모국어 쓰기 불안, 제2언어로서의 영어 쓰기 불안, 영어능숙도 및 영어 쓰기 수행 간의 관련성

정다은(Chung Da Eun),임현우(Lim Hyun Woo) 팬코리아영어교육학회(구 영남영어교육학회) 2014 영어교육연구 Vol.26 No.4

The present study explores the relationships among L1 writing anxiety, L2 writing anxiety, L2 proficiency, and L2 writing performance in Korean adult English learners. The participants of the study were 41 Korean graduate students who majored in English language education. The results of the study indicated no significant difference in the participants' perceived levels of L1 writing anxiety and L2 writing anxiety. A series of correlation analyses suggested that L2 writing anxiety was positively associated with L1 writing anxiety but negatively associated with L2 proficiency and L2 writing performance. Subsequent regression analyses revealed that L1 writing anxiety accounted for a significant amount of variance in L2 writing anxiety after controlling the variance explained by L2 proficiency, suggesting an interdependence between L1 writing anxiety and L2 writing anxiety. In addition, L2 writing anxiety accounted for a significant amount of variance in L2 writing performance after controlling the variance explained by L2 proficiency, suggesting that the pedagogical effort for alleviating Korean English learners' writing anxiety could help enhance their English writing performance. Suggestions for future research and pedagogical implications are provided.

The Effect of the L2 Motivational Self System and Self-Regulatory Capacity on Speaking Performance

장연이 한국외국어대학교 외국어교육연구소 2019 외국어교육연구 Vol.33 No.2

Compared in the field of educational psychology, the motivation-self-regulation-achievement relationship does not seem to have received empirically sufficient scrutiny in the domain of second language acquisition. In this regard, the current study attempted to address the relationship among the L2 motivational self system, self-regulatory capacity, and speaking performance. A total of 76 Korean EFL university freshmen responded to a questionnaire designed to measure ideal and ought-to L2 selves, L2 learning experience, and five subscales of self-regulatory capacity. They also completed a narrative speaking task aimed to assess their speaking quality. A series of multiple regression analyses revealed that only the ideal L2 self among three components of the L2 motivational self system significantly influenced the use of commitment and environmental control in self-regulatory capacity as well as speaking performance. Commitment control among the self-regulation subscales was the unique variable which affected speaking performance. The ideal L2 self exerted a stronger impact on speaking quality than did commitment control. This study confirms the motivational power of the ideal L2 self and highlights the importance of visualizing a vivid future self-image as a competent English speaker as a starting point for the development of self-regulatory capacity.

TSV를 활용한 3차원 구조 마이크로프로세서에서의 L2 캐쉬 접근 시간 향상률 분석

전형규,김종면,김철홍 한국차세대컴퓨팅학회 2012 한국차세대컴퓨팅학회 논문지 Vol.8 No.4

공정기술의 발달로 인해 칩의 집적도가 크게 향상되어 마이크로프로세서는 하나의 칩에 두 개 이상의 코어를 집적하는 멀티코어 프로세서로 패러다임이 바뀌고 있지만, 2차원으로 설계된 멀티코어 프로세서는 내부 연결망의 지연시간 문제로 인해 성능 향상에 제약을 받고 있다. 내부 연결망 지연시간으로 인해 성능 향상의 제약을 받는 2차원 평면구조 멀티코어 프로세서의 문제점을 해결하기 위해 TSV를 이용한 3차원 적층구조가 주목받고 있다. 본 논문에서는 2차원 평면구조 마이크로프로세서에서 접근 시간이 가장 큰 내부요소 중 하나인 L2 캐쉬 메모리를 프로세서 코어 위에 수직으로 적층하고 TSV를 통해서 연결한 3차원 적층구조 설계를 이용하여 기존의 2차원 평면구조와의 L2 캐쉬 접근 시간 측면에서의 성능을 비교 및 분석하고자 한다. 실험결과, 3차원 적층구조는 2차원 평면구조 멀티코어 프로세서와 비교하여 최대 16%의 빠른 L2 캐쉬 접근시간을 보이고, IPC 또한 2차원 평면구조 멀티코어 프로세서와 비교하여 최대 1.6% 높음을 확인 할 수 있다.

Examination of Rater Training Effect and Rater Eligibility in L2 Performance Assessment

( Yusuke Kondo ) 범태평양응용언어학회 2010 범태평양응용언어학회지 Vol.14 No.2

The purposes of this study were to investigate the effects of rater training in an L2 performance assessment and to examine the eligibility of L2 users of English as raters in L2 performance assessment. Rater training was conducted in order for raters to clearly understand the criteria, the evaluation items, and the evaluation procedure.In this evaluation, the rater training was conducted based on Common European Framework of Reference (CEFR).In the training, the raters watched the videos (North and Hughes, 2003), and discussed the learners` characteristics at each level. The analyses of the evaluations were done before and after the rater training based on Generalizability (G-Theory) and Multifaceted Rasch Analysis (MFRA). In the analyses based on G-Theory, the variance related to the items was reduced to about one sixth after the training, though no difference was found in the rater characteristics before and after the training in the analysis based on MFRA. Comparing the results of Kim (2009) with those of the present study, the raters are equally self-consistent with the raters of native speakers of English in Kim (ibid). Furthermore, it is legitimate to adopt L2 users as the raters, because, in countries where English is a foreign or second language, the non-native users teach and learn English. In this situation, teachers of L2 users are the most appropriate in L2 performance assessment if they are self-consistent in their ratings.

