EFL 학습자의 연어 사용과 오류

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.

EFL학습자의 연어 능력과 클로즈 테스트 수행

한미향(Han Mihyang) 한국영어학회 2010 영어학 Vol.10 No.4

초등학교 과학영재학생과 일반학생의 시각탐색 과제수행에서 나타나는 시선 추적 특성

한미향(Han Mi Hyang),권승혁(Kwon Seung Hyuk),권용주(Kwon Yong Ju) 학습자중심교과교육학회 2015 학습자중심교과교육연구 Vol.15 No.8

이 연구는 초등학교 과학영재학생과 일반학생의 시각탐색 과제의 수행에서 나타 나는 시선추적 특성을 비교 분석하여 이들의 주의집중력을 알아보고자 하였다. 이를 위해 피험자들이 시각 탐색 과제를 수행하는 동안 나타나는 시선고정 수와 시선이 동 빈도를 시선추적기로 수집하여 분석하였다. 연구의 결과에 따르면, 시각 탐색 과 제 수행 시 초등과학 영재학생들이 일반학생들에 비해 시선 고정의 수(fixation number)가 많았다. 이는 초등과학 영재학생들이 일반학생들에 비해 목표물을 찾기 위해 효과적으로 주의를 집중하며, 보다 활발한 인지사고를 하고 있음을 의미한다. 또한, 초등과학 영재학생들은 이 과제의 수행에서 일반학생들에 비해 목표물간 시선 움직임이 많음을 확인할 수 있었다. 이는 초등과학 영재학생들이 일반학생들에게 비 해 목표물 탐지 능력이 우수하며 목표물을 찾는 시선의 움직임 효율성이 높다는 것 을 의미한다. 이처럼 초등과학 영재학생이 일반학생에 비해서 시선 고정 수와 시선 이동 빈도에서 효과적인 것을 볼 때, 시선추적 특성이 영재의 주의집중 특성을 나타 내주는 정량적인 지표로 활용될 수 있음을 보여주고 있다. This study was to analyze visual attention of eye-tracking on visual-search task in elementary science-gifted and general students. Subjects fixation number and attention shift data in ‘finding differences’ task was collected and analyzed using eye-tracker. The results have been shown that gifted students fixation number was higher than general students in the visual-search tasks. These results suggest that gifted students concentrate more effectively their attention to uncover the targets and perform more actively cognitive thinking than general students. In addition, higher eye-movement frequency between targets during task-performing was shown in gifted students compared with general students. These results interpret that gifted students have an excellent searching ability and higher visual search efficiency on target search compared with general students. Based on the data of fixation number and attention shift in students, this study might be proposed that the eye-tracking patterns have been regarded as a possible quantitative index for measuring student s visual attention properties.

언어시험의 모형 고찰

한미향 동아대학교 인문과학대학 영어영문학과 1997 동아영어영문학 Vol.13 No.-

The past decade has seen the development of a theoretical view that considers language proficiency to be multicomponential and recognizes the effects of the test method and test taker characteristics on test performance. Reviewing the development, this paper surveys Oller's, Canale & Swain's, Cummins' and Bachman's models of language test performance. After then, it describes mostly Bachman's interactive model. The framework includes three components, language proficiency, test method and testee's characteristics. First, language proficiency consists of three components: language competence, strategic competence, and psychophysiological mechanism. Moreover these components of language proficiency interact with the language use context and language user's knowledge structure, or schema. Second, the facets of test method are grouped into five sets: testing environment, test rubric, input, expected response and relationship between input and expected response. Lastly, test performance is also affected by individual attributes that are not part of test taker's language ability. These may include test takers' cognitive and affective characteristics, their real world knowledge, and factors such as their age, sex, native language, educational and socio-economic background What is suggested from this discussion is that taking into account this framework, more empirical research on the practical effect of test methods and testee's attributes on language test performance needs to be conducted to develop more valid tests, especially for EFL students in Korea.

Test-taking Strategies for the Cloze by Skilled and Less Skilled EFL Readers

한미향 새한영어영문학회 2007 새한영어영문학 Vol.49 No.1

This study investigated EFL Korean readers' test-taking strategies for the discourse cloze test and examined differences in strategy use in terms of their reading proficiency. The data collected from their retrospective verbal reports were analyzed according to a modified framework of Bachman (1985), Sasaki (2000) and Yamashita (2003). The findings revealed that overall, multiple strategy use was prevalent and text-level strategies were employed most frequently. The skilled students used more strategies, and were better at using information from a wider discourse context than the less skilled. Therefore, the discourse cloze reflected well global reading comprehension and discriminated well between the skilled and the less skilled groups, which supports the usefulness of the cloze as a measure of reading comprehension.

