부영양호수의 수질개선을 위한 인산염의 불활성화에 관한 연구 ( 대청댐 수질개선을 중심으로 )

배정옥,김홍겸,김도한,전상호,김휘중 ( Jeong Ok Bae,Hong Kyeom Kim,Do Han Kim,Sang Ho Jun,Hwe Joung Kim ) 한국하천호수학회 1994 생태와 환경 Vol.27 No.3

Jar tests have been accomplished for the application of phosphorus inactivation technique as a lake restoration measure in lake Daechung which was suffered prolonged algal bloom. The time of treatment, the efficiency of treatment to remove phosphorus from the water column and to control the phosphorus-release from the sediments are discussed. The optimum time for the treatment with alum in Lake Daechung would be somewhere between the end of draining and the beginning of the increase of dissolved phosphorus in the lake. Recommended Al/P molar ratio of the treatment Lake Daechung water at time of the experiment would be 18. Treatment of Lake Daechung water with alum by Al/P molar ratio of 18 brought about 50% reduction of total phosphorus in water column and led about 0.01mg/l of total phosphorus which is the criteria for the oligotrophic level of the lake water. Treatment of the lake water with 5mg Al/l to control the release of phosphorus from the sediment showed significant decreases of total phosphorus in the water column, and the efficiency to control the release of phosphorus from the sediment could be significant in aerobic and anaerobic condition. Phosphorus inactivation technique as a lake restoration measure in Lake Daechung would be effective in case it was employed as a part of overall restoration program.

쌍방향 한영 이중언어 몰입 프로그래 학습자들의 미국에서의 모국어와 외국어로서의 한국어 쓰기능력 평가 연구

배정옥 ( Jung Ok Bae ) 이중언어학회 2006 이중언어학 Vol.31 No.-

어린이용 이야기 쓰기 그림 검사의 동형 확인

배정옥(Jungok Bae) 한국교육평가학회 2014 교육평가연구 Vol.27 No.1

반복시험에서 성적을 비교할 경우 측정 동등성이 전제조건으로 충족되어야한다. 이의 중요성에도 불구하고 영어쓰기 평가에서 검사의 동등성 및 동형성을 다룬 연구는 부족하며, 그림기반의 쓰기검사에 관해서는 더욱 그러하다. 본 연구는 '피자'와 '놀이동산'이라고 이름 지어진 두 개의 어린이용 이야기쓰기 그림 시리즈를 개발하고 이들의 동형 신뢰도를 검정하였다. 이 검정을 위해 두 그림을 초등학생들에게 무작위로 배분하여, 피자 집단과 놀이동산 집단으로 구성하였다. 학생들은 주어진 그림에 의거하여 영어로 이야기를 지어 쓰도록 지시되었다. 작문데이터는 Coh-Metrix 코퍼스 프로그램과 인간채점, 그리고 MANCOVA를 사용하여 분석되었다. 두 그림 집단이 기존쓰기능력에서 같도록 통제하고 다섯 개의 쓰기 영역(어휘 다양성, 접속어, 단어 수, 문법, 내용 영역)에서 검정한 결과, 그림 차이로 인해 두 집단의 평균들이 달라지지는 않았으며, 이들 변수의 분산과 공분산 또한 두 집단 간에 유의미한 차이가 없었다. 이 결과는 전체 집단을 초급, 중급, 고급 수준별로 나누어 조사해 보아도 일관성 있게 나타났다. 그러므로 이 두 그림 시리즈는 변별도, 난이도, 그리고 변수들 간의 상관관계에 있어 동형 검사로 확인되었다. 이에 종단 쓰기수행 평가도구로 활용되도록 추천된다. This paper investigated the equivalent form reliability of two picture series, entitled 'pizza' and 'amusement park,' which were developed and have been introduced for the first time to writing education and assessment. The picture series were designed a priori to be equivalent for use in repeated testing. They were administered to elementary school students (N = 68), using a simultaneous random distribution of the picture series, and the students were required to write a story based on the series they were assigned. The stories were analyzed with the Coh-Metrix corpus program, human scoring, and MANCOVA. The findings are as follows. The two series were verified as being equivalent test forms, producing the same test results; they both had the same level of difficulty as well as the same discriminating power. These results held true across different ability groups (basic, intermediate, and advanced levels), indicating consistency of the findings across the ability groups. Therefore, the two series are confirmed as feasible alternate forms and recommended for use in repeated testing to assess changes in writing ability.

