영어 읽기 능력 모형의 구성 타당도 연구

장재학(Chang, Jaehak) 팬코리아영어교육학회(구 영남영어교육학회) 2008 영어교육연구 Vol.20 No.4

The purpose of this study was to examine the adequacy of models of L2 reading ability. The models being examined in the current study include two interactive models of L2 reading: (1) simultaneous processing model and (2) interactivecompensatory model. Both models were hypothesized to involve the interaction between bottom-up processing and top-down processing. Each processing was also hypothesized to involve several reading skills (e.g., understanding gist, understanding details, inferencing). The participants were 1,743 students. Most of them were secondary school students. They took a 30-item reading test designed to examine the plausibility of interactive reading models. The analyses of confirmatory factor analysis suggested that the simultaneous processing model of L2 reading might be more plausible than the interactive-compensatory model. Finally, some limitations of the current study and some suggestions for the further study are addressed.

대학수학능력시험 영어 영역의 구인 및 문항 연구

장재학 ( Chang Jaehak ) 한국중등영어교육학회 2018 중등영어교육 Vol.11 No.3

The purpose of this study is to investigate the plausibility of constructs and item types in the English section of College Scholastic Aptitude Test (CSAT). To this aim, this study examined the test constructs and item types of the English sections of the 2012, 2014 & 2018 CSAT. It was found that the constructs of the English section of the 2012 CSAT could be explained by knowledge of lexis & grammar, and literal & inferential comprehension skills. The constructs of the English section of the 2014 CSAT and 2018 CSAT, on the other hand, were mostly based on the achievements standards set forth by the 2009 Revised National Curriculum. Among others, the achievement standards focused on the ability to understand main ideas & details, and the ability to use textual & functional knowledge appropriately in communication situations. Some discussions on the appropriateness of item types designed to measure the aforementioned constructs will follow. Some suggestions for the further study are also addressed.

BICS와 CALP 모형의 타당도 연구

장재학 ( Jaehak Chang ) 한국중등영어교육학회 2015 중등영어교육 Vol.8 No.2

This study examines the adequacy of Cummins`` model of Basic Interpersonal Communicative Skill (BICS) and Cognitive Academic Language Proficiency(CALP). It was hypothesized that Cummins`` notions of BICS and CALP are very similar to those depicted in two different content domains of the English Curriculum of Korea for the secondary schools, which are called conversational English and academic English. It is important to examine the plausibility of the conceptual distinction of BICS and CALP because high-stake English tests like National English Ability Test, Level-Differentiated College Scholastic Aptitude Test, and Nationwide Listening Comprehension Test have been based on the national curriculum and designed to measure students`` ability to use conversational and academic English. To this aim, data were collected from 205 high school students. After a series of confirmatory factor analyses, the present study found evidence of the construct validity of Cummins`` model of BICS and CALP, or the conceptual distinction of conversational and academic English. Lastly, detailed findings and suggestions for further research will be discussed.

다중집단분석을 활용한 읽기 처리 과정 모형의 타당도 연구

장재학 ( Chang,Jaehak ) 한국중등영어교육학회 2017 중등영어교육 Vol.10 No.3

The purpose of this study was to examine the construct validity of models of L2 reading processes. To do this, the current study utilized a series of confirmatory factor analyses(CFAs) and multigroup CFAs. The models examined in the present study were (1) simultaneous processing model and (2) interactive-compensatory model. Both models were hypothesized to involve the interaction between top-down and bottom-up processing. The participants were 1,716 students. Most of them were secondary school students, and they were given a 30-item reading test designed to examine the adequacy of models of L2 reading processes. The results of CFAs suggested that the simultaneous processing model of L2 reading might be more plausible than the interactive-compensatory model as far as the whole group is concerned. The results also suggested that the simultaneous processing model might also work better for the high-level students, and that the interactive-compensatory model might be more plausible for the low-level students. Finally, some suggestions for the further study are addressed.

EBSe와 SNS를 이용한 학습지도가 학습자들의 쓰기 능력에 미치는 효과 연구

강소연 ( Soyeon Kang ),장재학 ( Jaehak Chang ) 한국중등영어교육학회 2015 중등영어교육 Vol.8 No.1

The purpose of this study is to investigate the effectiveness of Englishwiring activities using SNS, especially Facebook and EBSe writingprogram. To this end, during 10 lessons spanning over five weeks, a totalof 54 high school students were assigned to one of the following threegroups: 1) a group that practiced with EBSe NEAT writing program, 2) agroup that completed tasks through Facebook, and 3) a control group thatreceived lecture-style instruction without having to complete any writingtasks. Each student``s writing sample was assessed before and after theexperiment as a pre-test and a post-test. The results of the studyindicate that the group that used Facebook for their writing activitiesshowed significantly greater improvements than the group that used theEBSe program or the control group. Based on the results, this studysuggests that the development of appropriate writing activities using SNSis needed.