日本語의 敬語硏究 : 『捷解新語』에 나타나는 「ござる」의 用法

韓美鄕 韓國外國語大學校 日本文化硏究所 1987 日本硏究 Vol.3 No.-

영어원어민과 영어학습자의 요약 과정

한미향 새한영어영문학회 2005 새한영어영문학 Vol.47 No.3

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 요약과정에서 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.

한국 대학생의 영어연어능력이 영어말하기 유창성에 미치는 효과

한미향 언어과학회 2020 언어과학연구 Vol.0 No.93

The current study aims to examine the effects of Korean college students’ English collocation ability on their English speaking proficiency after having explicit learning of prefabricated chunks which contribute to fluent communication. 50 participants took a collocation test and a modified TOEIC sample test. The result showed that their English proficiency was not correlated with their collocation ability. Even high level students had difficulty in using collocation expressions. 34 participants performed all the 1 minute speech recording activities after having an English conversation class for eight weeks. The correlation analysis revealed that the more fluent in English speaking, the better they used English collocations but the corelation between collocation ability and speaking proficiency of the participants was not so high. Their errors in using collocations shed light on their interlanguage stage. It was suggested that EFL learners need many chances to speak English and experience more explicit collocation learning activities along with self-correction and teacher feedback. .

완성형과 선다형 클로즈시험의 결속 유형별 시험수행 비교

한미향 동아대학교 어학연구소 2000 언어와 언어교육 Vol.15 No.-

This study aims to examine the differences in test performance of EFL university students on completion and multiple-choice cohesion clozes by analysing the items in terms of the types of cohesion devices. Higher scores in the multiple-choice cloze can be explained by the availability of answer alternatives. Grammatical cohesion shows the greatest disparity, in that demonstratives and modifiers are the most difficult items in the completion cloze but not in the multiple-choice. Items involving hyponyms and general words of lexical cohesion are the hardest in the multiple-choice and somewhat difficult in the completion cloze,which means that the items demand wide knowledge of the vocabulary and rhetorical system of the language and that the multiple-choice altematives can rather increase vocabulary processing burdens. However, logical connective items are easy to restore in both kinds of cloze due to the clarity of logical development in the passage.

고등학생의 취약성 자기애과 반응적 공격성의 관계에서 귀인양식, 분노의 매개효과 및 성별 조절효과

한미향 한국청소년학회 2014 청소년학연구 Vol.21 No.6

본 연구의 목적은 고등학생의 취약성 자기애와 반응적 공격성 관계에서 부정적 생활 사건에 대한 귀인양식, 분노의 매개효과를 살펴보고, 이런 관련성의 성별에 따른 차이를 확인하는 것이다. 연구대상은 서울과 대전 소재 고등학생 912명(남 437명, 여 475명)이며, SPSS/AMOS 통계 프로그램을 활용하여 기술통계 및 t-test, 상관분석, SEM, 다중집단분석을 실시하였다. 주요 연구결과는 다음과 같다. 첫째, 취약성 자기애, 분노, 반응성 공격성은 귀인양식 중 안정성, 전반성, 통제가능성 차원과 유의한 상관이 있었다. 남학생이 여학생보다 안정적으로 귀인하며, 분노를 느끼면 반응적 공격성을 드러내는 경향이 유의하게 높은 것으로 나타났다. 둘째, 남학생의 경우 취약성 자기애와 반응적 공격성간의 관계에서 분노의 매개효과, 그리고 귀인양식과 분노의 이중매개 효과가 유의하게 나타났다. 세째, 여학생의 경우 취약성 자기애와 반응적 공격성간의 관계에서 분노의 매개효과와 취약성 자기애의 직접효과가 유의하게 나타났다. 이러한 결과는 취약성 자기애가 높은 남학생의 경우 역기능적 귀인양식의 수정을 통해 분노를 줄이는 개입이 반응적 공격성을 줄이는데 효과적임을 시사한다. The purpose of this study was to examine the mediating effect of general attributional style on negative life events, and anger on the relationship between narcissistic vulnerability and reactive aggression, and also to identify the moderating effect of gender. Structural equation modeling and multi-group analysis were conducted using self-report data from 912 high school students. The study found that firstly, narcissistic vulnerability, anger and reactive aggression correlated to stability, overality and controllability levels of attributional style. Statistically the male group showed more the attribution of stability and easily exposed reactive aggression, if they felt agger, than the female group. Second, for the male group anger mediated the relationship between narcissistic vulnerability and reactive aggression, and attributional style and anger both served as the dual-mediator between narcissistic vulnerability and reactive aggression. Lastly, the direct path from narcissistic vulnerability to reactive aggression was statistically significant and the simple mediation effect of anger was for the female group. The results suggest that in order to abate reactive aggression of the male high school students with high narcissistic vulnerability tendencies, it is necessary to help them modify dysfunctional attributional-style for lessening anger.