a result of its complex interrelationship with contextual factors. In addition, it was found that students’ metacognitive knowledge played a crucial role in directing their out-of-class learning as students adopted learning strategies based on their metacognitive knowledge, which was again formed and revised in the course of their learning process. Finally, this article presents suggestions for promoting students’ self-directed English learning.