Reader Expectations and the Validity of Composition Scoring: Implications for Componential Scoring

Jungok Bae(배정옥) 한국영미어문학회 2007 영미어문학 Vol.- No.84

  The validity of writing assessment has greatly improved since performance-based writing tasks have been used as alternative writing tasks. High reliability of scoring has also been demonstrated in numerous essay assessments. A relatively recent dimension of validity that has been called into question in writing assessment is scoring validity. This paper discusses scoring validity, focusing on the question of diverse reader expectations that contribute to doubts about scoring validity. Reader expectations are discussed in categories such as: differing reader views of what is good writing, issues of content conceptualization, characteristics of texts and their effects on readers, and divergent backgrounds and assumptions held by writers and readers. The paper suggests that readers in essay assessments should be aware of these issues. Finally the paper finds implications for scoring validity in holistic and componential scoring and recommends componential scoring as an alternative to holistic scoring where appropriate and feasible.

Integrating Grammar Teaching into a Syllabus Comprising Communictive Activities with Both Fluency and Accuracy Emphasized

Jung Ok Bae(배정옥) 언어과학회 2008 언어과학연구 Vol.46 No.-

The emphasis on fluency in regards to communicative language teaching (CLT) played down the explicit teaching and practice of grammar items for a short period of time. Many scholars have subsequently discussed the fact that explicit grammar teaching is, in fact, essential, but that the teaching of grammar rules should be incorporated into communicative contexts providing communicative needs. The issue facing teaching professionals is in regards to the methodology: how to achieve their end. Although language specialists now understand the importance of grammar teaching, illustrative demonstrations regarding how to do so is in great demand. This paper illustrates and supports the method that integrates grammar instruction into a syllabus comprising communicative activities, with both fluency and accuracy emphasized. In doing so, this paper outlines a two-day teaching unit, designed by the author for beginner or intermediate L2 adult learners in ESL/EFL settings. Teaching professionals seeking ways to integrate grammar teaching into communicative activities and combine both fluency- and accuracy- oriented syllabuses, can apply the materials herein as they see fit, according to their classroom needs.

비점오염원과리 ; 유역모형(HSPF)과 저수지모형(EFDC)을 연계한 용담호 탁수거동 모의

김민규 ( Min Kyu Kim ),배정옥 ( Jeong Ok Bae ),김병수 ( Beong Su Kim ),허연강 ( Yon Kang Hur ),손병용 ( Beong Yong Son ) 한국물환경학회 2009 한국물환경학회·대한상하수도학회 공동 춘계학술발표회 Vol.2009 No.-

