한국어/영어 이중언어화자의 이메일에 나타난 언어전환의 형식과 기능

성귀복 이중언어학회 2006 이중언어학 Vol.30 No.-

성귀복. 2006. 02. 28. 한국어/영어 이중언어화자의 이메일에 나타난 언어전환의 형식과 기능. 이중언어학 30, 245-273. 1950년대 이후 언어 전환에 대한 연구는 대부분 구어적 레파토리에 초점을 두고 이루어져왔다. 이 연구는 최근 새로운 문어 의사소통 장르로 자리잡아온 이메일 담화에서 성인 한국어/영어 이중언어화자들의 언어전환 현상을 분석하였다. 영어를 주 언어로 쓰는 상황에서 그들이 이메일로 의사소통 할 때 모국어인 한국어로 전환하는 다양한 형식과 기능적인 측면을 연구하였다. 데이터는 25명의 한국어/영어 이중언어화자들이 주고 받은 70개의 이메일 편지들로 총 87개의 언어전환 케이스가 발견되었다. 구조적인 면에서 명사가 전체의 74.6%였고 격조사, 감탄사, 문장 단위, 동사, 명사구 등이 차례로 많은 빈도수를 보였다. 전환 사용 중인 한국어 단어 내에서 다시 영어의 소유격 혹은 복수형 형태소로 전환하는 현상도 발견되었다. 그들의 언어전환 표시 전략에는 대문자화, 빈칸, 대쉬, 이들의 병합 등이 있었다. 또한 분석 결과 이 이중언어화자들은 그들의 이메일 속에서 공손함 표시, 영어에 해당 표현의 부재에 대한 대안, 친숙함 표현, 문화적 정체성 표시, 언어적 경제성 성취 등의 기능을 위해 두 언어를 전환 사용하고 있음이 관찰되었다. 이 연구는 이러한 언어행동이 무작위적이거나 언어능력의 부족에서 기인하는 것이 아니라 두 다른 언어의 구조와 기능에 대한 이중언어화자들의 이해를 반영하는 의도적이고 적극적인 의사소통 행위라는 것을 보여준다.(고려대학교)

학습자생성동영상 활용 수업이 예비영어교사의 자기주도학습능력, 교수불안감, 의사소통능력에 미치는 영향

성귀복,원주연 중앙대학교 외국학연구소 2021 외국학연구 Vol.- No.58

This study investigates the effects of a series of activities organized around learner-generated videos on pre-service English teachers’ self-directed learning, teaching anxiety, and communication competence. Forty-nine pre-service teachers enrolled in a TEFL Methods and Materials course participated in the study for 15 weeks. During the semester, the students were instructed to create short instruction videos and upload them weekly on their YouTube channels. Participants posted their feedback online, and small group discussions and detailed analysis by the instructor followed during class. Pre-tests and post-tests were administered on the measures of self-directed learning, foreign language teaching anxiety, and communication competence. Paired samples t-test results found that the pre-service teachers’ self-directed learning ability has increased with statistical significance, and their teaching anxiety level decreased with statistical significance. Their communication competence in total did not show a significant increase but some sub-components of the competence measure showed significant increases. The analysis of the quantitative and qualitative survey responses collected after the experiment showed that the pre-service teachers perceived that the series of activities organized around learner-generated videos were highly interesting and effective, and that they greatly helped improve their competencies as a teacher. The results of the study cast some important pedagogical implications for pre-service teacher education.

학습자생성 퀴즈 및 질문 활용 영문독해 수업이 대학생의 메타인지, 학습몰입, 영어학습에 대한 인식에 미치는 영향

성귀복,원주연 중앙대학교 외국학연구소 2022 외국학연구 Vol.- No.61

This study investigates the effects of English reading class utilizing a variety of activities with student-generated quizzes and questions on university students’ metacognition, learning engagement, and their perceptions toward English learning. Twenty-eight university students, most of whom were freshmen, participated in the study for 15 weeks. Throughout the semester, the students were repeatedly engaged in several activities where they were guided to create and upload quiz items and questions related to the English reading texts, responded to peers’ questions online, participated in small group activities related to the quizzes and questions, etc. Pre- and post-tests were administered on their metacognition, learning engagement, and perceptions toward English learning. Paired samples t-test results showed that the students’ overall metacognition increased with statistical significance. Their learning engagement was found to yield no statistical differences. The participating students’ perceptions toward English learning in total and in the areas of interest and self-confidence showed significant increases. The students responded in the additional survey that the class activities were highly interesting and helpful for their study. The results of the study have some pedagogical implications related to learner-centered instruction.

Teacher Talk Revisited: Issues, Findings and Future Directions.

