중학교 1학년 영어교과서 문화내용 분석에 따른 모형 연구

남은희 The English Linguistic Science Association of Kore 2002 English Linguistic Science Vol.8 No.-

The purposes of this study were to examine the appropriateness of the cultural contents involved in the 1st grade of middle school English textbooks, and to make English education more effective in promoting a model for English-American cultural understanding. Language and culture are inseparably related. We can't fully understand or use properly a foreign language without understanding of a country's culture which the language is spoken. When it comes to culturaㅣ understanding, it is best to live in the target county. But it is impossible for most Korean students, for that reason cultural education should be s substitute as indirect experience in classroom English. Under the present conditions, it is necessary to analyze the cultural contents of the textbooks that have absolute Anglo-American influence upon English education. The subjects of this analysis were the current 13 textbooks of the lst grade of middle school. All these textbooks were analyzed lesson by lesson. And the analysis of cultural contents reflected in the textbooks was carried out by two methods: One was made by cultural patterns based on Ogsbum, Soroskin, and Biersted’s theories which are spiritual, behavioral, and material culture. The other is made by nationality of the cultural background which is Korean, Korean-English, English-American, or universal background. The results of the analysis were as follows: First, the aspect of cultural patterns was ill-balanced. So, mort various cultural patterns are needed to be included in the textbooks. Second, the aspect of the cultural background was found very inappropriate. English-American background that is the fundamental basis of English was just 5%. This result shows the current textbooks have been not teaching English-American cultural background. A complete view of taking these findings into consideration, I drew up a model accompanied with cultural understanding, and the teacher's guide includes cultural teaching methods.

영어 듣기수업에서 받아쓰기에 대한 대학생들의 태도와 인식

남은희,성명희,Nam, Eun-Hee,Seong, Myeong-Hee 한국영어어문교육학회 2010 영어어문교육 Vol.16 No.3

This study was designed to identify students' perceptions and attitudes towards dictation practice in English listening classes and investigate the relationships among 5 factors with regard to dictation practice: participation, usefulness, interest, motivation, and confidence. For the study, the research was implemented for 15 weeks with 41 Korean university students. The subjects had dictation practice in their English listening classes on a regular basis for one semester. At the end of the semester, a questionnaire was used to find out students' perceptions and attitudes towards dictation practice. For the analysis of the subject's responses, first, a descriptive analysis was administered. After that, a correlation analysis was done to explore what the relations among 5 factors were. Results indicated that most students actively participated in the class, and they regarded dictation as a very useful practice in their listening classes. Also, the dictation practice motivated students not only for English listening but also for overall English studying. However, more than two third students showed low interest and confidence in the class. As for the correlations among 5 factors, there were very strong correlations between usefulness and motivation, usefulness and confidence, interest and motivation, interest and confidence, and confidence and motivation. Based on the results, some implications were presented and some guidelines for effective dictation practice were suggested.

