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쌍방향 한영 이중언어 몰입 프로그램 학습자들의 미국에서의 모국어와 외국어로서의 한국어 쓰기능력 평가 연구
배정옥 이중언어학회 2006 이중언어학 Vol.31 No.-
배정옥. 2006. 06. 30. 쌍방향 한영 이중언어 몰입 프로그램 학습자들의 미국에서의 모국어와 외국어로서의 한국어 쓰기능력 평가 연구. 이중언어학 31. 55-96. 본 연구는 한영 이중 언어 쌍방향 몰입 프로그램에 등록한 두 집단의 학생들이 초등학교 이중언어 몰입 전반기 단계에 발달시키는 한국어쓰기 수행 능력 정도를 조사했다. 학생들은 한국계-미국인 2세 초등학생들과 비한국계-미국인 초등학생들이다. 학년은 유치원, 1학년, 2학년이며, 2학년은 프로그램 출범 시 유치원생으로 시작한 첫 그룹이다. 이 몰입 프로그램은 미국에서 운영되므로, 한국어는 한국계-미국인 학생들에게는 모국어이고, 비한국계-미국인 학생들에게는 외국어이다. 본 보고는 위 학생들을 위해 개발·실시된 한국어 쓰기 수행 능력을 절대평가와 상대평가를 사용하여 유추했다. 몰입 프로그램 두 집단의 한국어쓰기 완수 정도가 초등학교 전반기 단계를 대상으로 규정된 쓰기 능력 영역과 완벽 상태를 표준으로 하여 절대 평가로 보고 된다. 이외, 상대평가로써 한국계-미국인 학생들의 한국어 쓰기 수행 능력 수준이 로스앤젤레스와 서울의 단일 언어 학습 상황 하에 공부하는 학생들과 비교 분석된다. 이 평가 결과는 한국계-미국인 학습자들 (크게는 이민 2세 학생들)의 모국어 보존과 비한국계-미국인 학습자들 (넓게는 영어권 나라 학생들) 의 외국어 습득 주제에 독특한 정보를 기여한다. (UCLA)
Reader Expectations and the Validity of Composition Scoring: Implications for Componential Scoring
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.
배정옥 신영어영문학회 2006 신영어영문학 Vol.33 No.-
Word-writing ability is a key teaching and testing objective for children. Traditional test methods have been inadequate in measuring and representing this ability in testing for children. The purposes of this paper are twofold: to introduce an alternative writing task type to assess children's ability to write single words; and to provide validity information about the task. The paper presents validity evidence supported in the following multiple sources. First the paper outlines a sample task, task characteristics, and scoring criteria, and clarifies domain specifications using task specifications. Second, it provides evidence indicated by ethnographic data that show the process of making the task appropriate for children during the task development. Next, the validity is supported by benefits associated with the task, such as: content representation, content sampling, practicality, utility, authenticity, and impact of this task on learning and instruction. Finally, college students’ evaluative comments about the new task further indicate the beneficial influence of the task on student learning, such as higher-order thinking skills and motivation. The alternative task, first used with students in a bilingual immersion program, has been one of the favorite tasks of the teachers and students in this program. We offer possible applications of this method.
Ten Cohesion Markers’ Relative Contributions to Coherence: Letters and Stories
배정옥 팬코리아영어교육학회 2012 영어교육연구 Vol.24 No.2
The present study contends that the notion of cohesion influencing coherence is an oversimplification. The present study examined the relative strengths of 10 cohesion markers as predictors of coherence. EFL children (N = 130) wrote both letters and stories,which were analyzed using repeated-measures MANOVA and path analysis. The number of cohesion markers used in the two writing tasks was significantly different for some types of markers while similar for other types, indicating that the amount of cohesion marker use can be task specific. Frequently-occurring cohesion markers were not necessarily stronger contributors to coherence. Only ellipsis, collocation, and conjunction showed a significant influence on coherence for both tasks, and their magnitudes were fairly weak. The significant cohesion markers, collectively, explained only about 10% of coherence. For both tasks, conjunction exerted a negative influence on coherence. This study supports the ideas in the literature that cohesion should not be the primary factor in determining writing quality; coherence is the result of a psychological process within the reader, who understands the text by incorporating its textual cues through association to existing knowledge by inference.