匈奴·鮮卑 銅鍑의 특징과 변천

이해련 부산고고학회 2014 고고광장 Vol.- No.14

Bronze caldron is the cooking utensil of ancient northern races shown in the whole area ofthe Northern Eurasia. According to Chinese researchers, bronze caldron is an utensil made inthe northern part of China as the special container manufactured by nomads in the northeasternregion of China by introducing bronze manufacturing technologies of China, and it is said thatit had been spread to the West after its emergence in the northern region of China as the cookingutensil of nomads such as the Huns and Xianbei, etc. This paper is the writing reviewed on bronze caldrons of the Huns and Xianbei with bronzecaldrons excavated after the era of the Western Han in the Mongolian and Chinese regions as itstarget. Bronze caldron can be divided into four types in accordance with the fact whether there is anyleg-type mount or not and the form of ear, and it can be subdivided as per whether any patternis existed in the main body part. It can be classified as follows: Type Ⅰis the bronze caldron which has its leg-type mount andwhose square ears are attached to its mouth, type Ⅱ is the one which has its leg-type mount andwhose hemispherical ears are attached to the mouth, type Ⅲ is the one which has no leg-typemount and has square ears attached, and type Ⅳ is the one which has no leg-type mount andhas hemispherical ears attached. Therefore, if it is divided on the basis of these features, the bronze caldron of the Hun is characterizedwith its leg-type mount, small ornaments located near square ears in the shape of threeprongedfork(山), and round linear pattern ornaments at its deep middle part similar to theglobular shape, and through holes of leg-type mount which are shaped as small triangles. Althoughexample of the bronze caldron which has leg-type mounts and hemispherical ears attachedto its mouth is extremely rare, two slightly protruded lines on the surface of caldron aresurrounded around hemispherically shaped main body. The bronze caldron which has no leg-type mount and to which hemispherical ears are attached is featured with round linear patternornaments in the long main body of caldron with deep middle part type, or small ornaments attachedto the ear that was attached to its mouth in case of the bronze caldron with no pattern. Bronze caldron of the Xianbei is characterized with its leg-type mount, no small ornament atthe side of square ear in the shape of three-pronged fork(山) or vestige of the ornament, and nopattern at the deep middle part of the long main body of caldron. There are triangle or squarethrough holes at the through hole location of leg-type mount. Except for the article excavated atthe old tomb in Zhalainuo'er(Jalainur), Inner Mongolia that has leg-type mounts and hemisphericalears attached to the mouth, all of them have no pattern at the deep middle part. The bronzecaldron which has no leg-type mount and hemispherical ears attached has linear pattern ornamentsat the top of deep middle part. That is, it may be said that types ⅠA, ⅡA, ⅢA and ⅣA have the features of the Huns bronze caldron, and types ⅠB, ⅡB, ⅢB, ⅣB and ⅣC have the features of Xianbei bronze caldron. 銅鍑은 북방 유라시아 일대에 보이는 고대 북방 민족의 취사도구이다. 중국 연구자들에 의하면중국의 북부에서 유목민이 중국의 청동 제작 기술을 도입하여 만든 특수한 용기가 동복이며, 흉노·선비 등 유목민족의 취사도구로 중국 북방 지역에서 출현해서 서방으로 전파되었다고 한다. 이 글은 서한 시기 이후 몽골과 중국 지역에서 출토된 흉노와 선비 동복에 대하여 검토한 글이다. 동복은 대각의 유무, 귀의 형태에 따라 4가지 유형으로 나눌 수 있고, 동체 부의 문양 유무에 따라 세분할 수 있다. Ⅰ형은 대각이 있고 구연에 方形耳가 붙은 것, Ⅱ형은 대각이 있고 구연에 半圜耳가 붙은 것, Ⅲ형은 대각이 없고 方形耳가 붙은 것, Ⅳ형은 대각이 없고 半圜耳가 붙은 것으로 나눌 수 있다. 따라서 이런 한 특징으로 나누어 보면 흉노 동복은 대각이 있고,「 山」자 모양의 方形耳 옆에 작은장식이 있고, 구형에 가까운 심복에 弧弦紋이 장식되어 있고, 대각의 투창은 작은 삼각형인 것이 특징이다. 대각이 있고 구연에 半圜耳가 붙은 것은 예가 극히 드물지만 반구형의 동체에 두 줄의 돌대가 돌아간다. 대각이 없고 半圜耳가 붙은 것은 장동의 심복형 동체에 호선문이 장식되어 있는 것,무문일 경우는 구연에 붙은 귀에 작은 장식이 붙는 특징이 있다. 선비 동복은 대각이 있고「 山」자 모양의 方形耳 옆에 작은 장식이 없거나 흔적이 있고, 장동의 심복에 무문이 특징이다. 대각의 투창은 삼각형 혹은 방형이다. 대각이 있고 구연에 半圜耳가 붙은 것은 內蒙古 扎賚諾爾古墓 출토품을 제외하면 모두 심복에 무문이다. 대각이 없고 半圜耳가 붙은 것은 심복에 동체 상부에 선문 장식이 있다. 즉 ⅠA, ⅡA, ⅢA, ⅣA는 흉노 동복의 특징을 가지고 있으며, ⅠB, ⅡB, ⅢB, ⅣB, ⅣC는 선비 동복의 특징을 가지고 있다고 할 수 있다.

