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이경랑(Lee Kyoung Rang) 팬코리아영어교육학회 2009 영어교육연구 Vol.21 No.4
This study aims to examine whether it helps EFL learners improve their reading comprehension to provide additional information while reading Accordingly, in order to explore how the additional information should be presented and what kind of information should be included, the Korean university students are randomly assigned to one of the four groups (1) reading a text with the topic sentences in an advance organizer, (2) reading a text with the enhanced topic sentences, (3) reading a text with the list of new words and their meaning, and (4) reading a text without additional information Those who read with additional information used more before-reading strategies than those without it Those who read with the word list received higher reading comprehension scores than the other groups Providing additional information explicitly in a graphic organizer was more effective to help them comprehend and remember the text than implicitly as enhanced input or than not providing anything Interpretations and suggestions are given
이경랑(Lee, Kyoung Rang) 팬코리아영어교육학회(구 영남영어교육학회) 2011 영어교육연구 Vol.23 No.1
This study aimed to provide an overview of the research on second language learning strategies which has been conducted for about 30 years. Based on the representative researchers’ works in the field of second language learning strategies, such as Rubin (1975, 2005), Stern (1975), Oxford (1990, 1993a, 1996), O’Malley and Chamot (1990), and Chamot (1999, 2005), this study outlined the previous research classifying the characteristics of it as beginning (from the mid-70s to the mid-80s), growing (from the mid-80s to the mid-90s), and maturing (from the mid-90s to now). While the researchers were interested in the differences between good language learners and poor language learners in the beginning period, they made great efforts to create objective tools to classify and assess learners’ language learning strategies in the growing period. In the maturing period, they tried to triangulate various methods to understand learners’ use of learning strategies, as well as to teach what strategies to use and how to use them appropriately for a given task in a more individualized way. Descriptions and discussions of respective periods are given, as are further potential research directions.
이인의 ( Inui Lee ),권순일 ( Soonil Kwon ),이경랑 ( Kyoung-rang Lee ),김수연 ( Soo-yoon Kim ) 한국정보처리학회 2012 한국정보처리학회 학술대회논문집 Vol.19 No.2
본 연구에서는 사용자의 성격패턴을 사용자의 대화음성 정보만으로 자동 분류할 수 있는 방법과 이를 기반으로 사용자의 성격 맞춤형 학습전략을 적용하는 애플리케이션을 개발하는 것을 목적으로 하였다. 음성대화 속의 발화된 말의 빠르기(speech rate)나 말소리의 크기, 기본주파수(fundamental frequency)의 값과 그들의 변화패턴, 그리고 묵음구간의 여러 가지 통계적 정보 같은 비언어적 단서를 활용하여 성격패턴을 최고 86.3% 까지 정확하게 인식해 낼 수 있었다. 또한 성격 별 영어단어 학습방법을 개발하여 사전 및 사후테스트를 기반으로 실험한 결과 약 24% 성적 향상을 보였다. 이 연구를 통해 확보되는 원천기술은 각종 에듀테인먼트 콘텐츠에는 물론 로봇과의 대화시스템, 치료나 재활을 위한 기능성 콘텐츠 등에 유용하게 사용될 것 이다.