-Tul Marking as Cliticization

Kyung Rahn Kim 언어과학회 2011 언어과학연구 Vol.59 No.-

The purpose of this study is to explore the nature of -tul marking as a process of agreement. English- type verbal inflections are not available in Korean, but I propose -tul marking as a language-specific Agr realization. Number Agreement for plural subjects in Korean is optionally realized with the plural marker -tul, attached to lexical categories which are not to be pluralized. This language-specific syntactic process is a phonological realization of an Agr feature [+Pl], and this fact leads us to consider that -tul resembles subject clitics of the Hebrew and Romance languages. As argued in Safir (1986), Brandi and Cordin (1986), Agr feature is phonetically realized not only in verb endings but also in the syntactic Infl position through subject clitics. (Dankook University)

Korean Professor and Student Perceptions of the Efficacy of English-Medium Instruction

( Kyung Rahn Kim ) 경희대학교 언어정보연구소 2011 언어연구 Vol.28 No.3

The purpose of this study was to investigate the efficacy and problems of current EMI classes and to find an alternative model for them. The research was based on surveys in the form of questionnaires and interviews targeting 24 professors and 169 students from universities in the Seoul area. Three questions were posed for the study: (1) Can the efficacy of EMI classes change depending on different levels of English and subjects? (2) What are student preferences and professor views regarding EMI classes and what needs to be improved? (3) What are the successful features of EMI classes? Students and professors agreed on the necessity of EMI classes, but pointed out that improvements were needed for better efficacy. 60% of students in the beginner level classes and 24.6% of students in the intermediate level classes understood less than 70% of the course content. Thus, the majority of the students and professors preferred to have some portion of L1 as an expedient to help students understand complicated content. Most students in all levels opposed to have CBI classes because understanding their major subjects was the priority rather than English skills. Current EMI classes seemed to reduce efficacy since they might help students improve communication ability but interfere with their academic depth. (Dankook University)

University Student Perceptions on the Effects and Difficulties of L2 Expository Writing

Kyung-Rahn Kim(김경란) 학습자중심교과교육학회 2018 학습자중심교과교육연구 Vol.18 No.4

본 연구는 영어 논증적 글쓰기의 중요성, 효과 그리고 어려운 점에 대한 한국 대학생들의 인식을 조사하는데 중점을 두었다. 이를 위해 한국의 한 대학에서 필수과목으로 영어쓰기 수업을 수강한 11명의 학생들이 본 연구에 참여했다. 이 논문에 보고된 자료는 학생들이 교과목을 이수한 후에 실시된 반구조화 형식의 심층 면접을 통해 수집되었다. 전사된 면접 자료는 귀납적으로 분석되었고 주제에 따라 항목별로 정리되었다. 그 결과, 학생들은 영어쓰기 수업이 논증적 글쓰기 연습을 중심으로 이루어지는 것에 대한 필요성을 인식하고 있다는 점을 확인할 수 있었다. 논증적 글쓰기 연습이 영어 어휘력과 문장구성 능력의 향상, 그리고 동기 부여에 효과가 있다는 점들이 그 근거로 제시되었다. 나아가 논리적 사고와 비판적 사고능력 향상에도 도움을 주는 것으로 인식되고 있었다. 반면에 학생들은 영어 논증적 글쓰기에서 언어적 어려움을 피력했는데 자신의 생각을 영어로 정확하게, 구체적으로 표현하는 것을 가장 큰 부담으로 여기고 있었다. 이외에도 글쓰기에 필요한 배경지식과 논리적 사고의 부재가 어려움으로 인식되었다. This study aimed to examine Korean university students’ views on the importance, effects and difficulties of L2 (English) expository writing. The participants of this study were 11 Korean undergraduate students enrolled in a mandatory L2 writing class. The primary data reported in this article were collected from in-depth and semi-structured interviews after the end of the course (January and February of 2017). Transcripts of the interviews were analyzed inductively and categorized according to the themes. The study findings revealed that students placed importance on expository writing in L2 writing classes. The positive effects of expository writing could be seen in linguistic performance in that it served vocabulary and sentence development. It was also recognized that practice could enhance motivation for writing and improve logical and critical thinking skills. The inability to identify grammatical and correct expressions for specific situations appeared as the biggest limitation of students. Additionally, lack of background knowledge and logical thinking presented certain limitations.

Remedial Effects of the Integration of Reading and Writing

Kyung Rahn Kim 언어과학회 2013 언어과학연구 Vol.0 No.67

The purpose of this study was to investigate the effects of integrating instruction in reading and writing. By introducing the author``s ‘Critical Thinking about Recent Issues`` class, in which reading and writing were integrated into content-areas, this study examined the existence of strong relationship between these two skills and the instructional benefits of this approach. The data were collected from questionnaire and interviews from 72 students who took the course. The findings revealed that reading was beneficial for writing in multiple ways. By reading, students could expand new vocabulary and enhance writing skills such as grammar and sentence structure. Furthermore, reading helped students discover new ideas and better ways of developing their opinions through creating coherent paragraphs that covered the essay. On the other hand, writing to read encouraged students`` meaningful interaction with reading texts; therefore, writing activities could promote the purposeful reading, providing a greater appreciation of reading materials, opening up new fields of interests and widening horizons. Writing was also recognized as an important tool to help students in the act of learning in that it engaged them to become fully aware of the topic and the main points.