온라인 비실시간 영문법 수업의 효과 —문법 항목의 선택을 중심으로

이해련 한국중앙영어영문학회 2023 영어영문학연구 Vol.65 No.2

This study aims to investigate the differences in learners’ English grammar achievement by an online asynchronous class group and face-to-face class group, preferred teaching method for English grammar items in the post-COVID era, and the learners’ perception of online asynchronous classes. To this end, 64 students from the online asynchronous class group and 46 students from the face-to-face class group, totaling 110 students were evaluated and surveyed. The results are as follows: First, the online asynchronous class group showed higher achievement than the face-to-face class group in most grammar items except for the type of verb, but there was no statistically significant difference. Secondly, about half of the respondents did not care about online and face-to-face teaching, but the grammar items of the respondents who chose more online asynchronous lectures were subject-verb agreement/tense/voice, noun/pronoun, and adjective/adverb. The appropriate number of online asynchronous classes for English grammar items was 3-5 times a semester, with 20 minutes being selected the most. This research has significance in that the findings can be used as a basic reference for the design and operation of hybrid online and offline English grammar learning.

플립러닝을 활용한 대학 영어문법 수업의 효과에 대한 연구

이해련 미래영어영문학회 2018 미래영어영문학회 학술대회 자료집 Vol.2018 No.12

특수목적영어 교양교육의 교수모형 개발 및 효과에 관한 연구 — 광고홍보영어를 중심으로

이해련 한국중앙영어영문학회 2021 영어영문학연구 Vol.63 No.1

The purpose of this study is to set up a teaching model of English for Specific Purposes (ESP) for liberal education, and to verify its effectiveness by developing class materials for English for Advertising and Public Relations and applying them directly in ESP classes. For the purpose of this study, a teaching model of ESP for liberal education was designed in three stages: input – content-based language instruction – task and project. The Advertising and PR English textbook is composed of seven themes, two units for each subject, and each unit consists of vocabulary, the main content and group activities. In order to examine the effectiveness of the model, a total of twenty-six university students who participated in the classes of English for Advertising and PR were questioned in the survey. The results of the questionnaire showed that the participants showed the highest satisfaction with the teaching method, and were also quite satisfied with small group activities and Havruta learning activities. In particular, they identified with the fact that they learned terms related to their major which helped them obtain professional knowledge. However, low satisfaction was expressed with the difficulty of the class textbook. Practical implications for effective ESP education were suggested.

토익집중 프로그램에 참가한 마이스터고 학생들의 학습동기 및 탈동기 연구

이해련 한국중앙영어영문학회 2022 영어영문학연구 Vol.64 No.2

This study aims to investigate the differences in Meister high school students’ learning motivation and demotivation factors according to their grade, English proficiency, and English improvement. The participants are 86 students who attended a three-week intensive TOEIC program. A questionnaire survey and mock TOEIC scores were used for data collection. The findings reveal that 1) in terms of learning motivation second grade students’ instructional motivation level was significantly higher than that of the first grade, and among the demotivation factors, the second grade participants’ learner factor, in-class environmental factor and out-of-class environmental factor were found to have a higher mean difference, 2) there was no significant difference in the learning motivation level between groups classified by English proficiency but the lower English proficiency group showed significantly higher levels of demotivation in the learner factor than that of the upper group, 3) there was no significant difference in the learning motivation and demotivation levels between groups in the TOEIC score improvement, and 4) while employment was the main motivation for TOEIC study, the difficulty of studying TOEIC vocabulary, grammar, and listening was the primary source of demotivation. Also, some suggestions for remotivation were provided.