성귀복 한국영어학회 2006 영어학 Vol.6 No.1

Seong, Guiboke. 2006. Teacher Talk Revisited: Issues, Findings and Future Directions. Korean Journal of English Language and Linguistics 6-1, 63-90. This paper aims to review major issues and findings on teacher talk in the first language (L1) content classroom and that in the second language (L2) classroom and to reestablish directions for future teacher talk research. The importance of teacher talk has its grounding on how it relates to learning. Recently teacher talk research is receiving attention again along with the development of research on Focus on form, corrective feedback, and the views of looking at classroom interaction as contexts for meaning negotiation and thus for learning. Research on L1 teacher talk has focused on development of descriptive frameworks and on investigation of various pedagogical functions of it. The primary concern of L2 teacher talk research has been how to make it comprehensible and work to facilitate learning of L2. Earlier studies paid great attention to various types of linguistic modifications. Research has also examined characteristics of conversational modifications, questioning and feedback behaviors in TT. Findings from the critical review suggest several new directions for future research on teacher talk as one the most viable and in-demand research areas in the field of second and foreign language learning and teaching these days.

보호영어 프로그램의 내용 수업에서 한국 아동들의 의사소통 및 학습 전략 연구

성귀복 이중언어학회 2008 이중언어학 Vol.36 No.-

본 연구는 목표어인 영어로 진행되는 미국 초등학교 4학년의 보호영어 내용수업에서 한국인 아동들이 이해를 위해 사용하는 의사소통 양상과 다양한 학습방법들을 조사하였다. 모국어가 다른 학생들이 섞인 ESL 학급에서 과반을 차지하는 한국인 학생들은 우선 모국어 지식을, 보조교사에 도움 요청 및 언어적 가설 실험, 의미교섭, 목표어 지식 내재화, 타국 학생 견제 및 집단적 결속과시, 그리고 사회적 거리 및 정의적 혼란을 표현하기 위한 목적 등을 위한 능동적 언어 자원으로 활용하고 있었다. 또한 모국어를 활용하지 않는 다른 여러 가지 학습 및 소통 전략도 관찰되었으며, 학생들의 이해와 학습에 도움을 주기 위한 원어민 교사와 이중언어화자인 보조교사의 언어적, 담화적, 교육적 장치들도 발견되었다. 목표어로만 이루어지는 수업과 소통환경에서 모국어 자원과 제한된 목표어 자원을 적극적으로 운용하여 목표어 학습과 내용 학습, 그리고 소통이라는 목표를 이루어내며 이중언어화자로 발달하는 한국인 아동들의 모습은 여러 가지 언어교육적 시사점을 준다.

Questioning and Feedback in the Preschool TEE Classroom

성귀복 한국영어학회 2011 영어학 Vol.11 No.1

This study examined characteristics of questioning and feedback moves employed by a Korean EFL teacher in an English kindergarten. Audiotaped and videotaped class data were transcribed in conversation-analytic conventions and microanalyzed. The results of the analysis showed a variety of characteristics in questioning and feedback moves. Distinctive questioning behaviors included frequent or-choice questions in the first turn, wh-questions followed by collaborative completion type questions, switching wh-questions to yes/no questions,frequent use of certain display questions for eliciting student participation,and multiple questioning in a sequence for different purposes. The organizational characteristics of corrective feedback observed include avoiding metalinguistic feedback, multiple corrective feedback in the same turn, and continuous elicitation of reformulation and preference for self-correction. In depth turn-by-turn analysis evidences that these structures of questioning and feedback moves are sequentially organized and oriented toward accommodating the students' needs and their cognitive, affective levels. They were designedly beneficial for facilitating student participation and for maximizing the interactiveness and communicativeness in the given pedagogical setting. The observed questioning and feedback behaviors are meaningful conversational resources for more effective classroom communication with potential acquisitional benefits.

디자인씽킹 활용 수업활동이 예비영어교사의 교사효능감, 자기주도학습능력, 대인관계능력에 미치는 영향

성귀복,원주연 중앙대학교 외국학연구소 2025 외국학연구 Vol.- No.73

This study explored the effects of a series of class activities utilizing design thinking on pre-service English teachers’ teacher efficacy, self-directed learning, and interpersonal competences. 29 pre-service English teachers enrolled in a class participated in the study for 6 class sessions. The participating students were tested on their teacher efficacy, self-directed learning, and interpersonal competences before and after the activities. Paired-samples t-tests were conducted and the results of the analysis found the following. First, their overall teacher efficacy and all of its three sub-components increased with statistical significance. The students’ levels of self-directed learning and its three sub-components also improved. In terms of interpersonal competences, the overall level and three out of five sub-components showed a statistically significant increase. The findings of the study provide pedagogical implications on the use of design thinking-based activities on pre-service teacher training programs.

