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- 저자 : 엄철주 ( Uhm Chuljoo ) (검색결과 2 건)
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이승한 ( Seunghan Lee ),엄철주 ( Chuljoo Uhm ) 아시아문화학술원 2018 인문사회 21 Vol.9 No.5
상위담화표지는 필자와 독자와의 관계를 이해하는데 필수적인 요소이다. 본 연구는 상위담화표지의 유·무가 한국인 영어 중급·상급 학습자들의 독해 능력에 영향을 미치고 있는 지에 대해 논의한다. 이에, 총 88명의 실험 참가자들은 그들의 영어 숙달도와 상위담화표지의 유·무에 따라 네 집단으로 나뉘어져, 주어진 독해 지문을 읽고 이해도를 측정하는 11개의 질문지에 답하였다. 독립표본 t-검정결과에 따르면 중급과 상급 영어 학습자들의 독해 능력은 상위담화표지의 유·무에 따른 영향을 받지 않는 것으로 나타났다. 그러나 이원 분산 분석의 결과, 오직 영어 학습자의 숙달도만이 독해 능력에 영향을 미치는 유의미한 변인임이 확인되었다. Metadiscourse markers are considered as an indispensable element to lead us to a fully satisfactory understanding for the relationship between a writer and reader. This study aims to investigate the effect of metadiscourse markers on reading comprehension (with two levels of proficiency: intermediate and high) when faced two text types (metadiscourse- enriched and metadiscourse-removed texts). To this end, a total of eighty-eight participants was divided into four groups based on their English proficiency and text types, and asked to answer eleven comprehension check-up questions after reading the given texts. According to two-independent samples t test, there was no significant difference within both intermediate and advanced groups regardless of whether the metadiscourse markers are given in texts. However, another result drawn from two-way analysis of variance underlines the claim that only learners' proficiency level benefits more from the presence of the metadiscourse markers.
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대학 온라인 교양영어에서 교수자와 학습자의 상호작용, 자기주도학습력, 과제가치 및 수업몰입의 구조적 관계
정소영 ( Jeong Soyoung ),엄철주 ( Uhm Chuljoo ) 대한언어학회 2021 언어학 Vol.29 No.3
The purpose of this study was to identify the structural relationships and the mediating effects among instructor-learner interaction, self-directed learning ability, and task value influencing learning flow in online college English courses. For this purpose, a web survey was administered to 252 university students who attended classes in the spring semester of 2020. The data was analyzed using structural equation modeling, and the mediating effect was verified by the Sobel test. The major findings are as follows. First, the structural relationship among the variables was established except for self-directed learning ability. Second, self-directed learning ability and task value had positive effects on the learning flow. Third, instructor-learner interaction had a significant effect on the learning flow by mediating learners' task value. In conclusion, in order to encourage university students to be engaged in the class, it is necessary to prepare teaching and learning methods to improve self-directed learning ability and the perception of task value based on interaction with learners.
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