Number Agreement in Korean and Universal Grammar

Kyung-Rahn Kim(김경란) 신영어영문학회 1999 신영어영문학회 학술발표회 자료집 Vol.1999 No.8

Historical Developments of Information and Information Sharing in a Supply Chain

Kyung-Rahn Kim(김경란),Ji-Hyung Lee(이지형),Heung-Kyu Kim(김흥규) 한국경영사학회 2011 經營史學 Vol.60 No.-

이 논문에서는 공급사슬에서 정보와 정보공유의 역사적 변천과정에 관하여 고찰한다. 즉, 공급사슬에서 정보와 정보공유에 관한 문헌을 자세히 살펴본다. 이러한 문헌은 주로 다수의 소매상, 다단계 재고 모형, 상관이 있는 경우의 재고 통제, 그리고 정보와 정보 공유의 가치에 관한 주제를 다루고 있다. 다음으로 기업의 공급사슬 관리에 도움을 주 기 위해서 고려해야 할 몇 가지 이슈들을 살펴본다. 이러한 이슈들로는 단순한 수요예 측방법, 수요과정에서의 단순한 가정, 그리고 지연이 있는 정보공유에 따른 오류를 생각 할 수 있다. 이러한 이슈들이 해결되면 산업체의 공급사슬 관리에 보다 긍정적인 영향을 줄 것이다. In this paper, historical developments of information and information sharing in a supply chain are considered, that is, a detailed literature review on information and information sharing in a supply chain is presented. This review deals with structure and operations of supply chain common today, and then with information and information sharing in a supply chain. Then, research problems to deal with some issues that are still prevalent, and that companies need to consider, in supply chain management, are pinpointed after supply chain management in practice is examined. It turns out that there are pitfalls resulting from simple forecasting techniques, naive assumptions on the demand process, and information sharing with some delay. The implementable solutions of these issues would have beneficial impact on the practice of supply chain management.

Past Tenses in English and Korean

Kim, Kyung-Rahn 충남대학교 어학연구소 1999 언어 Vol.20 No.-

Oral Presentations as an Alternative Approach to Enhance L2 Learning and Communication Skills

Kyung-Rahn Kim 한국디지털정책학회 2020 디지털융복합연구 Vol.18 No.7

L2 구두 발표 수업에서의 동료 평가: 양상과 효과

김경란(Kyung-Rahn Kim) 학습자중심교과교육학회 2020 학습자중심교과교육연구 Vol.20 No.14

본 연구의 목적은 대학생들의 인식을 통해 EFL 환경에서의 L2 구두 발표 수업에서 동료 평가가 어떠한 양상과 효과를 보이는지를 탐색하는 것이다. 이를 위해, 2019년 2학기에 초급반과 중급반에서 L2 구두 발표 수업을 수강한 14명의 대학생이 2019년 12월 19일부터 2020년 1월 3일까지 실시된 심층적이고 반 구조화된 면접에 참여했다. 학생들의 다양한 의견으로 도출된 결과에 따르면 동료 평가는 내용 면에서 신뢰할만하고 고무적인 것으로 평가되었고, 근거로는 발표 스킬 전반에 대한 평가를 포함하면서도, 장·단점이 명확히 드러나며, 완곡하고 격려하는 표현을 사용한다는 점이다. 이러한 동료 평가는 자연스럽게 긍정적인 효과를 가져다주었고, 발표자의 입장에서는 부족한 스킬을 구체적으로 이해하게 하고 발표 준비에 시간과 노력을 더하게 하면서 긴장감을 완화하는 데도 도움을 준 것으로 나타났다. 청중의 입장에서도 다른 학생들의 발표를 집중해서 듣는 동안 듣기 능력이 향상되고 참고할만한 표현이나 스킬을 익히는 기회로 활용되었다. 구두 발표에 대한 동료 평가는 학생들에게 거부감을 유발하지 않으면서 평가 내용을 수용하게 했고 L2 능력을 비롯한 언어적 스킬과 비언어적 스킬을 모두 향상시키는 데 중요한 역할을 한 것으로 평가되었다. The purpose of this study was to examine the features and effects of peer evaluation on oral presentations in an EFL context based on the perspectives of Korean university students. To attain this objective, 14 university students participated in semi-structured and in-depth interviews from December 19, 2019 to January 3, 2020 right after taking an L2 oral presentation class at the beginner or intermediate level. Their various views suggested that peer evaluation was reliable and encouraging in that it comprised a comprehensive evaluation of required presentation skills, highlighted the strengths and weaknesses of each presentation, and included encouraging comments with attentive expressions. As a natural consequence, peer evaluation provided positive effects to students as presenters by clarifying their weaknesses to be improved, stimulating them to be more prepared, and relieving their anxiety about presentations. Also, by listening attentively to others’ presentations, students enhanced listening skills and learned useful expressions or skills. Peer evaluation was recognized as valid and acceptable to the students since it played an important role in developing L2 skills and nonverbal communication skills.

중국인 유학생들의 교양영어 학습의 문제점 연구

김경란(Kim, Kyung-Rahn) 언어과학회 2015 언어과학연구 Vol.0 No.75

This study aims to examine Chinese international student` lecture comprehension and problems in undergraduate English classes. The research was based on the data from Chinese international students at D. University, and the data were collected by questionnaire from 65 students followed by interviews from 12 students. The findings revealed that Chinese international students had difficulties in both Korean proficiency and English proficiency. The majority of the surveyed participants responded that their English proficiency was lower than the intermediate or beginner level, which was a major obstacle to their lecture comprehension. 87.7% of them understood the lecture less than 30% of the time. They did not improve their TOEIC scores throughout the semester, and there was no sign of academic improvement in their English proficiency. The findings of this study suggest that universities should consider developing various curricula programs for international students`. Providing international students` classes which can reinforce language training with an academic basis can be considered to enhance their academic motivation and achievement.