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플립 러닝을 활용한 영어교육 전공수업에 대한 예비 영어교사의 인식과 만족도 연구
남정미 한국언어과학회 2022 언어과학 Vol.29 No.3
This study aims to investigate pre-service English teachers’ perceptions and satisfaction on major courses using flipped learning, a type of online and offline blended learning. Fifty-four college students who were taking English education courses participated in the research. The data were collected through survey questionnaires. Statistical analyses including correlation and regression analysis were utilized for data analysis. The participants’ perceptions and satisfaction were analyzed according to the five categories: (1) attention, (2) relevance, (3) interaction, (4) convenience, and (5) satisfaction. These domains were analyzed and compared in terms of the students’ gender, school year, academic achievement, and prior experience of flipped classes. Among the categories, ‘attention’ is the most influential factor on the satisfaction of the flipped learning. Compared with face-to-face or non-face-to-face classes, the students’ overall satisfaction and the preference for the flipped learning class were significantly high. Possible reasons were discussed along with the pre-service English teachers’ open comments. Based on the major findings, pedagogical suggestions for the effective implementation of flipped learning were provided.
키 클러스터 활용 영어교육 교재 코퍼스와 학술 논문 코퍼스 분석
남정미 한국언어과학회 2019 언어과학 Vol.26 No.4
This paper aims to conduct a corpus-based study of English education textbooks and research articles through key cluster analysis. Specifically, using WordSmith Tools, this study investigates structural and functional features of English key clusters in the English education corpus. The English education corpus consists of three sub-corpora: TBC(Textbook Corpus), FWAC(Foreign Writer Article Corpus), KWAC(Korean Writer Article Corpus). The results show that compared with general corpus (BNC Baby), TBC, FWAC and KWAC have specific features, with differences and similarities in terms of 4-word cluster and key clusters. Regarding structural patterns, TBC has more NP-based clusters. Also, passive verb + PP patterns are more used with high keyness in the KWAC. In terms of functional features, it is noteworthy that the English education corpus contains genre-specific features with a considerable number of key clusters which belong to the categories of ‘others.’ Based on the study, pedagogical implications and suggestions for further study are provided in the conclusion.
남정미,김재윤 한국언어과학회 2014 언어과학 Vol.21 No.2
The purpose of this study is to examine the effects and satisfaction of short-term intensive English program at a 4-year private university in Busan. The participants are 149 students who took summer TOEIC classes. Their TOEIC scores were compared in terms of gender, major, English level, and types of classes, before and after the program. The results of this study showed that the students were strongly satisfied with the program, and their average TOEIC scores after completing the intensive English program were 96.39 points higher. Depending on their types of classes, students' perceived effects and satisfaction were significantly different. Possible reasons were explained. Based on this study, several suggestions were made for more effective intensive TOEIC program development and implementation. (Silla University)
남정미 한국언어과학회 2011 언어과학 Vol.18 No.2
The study explores the existence of English learning anxiety among college students in Korea. Specifically, it aims to study college students' foreign language classroom anxiety in the English communication classes run by native speaker teachers. For the purpose, a questionnaire survey (Foreign Language Anxiety Scale: FLCAS) complemented with qualitative interviews was conducted. The participants were 396 university students taking the general English courses as a requirement for graduation. The findings show that unlike the previous studies on the foreign language anxiety, the students' anxiety level is not significant. Also, the students gained confidence in speaking with foreigners in English owing to the English classes taught by native and Korean teachers alternately. Based on the findings, some pedagogical implications are provided on how to provide students with a learner-centered, low-anxiety classroom environment.