문제기반학습 활용 수업이 예비영어교사의 학업적 자기효능감, 셀프리더십, 공감능력에 미치는 영향

성귀복,원주연 중앙대학교 외국학연구소 2024 외국학연구 Vol.- No.70

This study explored the effects of a university class utilizing problem-based learning (PBL) on academic self-efficacy, self-leadership, and dispositional empathy of pre-service English teachers. The students participated in the PBL class for 15 weeks. Pre- and post-tests were conducted at the beginning and end of a semester-long PBL class to measure the students’ levels in these three areas. Paired-samples t-tests were employed to examine the significance of the mean differences between the pre- and post-test scores in each area. The analysis revealed that the overall academic self-efficacy of the participating students significantly increased. Significant increases were also observed in all three sub-components of academic self-efficacy. The students’ self-leadership showed a statistically significant overall increase. Among the three sub-components of self-leadership, significant increases were identified in behavior-focused strategies and natural reward strategies. No notable mean difference was found in the overall level of dispositional empathy of the pre-service English teachers, but a significant increase was observed in the perspective-taking sub-component of empathy. The findings of this study provide some important academic and pedagogical implications.

교육실습 경험이 예비영어교사의 진로정체감, 진로준비행동, 진로탄력성, 진로장벽에 미치는 영향

성귀복,원주연 이화여자대학교 교과교육연구소 2023 교과교육학연구 Vol.27 No.5

이 연구는 예비영어교사들이 4학년 1학기에 경험한 교육실습이 그들의 진로정체감, 진로준비행동, 진로탄력성, 그리고 진로장벽에 어떠한 영향을 미치는지를 살펴보았다. 한 대학의 영어교육과에 재학하며 연구가 진행된 학기에 교육실습을수행한 32명의 예비교사들을 대상으로 교육실습을 나가기 전에 진로정체감, 진로준비행동, 진로탄력성, 그리고 진로장벽 수준을 측정하는 검사를 진행하고 교육실습을 마친 후 사후검사를 실시하여 대응표본 t-검증의 통계분석을 통해 그 영향을 측정하였다. 연구에 참여한 예비교사들의 진로정체감 영역에서는 교육실습 경험 이후 전체 및 3개의 하위요인들 모두의 수치가 통계적으로 유의미한 증가를 보였다. 진로준비행동 검사의 결과는 전체 수준 및 탐색행동 요인이 교육실습 이전과 비교하여 유의미하게 상승한 것으로 나타났다. 진로탄력성의 경우 전체 결과는 사전과 비교하여 변화가 없었고 하위요인 중 하나인 창의성에 있어 통계적으로 유의미한 증가가 확인되었다. 진로장벽의 경우 유의미한 변화가 없었다. 예비교사들의 교육실습 경험 후 이 진로 영역들 간의 상관관계를 알아보기 위하여 네 영역들 간, 그리고 그들의 하위요인들 간에 Pearson 상관분석을 실시하였다. 연구참여 예비교사들의 진로정체성, 진로준비행동, 진로탄력성 간에는 정적 상관관계가 확인되었고, 이세 영역과 진로장벽 간에는 부적상관관계가 확인되었다. 본 연구는 예비교사들의 진로 역량 발달과 교육실습 프로그램의 역할에 대한 시사점을 제공한다. This study examined how teaching practicum experiences influence pre-service English teachers’ career identity, career preparation behaviors, career resilience, and career barriers. Thirty two pre-service English teachers in a college of education who experienced the required teaching practicum in spring 2023 participated in the study. The levels of their career identity, career preparation behaviors, career resilience, and career barriers were assessed in survey forms before and after the participating students’ teaching practicum periods. Paired samples t-tests identified that the pre-service English teachers’ career identity levels in total and in all of its sub-components increased with statistical significance after the practicum. Their overall career preparation behaviors and one of its sub-components showed statistically significant increases as well. For career resilience, the sub-component of creativity significantly increased with no impact on the total area. There was no significant difference observed in the students’ career barriers. Pearson correlation analysis revealed significant positive correlations among career identity, career preparation behaviors, and career resilience, and significant negative correlations between each of the three areas and career barriers. The results of the study cast implications on pre-service teachers’ career-related competence development and functions of teaching practicum programs.

기능통합적 영문독해 수업이 대학생의 영어학습 불안감과 영어학습에 대한 인식에 미치는 영향

성귀복 중앙대학교 외국학연구소 2019 외국학연구 Vol.- No.49

This study investigates the effects of skills-integrated English reading class on university students’ English learning anxiety and their perceptions toward English learning and the integrated activities. Thirty-six university students, mostly freshmen, enrolled in English reading class participated in the study for 15 weeks. Throughout the semester the students were engaged in multiple steps of listening, speaking, reading and writing activities organized around the theme of each reading chapter. The activities utilized various participant structures and both on-line and off-line environments. Pre-tests and post-tests were administered on the measures of listening anxiety, speaking anxiety, reading anxiety, writing anxiety, and foreign language classroom anxiety. Students also completed pre-surveys and post-surveys on perceptions toward English learning, and answered the post questions on what they thought of the skills-integrated activities in detail. Analyses of the data found that the anxiety level decreased with statistical significance in all categories. Students’ perceptions toward English learning positively increased with particular significance in the self-confidence category. Students’s preferences for the skills-integrated activities and the reasons were analyzed. The study has some pedagogical implications for skills-integrated pedagogy in language education.