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한미향(Han Mihyang) 팬코리아영어교육학회(구 영남영어교육학회) 2007 영어교육연구 Vol.19 No.3
This study explores collocation competence of Korean EFL learners at the college level and their problem-solving processes by analysing their responses to a collocation test and their common errors in performing the test. 157 university freshmen participated in the study and they were divided into three different groups based on their TOEIC test scores. The collocation test consisted of 20 items of four categories: verb+noun, adjective+noun, noun+verb and adverb+verb. Each item required the learners to judge the appropriateness of the collocational phrases given in the context. The results showed that there was no significant difference among the three groups in the performance of the collocation test. In addition, the most difficult items were related to the adjective+noun type and the verb+noun type. Lastly, most students depended on guessing strategies to cope with the collocation task. The findings suggest that acceptable and frequent collocational expressions should be included in a syllabus for EFL college students and more explicit collocation teaching and learning is required to improve their collocation competence.
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은유 개념화의 한국 대학생 다어 동사 사용에 미치는 효과
한미향(Han, Mihyang) 언어과학회 2016 언어과학연구 Vol.0 No.76
This study examined the effect of conceptual metaphors of orientational particles on the short-term memory, the meaning prediction, and the long-term retention of multi-word verbs. The control group received a traditional instruction in which they were asked to memorize forty multi-world verbs composed of six target particles, which were given in a sentence list. In the experimental group, the same verbs were explained along with the image schema of the particles. Right after the thirty-minute instruction, a multi-word verb test was administerd. For delayed effect, the same test was conducted after three weeks. There was no statistically significant difference between the two groups` performances on both tests. It was suggested that the training session was too short for the experimental group to process the multi-word verbs with the conceptual metaphors of the particles, which could be a more cognitive burden to the learners.
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Summary Processes of an English Native and an ESL Learner at the College level
Han Mihyang(한미향) 새한영어영문학회 2005 새한영어영문학 Vol.47 No.3
영어 요약과정은 영어에 대한 언어적 지식뿐 아니라 텍스트의 의미를 파악, 분석, 종합하는 등의 인지적 사고 능력을 필요로 한다. 이런 점에서 요약 과제는 영어 읽기와 쓰기 학습을 증진시키기 위해서, 특히 대학과정에서 학습자의 학문적 능력을 향상시키기 위해 유용하다. 그러나 대부분의 영어학습자들은 이러한 요약 과제를 상당히 어려워하는 실정이다. 본 연구에서는 영어원어민과 ESL 대학생의 요약 과정을 비교하고 그 유사점과 차이점을 분석하여 ESL 학습자의 요약 과제 수행의 어려움을 밝혀보고자 하였다. 구두보고와 사후면접, 그리고 실험 참여자의 요약문을 분석한 결과, 유사점으로 두 참여자 모두 요약 과정에서 담화 수준의 텍스트 처리를 보였다. 한편, 영어원어민은 주도적이며 상호작용적 요약 전략을, 특히 요약 내용을 계획, 평가하는 상위인지 전략을 사용하였다. 그러나 ESL 학습자는 텍스트 정보에 치중하였으며, 텍스트 내 단어나 표현을 그대로 쓰거나 조합하였으며, 텍스트 내용을 일반화하거나 간결한 자신의 영어표현으로 만들지 못하였다. 영어학습자의 읽기와 쓰기 능력, 분석적 종합적 사고능력을 높일 수 있는 보다 효과적인 요약 훈련이 요구된다.
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한미향 ( Han¸ Mihyang ) 한국현대언어학회 2021 언어연구 Vol.37 No.1
This study examines the use of discourse markers in English presentations by first-year university students in Korea. A total of forty-eight students made three-minute speeches about both education and social issues. Their speeches were analyzed regarding discourse marker types and the effects of speech topics and English proficiency. The results reveal that they rarely used discourse markers in their speeches and the frequently employed types were referential and structural markers. The education issue more familiar to them led to more use of discourse markers. In addition, the difference in English proficiency did not affect employing discourse markers. It is suggested that EFL learners’ pragmatic knowledge be improved through sufficient input and output of discours markers. (Jinju National University of Education)
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Han, Mihyang 새한영어영문학회 2008 새한영어영문학 Vol.50 No.2
This study explored the effect of vocabulary ability and English proficiency on VLS use of Korean EFL college students. The main data were collected from a vocabulary test, a TOEIC and a VLS questionnaire performed by fifty participants. The results revealed some noticeable patterns of their VLS use and significant group differences. Overall, cognitively less demanding strategies such as discovery and memory strategies were more frequently employed than cognitive and metacognitive strategies. In addition, High group in terms of both vocabulary ability and English proficiency used a wide range of VLSs, especially cognitive and metacognitive strategies. This implies that vocabulary ability and English proficiency are closely related to VLS use. Pedagogical implications were suggested for vocabulary strategy learning and teaching in the EFL context.
KCI
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