한국 초등학생들의 영어 자음군 발음 습득에 나타나는 유표적 특성 연구

김광(Kim, Kwang),장재학(Chang, Jaehak) 팬코리아영어교육학회(구 영남영어교육학회) 2012 영어교육연구 Vol.24 No.2

This study, utilizing Pearson’s χ²’ test statistics, examines the plausibility of the markedness hypotheses with respect to the pronunciation errors of second language (L2) learners on English consonant clusters. To this aim, a total of 792 units of consonant clusters were given to 12 six grade elementary school students, and their pronunciation data were analyzed by a digital audio analyzer called GoldWave v5.58 and IBM SPSS Statistics 20.0. The findings are as follows: 1) Korean EFL elementary school learners make more errors at coda positions than onsets; 2) They make more vowel insertion errors at onsets, while they make consonant deletion errors at codas; 3) More errors are made in long consonant clusters than short ones; and 4) They show more errors with sentence lists than word lists. These findings support the plausibility for the markedness theory: less marked structures are easier to acquire than more marked structures. The results of this study also suggest that the position of consonant clusters is the best predictor of L2 learners’ pronunciation errors on English consonant clusters. Some limitations of this study and some suggestions for the further studies will also be discussed.

고등학교 영어평가 관련 이슈에 대한 교사들의 의견 조사 연구

박태준 ( Park Taejoon ),장재학 ( Chang Jaehak ) 한국중등영어교육학회 2016 중등영어교육 Vol.9 No.4

This study aimed to seek high school English teachers` opinions on various issues related to classroom assessment in secondary school in Korea. For the purpose of this study, in-depth interviews were conducted with 21 high school English teachers from across the country. The results of the present study revealed that government`s assessment policies such as College Scholastic Ability Test (CSAT) have tremendous impact on English education at the classroom level. This calls for the need to consider including items directly assessing students` productive skills (i.e., speaking and writing) in the English section of CSAT, given the expected positive washback effect on classroom practice. Another noteworthy point is that implementing speaking performance assessment in secondary school is considered difficult by many teachers due to some inherent issues associated with scoring students` speaking performance (e.g., issues of reliability). Based on the results of this study, some suggestions on what needs to done to facilitate communicative English education in secondary school were made.

고등학교 학습자들의 영어 수준에 따른 탈동기화 원인 비교 연구

강소연 ( Kang Soyeon ),장재학 ( Chang Jaehak ) 한국중등영어교육학회 2017 중등영어교육 Vol.10 No.2

The purpose of this study is to investigate the factors of motivation and the reasons for demotivation of Korean high school students, depending on their academic achievement. Twenty seven items related to motivation factors, and thirty four items related to demotivation factors, were asked of fifty seven high school students in Kangwon province in this survey. The t-test revealed that the higher level students reported higher levels than the lower level students of motivation in instrumental orientation, integrative orientation, motivational intensity, self-confidence, ideal L2 self, and ought-to L2 self. The regression analysis between English academic achievement and motivation showed that the ideal L2 self was the most statistically significant with English ability. In addition, the result showed that reduced self-confidence, as well as the difficulty of learning English and textbooks, statistically affected students` demotivation for English learning whereas teachers, inadequate learning environment, attitudes toward group members and community did not. Based on these findings, some suggestions for successful English education by motivating students are provided, along with the limitations of the study at the end.

애니메이션을 활용한 초등 영어 쓰기 지도 효과 연구

고민규(Ko, Min Gyu),장재학(Chang, Jaehak) 한국영어어문교육학회 2012 영어어문교육 Vol.18 No.2

The purpose of the present study is to examine the degree to which the writing instruction using animations has effects on the writing performance of 4th year elementary school students. This study also examined the effects of the animation-based writing instruction on the interest and confidence of those students. To this aim, the present study utilized a set of writing tests and questionnaires before and after the instruction. The data were collected from 63 elementary school students. The data were then analyzed using a series of statistical analyses. The results suggested that the students who received the writing instruction using animations performed significantly better on the writing test than those who received the textbook-based instruction. The results also suggested that those who received the animation-based instruction showed more positive interest and confidence on English and English learning. Finally, limitations of the present study and suggestions for further studies are discussed at the end of the paper.

중학교 3학년 교과서에 실린 대화문의 화용론적 연구

주현주 ( Hyunju Ju ),장재학 ( Jaehak Chang ) 한국중등영어교육학회 2012 중등영어교육 Vol.5 No.1

The present study attempted to analyze textbooks from a pragmatic perspective to find whether the dialogues are presented authentically in comparison to actual English used by native speakers. First, we looked into the dialogues in terms of ``request`` and ``refusal`` speech acts through the most adopted 9 kinds of middle school third year textbooks. Second, we had 20 English native speakers and 15 Korean middle school students in the 3rd grade fill out the questionnaire. The questionnaire consists of 14 questions on requests and refusals in a wide variety of social factorsbased on social power and distance. Main findings of this study are as follows: the patterns of English native speakers`` speech acts on requests are presented in almost similar ways to middle school textbooks. It proves that textbooks provide very desirable expressions and ideas which reflect pragmatic importance and effectiveness. The current middle school textbooks, however, don``t pay much attention to teach diverse expressions about refusals by just covering a few or similar patterns. Finally, middle school textbooks are generally limited to the story of families, friends, and school lives. Even though there are some dialogues which are not concerned about three familiar topics to students, they don``t supply specific and enough description of each situation. This lack of explanation tends to prevent students from learning multiple variables they can belong to in social relationship.