영어교육과 ICT: 이론과 적용

남은희 현대영어교육학회 2007 현대영어교육 Vol.8 No.2

국민기초생활보장법의 개정과정 연구: 맞춤형급여를 중심으로

남은희,박윤영,김우현 한국콘텐츠학회 2021 한국콘텐츠학회논문지 Vol.21 No.2

The purpose of this study focuses on and explain the policy-determining factors that emerged in the process of revising customized wages for the National Basic Livelihood Security Act on December 30, 2014. This is an analysis of the reasons why the rapid revision of the welfare system could have been made at a certain time in a situation that did not progress despite the specific demand for revision of the law surrounding the blind spot. To this end, using Kingdon's policy flow model, which emphasizes the contingency of policy decisions, the flow of problems, political flows, and policy alternatives were reviewed respectively. In the course of each of these flows, the suicide incident of mother and 2 daughters in Songpa served as a major medium that played a large role in the policy-making process and the window of policy could be opened. As a result, This incident triggered social and policy interest in the issue of the National Basic Livelihood Security Act. It was found that the law was revised quickly, causing a great wave of waves as a social issue. 본 연구의 목적은 2014년 12월 30일 국민기초생활보장법 맞춤형급여 개정과정에서 나타난 정책결정요인이 무엇인지에 초점을 두어 설명하는 것이다. 구체적으로 복지제도 사각지대를 둘러싼 법 개정 요구에도 진전되지 않던 상황에서 왜 특정 시기에 급속한 개정으로 이루어질 수 있었는지 그 이유에 대해 분석하였다. 이를 위해 정책결정의 우연성을 강조하는 Kingdon의 정책흐름모형을 활용하여 문제의 흐름, 정치의 흐름, 정책대안의 흐름으로 나누어 검토하였고, 이러한 각 흐름이 흐르던 중 송파 세 모녀 자살사건이 정책결정과정에 커다란 역할을 하는 주요 매개체로 작용하면서 정책의 창이 열릴 수 있었다. 이 사건은 국민기초생활보장법에 관한 문제가 사회적, 정책적 관심을 촉발하는 계기가 되었고 사회적 이슈로 큰 파장을 불러일으키며 신속한 법 개정이 이루어진 것으로 파악되었다.

University Freshmen’s Changes in English Reading Motivation and Reading Strategies

남은희 현대영어교육학회 2014 현대영어교육 Vol.15 No.1

This study investigated the changes in the first-year students’ English reading motivation and reading strategies in a Korean EFL context. Fifty-eight university freshmen taking an English class participated in the study, and two sets of questionnaires were administered. At the beginning and the end of the semester, the same questionnaires were used to compare the changes in the English reading motivation and reading strategies. One questionnaire was for the motivation to read in English, and it consisted of 30 items classified into nine dimensions. The other was for English reading strategies classified into three dimensions, and it was composed of 30 items, too. For the purpose of the study, two research questions were set as follows: 1) What are the changes in first-year students’ English reading motivation after entering university? 2) What are the changes in their English reading strategies after entering university? It was found that there were 9 significant differences in English reading motivation items, and reading efficacy domain had a significant difference. As for reading strategies, 7 items had significant differences and support reading strategies domain had a significant difference. In the light of the findings, some pedagogical implications and some future directions for research in this area were suggested.

대학 신입생 학업역량 강화를 위한 비교과 1프로그램에서 영어 기초 독해 수업의 효과

남은희 한국영어어문교육학회 2019 영어어문교육 Vol.25 No.2

This study is to examine how extracurricular English reading program affects the first-year students’ English reading abilities, English reading motivation and reading strategies. 16 university freshmen taking an extracurricular English reading class participated in the study, and 2 sets of questionnaires and an English reading test were administered. For the purpose of the study, four research questions were set as follows: 1) What are the changes in the students’ English reading abilities? 2) What are the changes in English reading motivation after finishing the class? 3) What are the changes in their English reading strategies after finishing the class? It was found that there was significant difference in English reading abilities between before and after the class. Regarding the second and third research questions, there were 8 significant differences in English reading motivation items, and Reading Efficacy, Importance of English Reading and Integrative Orientation domains had a significant difference. As for reading strategies, 8 items had significant differences and Global Reading Strategies and Support Reading strategies domains had a significant difference. In the light of the findings, some pedagogical implications and some future directions for research will be suggested.

Teaching activities and students’ preferences in integrated college English reading and writing classes.

남은희,성명희 한국영어교육학회 2020 ENGLISH TEACHING(영어교육) Vol.75 No.2

This study was designed to explore effective techniques to be used in IERW (Integrated English Reading and Writing) classes for college students. The study last for 15 weeks and included 457 students and 11 instructors at E University. The participants were freshmen who were taking a compulsory English reading and writing class, and the instructors were seven native English speakers and four Koreans. To ensure the effectiveness of IERW classes, it is important to identify what teaching activities are being used and which activities students prefer. To address these issues, the instructors were interviewed regarding their teaching activities in IERW classes. From the interview results, a survey was made that asked students which class activities they consider useful. The results show that most students responded positively to the activities that the instructors were using, with a preference of around 70 percent. Notably, pair or group activities were rated as less favorable than other activities, with a score of under 50 percent. Some implications of the findings and suggestions for teaching activities for IERW classes are provided.