창의적 이야기 쓰기용 세 그림기반 과제 유형

김서희(Seo hee Kim),배정옥(Jung ok Bae) 한국교육평가학회 2015 교육평가연구 Vol.28 No.1

본 연구는 그림을 사용한 세 유형의 이야기 쓰기 과제를 개발하고 각각 Series, Predict, Connect라 명명하였다. 이 과제 유형들을 학생 집단과 전문가 집단에게 제시하여 이들의 관점에 의거하여 과제 특성과 반응에 대한 시사점을 얻고자 했다. 137명의 학생들에게 이들 유형을 근거로 이야기를 쓴다면 어느 유형을 선호하는지 설문하였고, 74명의 전문가들에게 과제 난이도와 권장여부를 설문하였다. 자료 분석에는 빈도분석과 교차분석이 활용되었다. 학생들이 월등히 선호한 유형은 Connect 유형이었으며, Predict 유형과 Series 유형이 그 뒤를 이었다. 이 경향은 성별, 학년별(초등3∼중2) 및 영어성취 수준별(저, 고, 영재)로 보아도 마찬가지였다. 학생들이 Connect 과제를 가장 선호하는 이유는 이 과제가 소재의 선택과 창작의 자유를 허용한다는 것이었다. 그러나 전문가들의 관점에서 볼 때 Connect 유형은 창의성이 요구되기 때문에 가장 어려운 과제로 꼽혔다. 또한 전체 줄거리가 제시된 Series형은 학생들이 상대적으로 가장 덜 선호한 유형이었으나, 전문가들은 학생들이 이 유형을 쓸 경우 학생들의 인지적 부담이 줄고 채점 기준이 명확할 수 있다는 점을 고려하여 쓰기 연습과 평가 과제로 가장 권장하였다. This study presented three types of story-writing tasks using pictures to 137 students. The three tasks are entitled as 'Series', 'Predict' and 'Connect.' The students were asked which type they would prefer if they were asked to write a story. Experts (N = 74) were asked about which task would be most difficult and easiest and which they would recommend. The data were analyzed using frequencies and cross-tabulations. The majority of the students showed a strong preference for Connect, followed by the Predict and Series types. There was no gender preference for Connect, nor was there any change as a function of grade level (3rd to 8th) or English proficiency (low, high, and gifted-talented). Experts regarded Connect as the most difficult because it required creativity to connect isolated items in a meaningful way while students preferred this type because it allowed the freedom to choose from given items and connect them as they liked. As far as the best task for composition practice as well as evaluation is concerned, experts recommended Series because it provided a full storyline, which served to reduce the students' cognitive load in having to create story content, and because it provided a baseline for scoring and comparing writing across all students.

받아쓰기와 cloze의 상대적 난이도

이경임(Gyeong Im Lee),배정옥(Jung Ok Bae) 언어과학회 2013 언어과학연구 Vol.0 No.64

This tudy analyzed the level of difficulty of two tasks, dictation and cloze, which are commonly used to assess overall language skills. It investigated whether these tasks yielded different results in the skills measured, specifically in the abillty to listen to content words and function words of spoken English. A hundred and eighty-eight middle school students were divided into two groups that were comparable in prior listening skills. Both groups performed the dictation and cloze tasks but did so in revers order to countertbalance a possible effect of task order. The results showed that for both content and function words the mean on the cloze task was higher than that on the dictation task. It is confirmed that dictation is a relatively more difficult task than cloze, overriding some consideration that the reverse might be true. The abillities to not identical, as well as the performances on the dictation and cloze tssks were considerably correlated, although not the same.

등위접속사 사용의 두 가지 두드러진 오류와 교사들의 인식

서은영(Eunyoung Seo),배정옥(Jungok Bae) 현대문법학회 2023 현대문법연구 Vol.120 No.-

주어의 수에 따른 동사 형태 일치의 오류: 몰입교육 EFL 초등학생을 중심으로

강미진(Mi jin Kang),배정옥(Jung ok Bae) 현대문법학회 2017 현대문법연구 Vol.95 No.-

The present study investigates several syntactic structures in which subject-verb agreement errors occur. The study analyzed free writing samples written by 104 elementary school students enrolled in a partial English immersion school. In the writing samples, errors in the subject-verb agreement were found in the following categories: (a) subject + verb; (b) coordinated subjects + verb; (c) subject + coordinated verbs; and (d) expletive ‘there’ + ‘be’ verb. Errors in the ‘subject + verb’ structure with no modifying phrases in-between were the most prominent. The second most frequent errors were found in the ‘subject + coordinated verbs’ structure. The results provide useful implications for English teachers dealing with the persistent errors in the subject-verb agreement.