[P8-39] Ethanol Induced-Hepatoprotective Effects of Fermented Tomato Extracts in vivo

Yanghee You,Woojin Jun,Changsoo Kang,Youngsik Kim,Kyungmi Kim,Jongho Koh 한국식품영양과학회 2009 한국식품영양과학회 학술대회발표집 Vol.2009 No.11

Pre-service Teachers’ Perspectives on Teaching Practice and TEE

Yanghee Kim,Youngkyong Jong 팬코리아영어교육학회(구 영남영어교육학회) 2016 영어교육연구 Vol.28 No.1

This study examined how the pre-service teachers evaluated their own teaching practice withregard to lesson planning and organization, communicative competence, interaction with thestudents, and teaching contents, and also investigated perspectives on teaching practice and TEE.118 pre-service teachers who took a course “Elementary English Education Curriculum” in2014 participated in this study. These pre-service teachers, who were juniors, but had diversemajors, practiced teaching while taking this course and also had field experiences. After theseteaching experiences, the data were collected by conducting a survey which included bothclosed (24 questions) and open-ended questions (5 questions). With the closed-ended items, afive-point Likert scale was used, whereas the open-ended items were assessed by contentanalysis, which allows researchers to sift through large amount of data with relative ease in asystematic way. The themes from the closed items include: 1) planning and organization; 2)communicative competence; 3) interaction with students; and 4) teaching contents. The themesthat emerged from the open-ended items are as follows: 1) perceptions on TEE; 2) difficulties inteaching practice; and 3) learning experiences of teaching practices. Discussion from thesefindings is provided.

How Do University Students Construct Text Meanings Through Collaborative Reading?

Yanghee Kim 한국언어과학회 2012 언어과학 Vol.19 No.2

This study investigated how students co-constructed text meanings through collaborative reading and also the students’ perceptions on group work. Forty-one students participated in this study. These students were divided into 11 different groups and asked to translate reading texts with their group members. They were required to videotape their work on DVDs. The eight DVDs(except 3 with technical problems) were transcribed. In addition, a survey was conducted to look at participants’ reactions to the group work. Further information about the group reading was gathered by email exchanges. This study, throughout the analysis, found that the students co-constructed text meanings by 1)building vocabulary words they did not know before the reading; 2)determining text meanings using context through the act of reading; and 3)negotiating text meanings by understanding sentence and grammatical structures. The participants’ perceptions to the group work was positive. The findings imply that learning vocabulary and grammar in reading contexts are one of the effective reading instructions, and present how reading teachers should teach reading. The study also suggest teachers’ careful plan for group work

Reading Classes in an EFL University: Students’ Evaluations and Views on Reading Pedagogy

Yanghee Kim 팬코리아영어교육학회(구 영남영어교육학회) 2012 영어교육연구 Vol.24 No.3

The purposes of this study are to deliver what kinds of reading activities and strategies are utilized to help the students’ reading comprehension; and to see the students’ evaluations and views on their experiences with reading pedagogy used by the instructor. 131 university students from three different reading classes participated in this study. Data were collected by conducting surveys, which included closed and open-ended questions. Surveys included questions asking the students’ general thoughts about reading classes, and the students’ evaluation of the class activities and strategies that took place before reading, during reading, and after reading. Responses to closed questions were quantitatively calculated, and reactions to open-ended questions were qualitatively analyzed. As a result, the students’ evaluations on before-reading (sharing background knowledge, previewing vocabulary, pre-reading discussions), during-reading (skimming reading passages, translating text, sharing reading, and so on), and after-reading (reading comprehension practice, vocabulary practice, text summary in English) activities and strategies were mostly positive. Thus, the reading pedagogy utilized in these reading classes could be a good model for other reading classes to follow. The students’ detailed views on the reading pedagogy are also addressed. Lastly, implications and limitations of the study are discussed.