읽기 활동과 동기 분석을 통해 본 효과적인 대학 교양영어 읽기 수업

남은희 현대영어교육학회 2012 현대영어교육 Vol.13 No.1

This study was designed to explore an effective university English reading class concerned with the importance of English reading. For this study, two research questions were raised; 1) What is the reading motivation of students? 2) What are the students’ perceptions of reading activities in relation with interest, usefulness, and supplement demand? The research was implemented for 15 weeks with 63 students. The participants were all freshmen taking English as a compulsory subject. While taking reading classes, they were given 10 activities based on pre-reading, while-reading, and post-reading: Vocabulary Test, Thinking before Reading, Listening to CD, Warm-up Vocabulary, Grammar, Syntactic Analysis, Translation, Group Activities, Quiz for Reading Comprehension, and Let’s Sum-up. At the end of the semester, two kinds of surveys were conducted to find out learners’ motivation and perceptions. The survey for motivation was included 9 categories: Efficacy, Challenge, Curiosity, Involvement, Importance, Grades, Compliance, Avoidance, and Integrative Orientation. The result shows that the subjects have high level of Curiosity, Importance, and Integrative Orientation. In addition, this study reveals that Translation, Vocabulary Test, and Group Activities raise students’ interest. Also, Translation, Vocabulary Test, and Syntactic Analysis are useful to improve their reading proficiency. Besides, Grammar, Syntactic Analysis, Translation are required to fulfill reading skills. Finally, some suggestions are made for an effective English reading class at university.

The Effects of Dictation Practice in English Listening Classes

남은희,성명희 한국영어어문교육학회 2009 영어어문교육 Vol.15 No.4

This study investigated the effects of dictation practice, in terms of listening proficiency and the use of listening strategy. The research was implemented for 15 weeks with 89 freshmen and sophomores at a Korean university. The subjects were divided into an experimental group and a control group. All conditions were the same in both groups, except that the experimental group had dictation practice on a regular basis in their listening classes through one semester. For the purpose of the study, two research questions were set; 1) Does dictation practice improve listening proficiency? 2) What are the differences in the use of listening strategies between the two groups? Does dictation practice make the participants use different listening strategies? A sample TOEIC listening test was conducted as a pre-test and post-test. A questionnaire was used to find out the differences in the use of listening strategies between the two groups. The results of this study reveal that there was no statistically difference in improvement between the two groups; however, the experimental group scored much higher on the post-test than the pre-test compared with the control group. In regard to listening strategies, among 6 listening strategies, the use of metacognitive listening strategies had a significant difference between the two groups. On the basis of the results, the study suggested some guidelines for dictation practice in EFL listening classes and called for more studies on its effects.

VEGF 제어의약품의 효능 평가법 개발

남은희,전성현,이화정,서동완,김평현 대한면역학회 2007 Immune Network Vol.7 No.4

Background: Angiogenesis mediated by VEGF constitutes a new target for anti-cancer therapy which has explored through different ways of intervention aiming at the blocking of the tumoral angiogenesis. In the present study, we developed the assays by which efficacies of anti-VEGF inhibitor candidates are evaluated at the various levels. Methods & Results: First, we developed two sandwich ELISAs using coated anti-VEGF Ab and soluble Flt-1 receptor fusion protein (sFlt-1/Fc). As low as 200 pg/ml of hVEGF diluted in human sera was detectable by these assays. In addition, we found that VEGF inhibitors ($2{\mu}g/ml$ of either anti-VEGF Ab or sFlt-1/Fc) completely block 5 ng/ml VEGF in these ELISAs. Subsequently, two bioassays, wound healing and HUVEC tube formation assays, revealed that anti-VEGF Ab $(1{\mu}g/ml)$ & sFlt-1/Fc Ab $(1{\mu}g/ml)$, or SU5416 (VEGFR tyrosine kinase inhibitor, $1{\mu}M$) prevents the activity of VEGF $(1{\sim}10ng/ml)$. Finally, secretion of MMP-9 by VEGF-stimulated macrophages was abolished by treatment of anti-VEGF Ab $(1{\mu}g/ml)$ in gelatin zymography. Conclusion: ELISAs together with bioassays developed in this study are appropriate for evaluation of the efficacy of inhibitors of VEGF.