Investigating the Impact of Young Learners’ L1 Writing on Their L2 Writing

Hyun Jung Kim,Hyun-Kyung Kim 한국응용언어학회 2013 응용 언어학 Vol.29 No.4

Researchers have argued that close relationships in writing ability between L1 and L2 exist across different language groups. Yet young learners’ writing performance has rarely been examined, perhaps in part because the lower-level L2 writing ability of this group limits comparisons of various aspects of writing performance. This study compared the L1 and L2 writing performance of young learners so as to understand how their writing ability develops in both languages. A total of 98 Korean sixth graders took both Korean and English writing performance assessments. Each of their responses was evaluated, based on three analytic scoring criteria on four-point scales. The overall ratings and the separate component ratings on both the Korean and English assessments were analyzed, based on a series of regression analyses, to examine whether writing test performance on the English test could be predicted by writing performance on the Korean test. The results indicate that overall, Korean test performance significantly predicted the variance of English test performance. Each separate component of Korean test performance was also a significant predictor of each aspect of English test performance, to varying degrees. The results of the study suggest that young learners’ writing ability across languages is closely related, as is also true for adult learners.

Effects of working memory on L2 writing performance

최종갑 팬코리아영어교육학회 2020 영어교육연구 Vol.32 No.2

The present study explores the effects of working memory on L2 English writing performance of Korean EFL college students. A total of 60 students were recruited and asked to complete both L1 Korean and L2 English working memory tests and write an argumentative essay in English. The performance of a written task in L2 was measured along the dimensions of fluency and complexity. The collected data was analysed quantitatively by using SPSS. The results showed that (1) there was no effect of L1 working memory on L2 writing performance except for lexical diversity; (2) working memory in L2 had a significant impact on fluency in L2 writing performance; (3) and there was an effect of working memory in L2 on lexical diversity, which is one of the measures of lexical complexity. However, there was no effect of L2 working memory on syntactic complexity. In the concluding part, these issues were discussed and directions for further research were suggested. (158 words)

Investigating the Impact of Young Learners’ L1 Writing on Their L2 Writing

김현정,김현경 한국응용언어학회 2013 응용 언어학 Vol.29 No.4

Researchers have argued that close relationships in writing ability between L1 and L2 exist across different language groups. Yet young learners’ writing performance has rarely been examined, perhaps in part because the lower-level L2 writing ability of this group limits comparisons of various aspects of writing performance. This study compared the L1 and L2 writing performance of young learners so as to understand how their writing ability develops in both languages. A total of 98 Korean sixth graders took both Korean and English writing performance assessments. Each of their responses was evaluated, based on three analytic scoring criteria on four-point scales. The overall ratings and the separate component ratings on both the Korean and English assessments were analyzed, based on a series of regression analyses, to examine whether writing test performance on the English test could be predicted by writing performance on the Korean test. The results indicate that overall, Korean test performance significantly predicted the variance of English test performance. Each separate component of Korean test performance was also a significant predictor of each aspect of English test performance, to varying degrees. The results of the study suggest that young learners’ writing ability across languages is closely related, as is also true for adult learners.

Improved L2-L∞ Filtering for Stochastic Time-delay Systems

Ying Zhang,Ai-Guo Wu,Guang-Ren Duan 제어·로봇·시스템학회 2010 International Journal of Control, Automation, and Vol.8 No.4

The L2-L∞ filtering problem for continuous-time polytopic uncertain stochastic time-delay systems is investigated. The main purpose is to design a full-order filter guaranteeing a prescribed L2-L∞ attenuation level for the filtering error system. A simple alternative proof is given for an enhanced LMI (linear matrix inequality) representation of L2-L∞ performance. Based on the criterion which keeps Lyapunov matrices out of the products of system dynamic matrices, a sufficient condition for the existence of a robust estimator is formulated in terms of LMIs. The corresponding filter design is cast into a convex optimization problem. A numerical example is employed to demonstrate the feasibility and advantage of the proposed design.

The Role of Korean EFL Writers’ L1 in L2 Writing: Performance and Process

박혜숙,이호정 대한영어영문학회 2018 영어영문학연구 Vol.44 No.3

This study explores how Korean EFL writers use their L1 when composing in their L2 by analyzing their writings, the questionnaire responses and interviews. Nineteen college students performed four in-class writing tasks in class and completed the questionnaire and five joined the interview sessions. Analyses of their writings revealed that there were not any statistically significant differences between the two writing mode (direct vs translated mode), regardless of the writing genre. The responses to the questionnaire and interviews reflected that college students were inclined to prefer the direct mode to the translated mode, and that they “visibly or invisibly” used their L1 as a useful resource when composing in L2, though the extent and manner of L1 use varied with the learners’ L2 proficiency and learning experiences. Some pedagogical suggestions are provided in the end.

Re-examining the Relationship between Strategy Use and L2 Reading Performance

조정순 한국응용언어학회 2013 응용 언어학 Vol.29 No.1

The purpose of this study is to more precisely examine the relationship between strategy use and reading performance in L2 by taking into account the possible variation in the relationship according to the manner of eliciting strategy use and the type of reading performance observed. Thirty three students majoring in education participated in the study. Strategy use was elicited by three different measures ― survey (administered without a text to read), think-aloud (while reading a text), and check-list (after reading the text). Two different types of task were used as the measure of reading performance ― a reading comprehension test and a summarization task. The results showed that there was considerable variation in the relationships between reading strategy use and reading performance depending on the elicitation method, that there were specific strategy categories which better explained the performance in a certain type of reading performance, and that frequent use of certain strategies even could be detrimental in reading performance. Implications for both L2 reading instruction and reading research were stated along with limitations of the current study.