Hegel 人倫體의 宥和性에 關한 考察

崔省默 대한철학회 1979 哲學硏究 Vol.27 No.-

헤겔의 「 관찰하는 이성 」에 관한 현상학적 고찰

최성묵 한국헤겔학회 1988 헤겔연구 Vol.4 No.1

The Effect of Repeated Input of Videotaped Academic Lectures on Comprehension and Anxiety of Korean University Students

최성묵 팬코리아영어교육학회 2008 영어교육연구 Vol.20 No.3

Motivated by the escalating number of CBI courses whose primary medium of instruction is English language, the present study investigated the potential benefits of repeated input of videotaped academic lectures on comprehension and academic listening anxiety. The study also explored how precisely interpersonal listening ability predicts academic listening ability. Multiple statistical tools were utilized to analyze the data obtained from two groups of Korean university students. Data analyses revealed several pedagogically important findings. First, repeated input did not significantly enhance inference decisions in academic lectures, although it enhanced comprehension of main ideas and important details to a practically and statistically significant degree. Second, repeated input per se did not lower academic lecture listening anxiety to a practically and statistically significant extent. Lastly, interpersonal listening ability did not appear to be a potent predictor of academic lecture comprehension. Several pedagogical implications were proposed based on the findings.

주석, 작업기억력, 그리고 L2 어휘습득

최성묵 현대영미어문학회 2016 현대영미어문학 Vol.34 No.3

How the effects of glosses may vary as a function of L2 learners’ working memory capacity remains elusive. In order to address this problem, Korean 11th Graders (n=148) read an experimental text annotated with L1 or L2 glosses, or without glosses. Their working memory capacity was determined by a backward digit span test, while vocabulary knowledge was assessed by immediate and delayed vocabulary tests. The results showed that both L1 and L2 gloss conditions were significantly more effective than the no gloss condition in promoting short and long-term vocabulary gains, whereas no significant difference was observed between L1 and L2 gloss conditions. The results also indicated that working memory capacity significantly contributed to long-term gains only. No significant interaction effects were observed between gloss type (L1, L2, no gloss) and working memory capacity, suggesting that L2 learners with a high working memory span may acquire more words regardless of gloss type.

退·高 四七論考

최성묵 安東大學安東文化硏究所 1989 安東文化叢書 Vol.1 No.-

퇴계에 있어서의 사단칠정의 논리적 심화는 주지하는바 고봉과의 서신변론에 의한 것이다. 퇴계가 오십삼세 되던 명종 팔년 계축년(1553)에 정지운의 천명구도 가운데 「사단발어이칠정발어기」를 「사단이지발 칠정기지발」로 수정 공개함으로써 그 후 육년이 지나 명종 십사년 기미년(1559)에 고봉으로부터 이에 관한 질문서를 받은데서 발단된다. 그 후 두 분 간의 사칠논의에 관한 서신왕복이 무려 팔년간 계속되면서 이기에 관한 피차간에 의견의 차이가 어느 정도 조정은 되었으나 완전합일한 것은 아니었다. 그것은 퇴계도 고봉도 그 나름대로의 논리적 근거가 각각 있었기 때문이다. 이러한 사칠론에 관한 철저한 규명은 일찍 송대의 성리학에도 그 유례를 찾아볼 수 없다는 견지에서 조선조시대 유학의 발전적 특색이라 할 수 있다.

분사기업 발전방안에 관한 연구

최성묵 건국대학교 경영대학원 2001 論文集 Vol.12 No.-

The effect of accent on interpersonal and content-based listening comprehension of EFL high school students

최성묵 팬코리아영어교육학회 2010 영어교육연구 Vol.22 No.2

Despite the role of accent in listening comprehension, virtually no prior studies examined the effect of accent with Korean EFL high school students. Moreover, although it is important that high school students should be able to understand content-based listening passages, little is known in this regard. Therefore, the present study explored the effect of accent on listening comprehension of content-based as well as interpersonal texts. The quantitative data obtained from 195 second year EFL Korean high school students were analyzed using multiple statistical tools. Major findings are as follows. First, extending the findings of previous studies, the study documented that accent had different effects at the various levels of listening comprehension regardless of types of listening passages. Second, students with high proficiency consistently outperformed low proficiency counterparts regardless of accent difference and the types of listening passages as shown by the statistically insignificant interaction of accent and language proficiency. The findings of the study have implications for educational administrators, researchers, practitioners, and Korean EFL high school students.

Impact of Varying Pre-Listening Support on Listening Comprehension and Perceived Anxiety

최성묵 새한영어영문학회 2007 새한영어영문학 Vol.49 No.3

Impact of Varying Pre-Listening Support on Listening Comprehension and Perceived AnxietyChoi, Sung-mookQuantitative comparisons were made on the effectiveness of the two most frequently employed types of pre-listening support (i.e., repeated input and vocabulary instruction) on Korean high school students’ listening comprehension. In addition, learner’s perceived anxiety during listening was assessed via a questionnaire with 7-point bipolar scale. Major findings include that (a) repeated input significantly improved the students’ overall comprehension, (b) vocabulary instruction promoted the students’ general comprehension to a marginally significant degree, (c) vocabulary instruction was significantly detrimental to low proficiency students’ specific comprehension while the same instruction was beneficial for high proficiency students, and (d) both repeated input and vocabulary instruction substantially reduced listener anxiety regardless of learner proficiency. Pedagogical implications are drawn for EFL teachers and learners.

The Effect of Accent and Presentation Mode on Academic Discourse Comprehension at Two Different Grade Levels

최성묵 새한영어영문학회 2010 새한영어영문학 Vol.52 No.3

Despite the role of different accents of English and the contribution of academic listening, virtually no previous studies examined the developmental contour of academic listening skills and the effect of accent for advanced Korean EFL high school students. Accordingly, quantitative comparisons were made on the relationship between accent, presentation mode (spoken vs. written), and grade level. Two major findings were identified. First, in contrast to previous research findings, the advanced EFL participants were rarely affected by different accents of English regardless of their grade level, indicating that language proficiency is an important variable in interpreting the effect of accent. Second, academic listening skills of advanced EFL learners did not improve as much as their academic reading skills. The findings of the study have a direct bearing on EFL academic discourse comprehension and pedagogy.

Working Memory Capacity, Vocabulary Knowledge, and Reading Comprehension of EFL Learners

최성묵 팬코리아영어교육학회 2013 영어교육연구 Vol.25 No.1

This study examined the combined and relative predictive powers of working memory capacity (WMC) and vocabulary knowledge in literal and inferential reading comprehension of English as a foreign language (EFL) learners. To that end, forty-six university students in Korea performed a battery of tests: (a) the reading span task as a measure of WMC; (b) the Nelson-Denny Comprehension Test; and (c) the Vocabulary Test. Results showed that WMC and vocabulary knowledge accounted for 21.7% of the variance in literal reading comprehension scores with a medium effect size. With regard to inferential reading comprehension, vocabulary knowledge alone explained 33.1% of the variance with a large effect size. Concerning relative predictive values, WMC was more useful than vocabulary knowledge in explaining literal reading comprehension performance, whereas in inferential reading comprehension, text-specific vocabulary knowledge was the only significant predictor.