A5083 同種材의 摩擦容接 特性에 關한 硏究

성기완,길남규,신석우,민택기 충남대학교 산업기술연구소 2000 산업기술연구논문집 Vol.15 No.1

This study dealt with the mechanical properties of aluminum alloy A5083 friction welds contained upset length, tensile test, hardness test, observation of microstructure and tensile fractured surface. The welding conditions of the maximum tensile strength of friction weld were revolution 2000rpm, friction pressure 50MPa, upset pressure 110MPa, friction time 1.0sec, and upset time 6.0sec. This study came to these conclusion as follow : 1.The maximum tensile strength was 355MPa which was 102% of the tensile strength 348MPa of the base material. 2.The conditions when maximum tensile strength was acquired, occurred dimple on the tensile fracture surface and upset length was 4.9mm. 3.The maximum hardness was Hv89 in the weld interface and soft zone was confirmed on the heat affected zone(HAZ).

영어의 Yes/No의문문에 대한 한국학생들의 응답연구

성기완 우송대학교 부설 산업연구원 1999 산업연구 Vol.1 No.2

This study investigate some patterns and characteristics of reactions of Korean speakers of English to positive and negative yes/no questions and tag questions. It is observed that most Asian students manifest some difficulty in understanding the difference between structural aspects of language and semantic meaning of yes/no questions (e.g., Celce-Murcia &Larsen-freeman, 1983). Given that yes/no questions are one of the basic and yet important ways to seek and share information during communication, more in-depth research on second language learners' diverse responses to yes/no questions is much needed in the context of more real and concrete communicative settings. Accordingly, this study employed a methode of discourse analysis based on 6 taped dyadic conversations between native speakers of English and Korean speakers of English to classify and analyze reaction types of Korean speakers of English to yes/no questions. The results of the study showed that those whose levels of proficiency in English were relatively low seemed not to understand semantic structure of utterances and the specific context of communication. That is, they appeared to have difficulty in responding to both negative yes/no and tag questions. Based on the study, pedagogical suggestions of teaching various responding strategies to yes/no questions in the context of meaningful communication to help Korean nonnative speakers were also made.

영어교육과 학습현장 : 우리는 어떤 교육을 원하는가?

성기완 우송대학교 2000 우송대학교 논문집 Vol.5 No.-

The field of English Education espouses many competing views regarding what to teach, how to teach, and why to teach. Even though many educators pay little attention to these pedagogical views, these views are main structuring principles of all teaching practices. Accordingly, this paper introduces five teaching positions (i, e., scientific method, humanist, student-centered, social reconstruction, market theory), among which four are adopted from Kliebard's (1986) and one is added to delineate critical aspects of existing educational discourses. More specifically, by comparing and drawing connections between these five positions and current classroom and/or other social contexts of learning, this paper demonstrates that one's teaching behavior is historically, socioculturally, and politically constructed. In addition, this paper highlights the importance of understanding one's association with one or more of these positions and emphasizes one's indeterminacy and reflective attitude about one's own teaching position(s) are major driving forces in developing oneself and one's own teaching.