오르도스 청동기시대 유물 : (1) 토기

이해련 한국고고학회 2006 한국고고학전국대회 발표문 Vol.- No.30

정의적 요인과 구두 의사소통능력간의 관계: 불안감, 학습동기와 의사소통의지를 중심으로

이해련 ( Lee Hae-ryeon ),김우형 ( Kim Woo-hyung ) 대한영어영문학회 2006 영어영문학연구 Vol.32 No.1

The purpose of this study is to investigate the correlations between affective variables and communicative language ability of university students who are learning English as a Foreign Language(EFL) in Korea. The results of the study based on descriptive statistics, factor analysis, reliability coefficients, correlation coefficients, and multiple regression analysis, indicate that high willingness to communicate, internal motivation, low general anxiety and communicative anxiety were affective variables which influence foreign language oral proficiency. In addition, the analysis revealed that Korean female students showed higher rates of communicative anxiety, motivation and willingness to communicate than male students, and students in higher grades of schooling showed slightly higher rates of motivation and willingness to communicate outside the classroom. The current study recognizes the potential for using affective variables as a strategic approach to develop communicative language ability. (Seowon UniversityㆍKeimyung University)

협동학습이 EFL학습자의 의사소통불안과 의사소통의지에 미치는 영향

이해련(Hae-Ryeon Lee) 한국중원언어학회 2015 언어학연구 Vol.0 No.35

The purpose of this study (n = 60) was to investigate the effects of EFL students’ cooperative learning on their communication apprehension (CA) and willingness to communicate (WTC) in English. Cooperative learning activities in English reading were administered for one semester, and data were gathered with a packet of questionnaires to measure the participants’ levels of CA and WTC. Oral interviews were also conducted to examine their perceptions on the cooperative learning. Based on the data analysis by the PASW statistics 18 and the coding system, it was found that cooperative learning has educational benefits in reducing CA and increasing WTC, both in dyad and in small groups, but their CA and WTC in dyads were higher than in small groups. Most participants showed greater preference for the cooperative learning activities for various reasons: Cooperative learning was more fun and more likely to improve their reading comprehension and concentration. A few, however, felt great pressure because of the awkward and inconvenient relationship with new or unfamiliar members. At the end of the study, some pedagogical implications for English education were suggested.

온라인 TOEIC 듣기 과제활동이 성취도에 미치는 영향

이해련(Hae-Ryeon Lee) 한국중원언어학회 2016 언어학연구 Vol.0 No.39

The purposes of this study were to investigate the effects of Korean EFL students’ on-line TOEIC listening practice on each part of TOEIC LC achievement, and to examine their perceptions on the online listening experiences. The experimental group (n=30) participated in on-line TOEIC listening practices over 11 weeks, while the control group (n=30) took off-line TOEIC listening classes in a classroom for the same amount of time. For data collection, this study employed a questionnaire, oral interviews, and two sets of simulated TOEIC listening tests. It was found that the control group, as expected, achieved higher scores than the experimental group. The experimental group did not show significant improvements in total scores, but online listening practice had meaningful effects on the scores of part 2 and part 3. Most participants in the experimental group considered the repeated listening practice as the advantage of online listening. A few of them, however, reported the inconvenient use of the Internet and frequent system errors as a disadvantage. At the end of this study, some pedagogical implications for English education were suggested.

영어집중 프로그램에 참여한 대학생들의 자율성과 토익 성취도의 관계 분석

이해련(Hae-Ryeon Lee) 한국중원언어학회 2020 언어학연구 Vol.0 No.56

This study aims to investigate whether Korean college students’ autonomy would relate to their TOEIC scores. Sixty-seven participants in the three-week TOEIC intensive program were divided into two groups according to their English proficiency and TOEIC score improvement. For data collection, a questionnaire survey, in-depth interviews, and TOEIC scores were used. Based on the data analysis, it was found that 1) the upper group in English proficiency showed higher learning responsibility by directly finding the meaning of words they did not know and higher confidence in improving their listening skills, 2) the lower group in TOEIC score improvement was more inclined to know grammar that they did not know whereas the upper group was more confident in reading, vocabulary, and study habits, and 3) the majority of participants in the lower group in English proficiency responded that they did not know how to study TOEIC, and the lower group in TOEIC score improvement expressed a lack of confidence in improving TOEIC listening skills. Practical implications for fostering autonomy in the TOEIC intensive program were suggested.