OXIDATIVE STRESS, IMMUNE-RESPONSE AND DNA REPAIR ACTIVITY WITH ENVIRONMENTAL POLLUTANTS EXPOSURE IN CHILDHOOD ASTHMA PATIENTS

Yanghee Kim,Eunil Lee,Daeho Kwon,Yunjeong Kim,Young Yoo 한국환경독성학회 2009 한국독성학회 심포지움 및 학술발표회 Vol.2009 No.11

A Case Study of Home Literacy Development and Practices in a Korean Family in the US

Yanghee Kim(김양희) 한국외국어교육학회 2007 Foreign languages education Vol.14 No.3

This study examines a Korean family who came to the United States with the goal of improving their English language proficiency and skills. This study documents their experiences and stories that occurred in their home life and literacy activities/practices at home and in the community. The methodology of this study is qualitative case study. Data collection took place inside and outside the home over a period of three months during the summer of 2003. Primary collection techniques were ethnographic in nature and included participant observation, interviews, and examination of artifacts. The purpose of the study was to show what types of literacy activities this Korean family practiced at home and in the community and how this Korean family developed their home literacy. They interacted with a literate environment, invented their own literacy, and worked to develop and explore new social and cultural knowledge. This study illustrates the lessons and messages from this Korean family that can be conveyed to schools (including teachers), community, and society in both Korea and United States.

Native English Speaking Teachers’ Inner Voices on English Teaching Experiences

Yanghee Kim 한국언어과학회 2013 언어과학 Vol.20 No.2

Roles of Grammar and Vocabulary Knowledge in L2 Reading by English Proficiency Levels

Yanghee Kim,Yousun Shin,Jihyun Jeon 한국언어과학회 2015 언어과학 Vol.22 No.3

The purpose of the study aims to examine the roles of vocabulary and syntactical knowledge on L2 reading comprehension when learners' English proficiency levels were concerned. More specifically, the study investigates to what extent vocabulary and syntactic knowledge contributes to L2 reading comprehension regardless of learners' proficiency levels and whether lexical and syntactic knowledge makes differential contributions to L2 reading comprehension depending on learners' proficiency levels. To this end, 337(male: 153, female: 183) students attending two universities in Korea participated in this study. The participants took the tests in the same order: (1) a vocabulary levels test; (2) a vocabulary test; (3) a grammar test 1; (4) a grammar test 2; (5) a reading comprehension test; and (6) a recall task. A series of multiple regression analyses were conducted with SPSS 18.0 to mainly examine the research questions that set up. The results demonstrate that syntactic knowledge plays a stronger role than lexical knowledge regardless of the reading tasks. In addition, the study found that lexical and grammatical knowledge makes differential contributions in accordance with the participants’ proficiency levels. That is, grammatical knowledge, particularly grammar test 1, was shown to be a stronger predictor for high and intermediate proficient groups in performing both reading tasks. On the contrary, lexical knowledge was a stronger predictor for low proficient level students in both reading tasks. Implications are also discussed.

Designing a Smart Robot for ESL Children

( Yanghee Kim ) 한국교육공학회 2016 한국교육공학회 학술대회발표자료집 Vol.2016 No.1

Humanoid, educational robots might supply an effective learning tool for these learners because the robots have the potential to support both cognitive and social development of young children. Also, there is lacking understanding of a more explicit process of designing innovative learning technologies. This talk introduces a few snapshots from our design process of a robot-based curriculum, with the intent that making the invisible visible will help others contribute to the design of advanced technologies for learning.

Process Approach to Writing: University Students’ Scaffolding Learning and Reflections

Yanghee Kim 한국언어과학회 2010 언어과학 Vol.17 No.2

This study examined how the university students in an English composition class utilized process-oriented writing to develop their writing skills and scaffold their learning through the process. It also studied the students' reflections on the class, as well as demonstrated educational implications from the study. The methodology the current study used was qualitative research. To answer the established research questions the author conducted surveys, collected writing samples, and observed students' learning behaviors. Through the data collection and analysis, themes (findings) emerged, including prewriting, writing, and post writing activities, and the results from the process-focused writing. The findings present that the students experienced emotional scaffolding in writing by shifting from their fear and anxiety to confidence and interest. The study also showed the importance of the teachers' roles and pedagogical decisions in writing instruction. The instructional decisions they made was strongly connected with the students' perceptions, emotions, and learning.