에세이 - 수재민 주택

성기완,Sung, Kiwan 대한건축사협회 2018 建築士 Vol.592 No.-

다문화교육과 영어교육의 연계 필요성 고찰 및 교과과정 모형연구

성기완 ( Ki Wan Sung ) 글로벌영어교육학회 2007 Studies in English education Vol.12 No.1

시민, 기업, 정부간의 통합 재난구호시스템 구축에 관한 연구

성기완(Ki Whan Sung) 위기관리 이론과 실천 2006 Crisisonomy Vol.2 No.1

우리의 재난관리단계에서는 민관간에 형성되지 못한 신뢰, 불분명한 역할정립, 통합적인 협의체의 미결성, 그리고 합동 훈련·교육 시스템 부재 등으로 사회자본 축적이 이루어지지 못했고 이에 따라 현장에서는 혼란과 비효율적인 활동이 이루어져왔다. 이에 정부부문, 시민부문, 기업부문내의 협력체제 방향과 함께 앞으로 지속적으로 추구해야나가야 할 통합재난구호시스템 구축 모형을 모색해 보고자 하였다. 민관산학네트워크를 구축하기 위해 재난관리단계별로 시민, 기업, 정부로 나누어 각기 추진해야할 역할별 주요 과제를 정리하였으며, 통합 재난구호시스템 모형으로서 지역별 민관산학네트워크를 기반으로 한 분야별 활동 중심체인 안전감시단, 재난예방단, 긴급대응단, 복구지원단의 운영을 제시하였다. In conjunction with a stage of a disaster management in Korea, the social capital hasn't been accumulated due to various reasons, such as distrust between private and public sector, unidentified definition of stakeholder's roles and responsibilities, and absence of umbrella organization for discussion, joint exercise, and education system. Thus, they are prone to create disorder and inefficient performance in the emergency field. Viewed based upon the above observation, this paper are in pursuit of a model of a cooperation system for disaster relief at which stakeholders are oblige to aim, along with a collaboration framework of civilian, enterprise and government sectors. Firstly, it states main tasks to be desired in each role of a stage of disaster management so that a network of civilian, enterprise and government sectors may be formulated. Secondly, as a model of a disaster relief system, this paper proposes operation of a safety monitoring unit, a disaster prevention unit, an emergency response unit, a rehabilitation and restoration unit that are sectoral core bodies based on a regional network of civilian, enterprise, school, and government sectors.

영화 속에 나타난 영어교수 방법의 분석

성기완(Sung Ki wan) 영상영어교육학회 2003 영상영어교육 (STEM journal) Vol.4 No.1

Many educators pay little attention to the effects of movies as an educational tool(Giroux, 2002). In fact, many teachers consider the use of movies an interesting, effective way to teach basic knowledge and skills for language and literature. As a result, movies have become a simple source of entertainment and are not utilized as critical texts in understanding how, and to what extent, knowledge and meanings are constructed in certain ways, but not in other ways. Accordingly, this paper analyzes movies relevant to teaching and schooling and categorizes them into four teaching models using Kliebard's classification(i.e., scientific management, humanistic, student-centered classes, and social reconstructionist approaches; 1986). More specifically, by comparing and drawing connections between four teaching approaches and current teaching practices and/or other social contexts of learning, this paper demonstrates that one's teaching behavior is historically, socioculturally, and politically constructed in particular ways. In addition, this paper highlights the importance of understanding one's association with one or more of these models and one's indeterminacy and reflective attitudes in developing and understanding oneself and one's own teaching.

비평적 영어 교수·학습 모형 개발 및 적용에 관한 연구

성기완(Sung, Kiwan) 한국외국어교육학회 2009 Foreign languages education Vol.16 No.1

After reviewing existing research on English education curriculums offered in Teachers' Colleges in Korea, this study looks into ways of developing more extensively a teaching and learning curriculum model based on critical theory and pedagogy. More specifically, based on the examination of all the 33 curriculums for college English Education majors and the two surveys of 76 and 71 in-service teachers, respectively, this study found that there was an unbalance in courses in English Literature, Linguistics, and English as a subject matter as well as an excessive emphasis on skills courses. According to the teacher surveys, their curriculums for both General and English Education lacked organic linkage among the courses, practically in teaching subject matter and culture, and pedagogical activities to enhance learners' creativity and criticality through meaningful tasks, discussions, or debates on class. Accordingly, based on the teachers' perceived disparities in the current English curriculums, their identification of key problems and overarching issues, and their view on improving English Education curriculums, this study presents a critically-oriented curricular model in which more balanced curricular contents and skills and culture teaching in ELT are reflected. Lastly, this study calls for more curricular research and instructional effort based on a critical line of work and practices and discusses possible directions of and implications for future English education.

대학 교양영어 수준별 교육과정 모형개발연구

성기완(Sung Kiwan),표경현(Pyo Kyong-hyon),이현명(Lee Hyun-myung) 한국외국어교육학회 2004 Foreign languages education Vol.11 No.2

The current research aims to enhance the quality of general English in the university by providing level-specific cultural curriculum and instruction based on students’ needs. This study utilized various research analysis methods such as literature-document and survey/interview. In the questionnaire respondents (a sample of 393 university students) showed that class hours per week and the number of semesters were appropriate, but that more interesting and level-specific instruction was needed. It was also suggested that more elective courses should be available after the completion of general English courses. Based on these results, this research study developed 4-tiered level-specific cultural curriculum. The newly proposed curriculum reported in this study encompasses its specific implementation plans, starting with standards, goals, and language functions for each level, ways to offer remedial and intensive courses at each level and elective courses after the completion of the general courses. This new plan initiative requires an extensive revision of existing curriculums and an application of dynamic evaluation methods. Accordingly, the results of the research project will present an important curricular and instructional model to other universities interested in providing level-specific English programs in the effort of maximizing the students’ learning.

EFL Learners’ Use of Communication and Negotiation Strategies in a University Class

성기완(Kiwan Sung),류영실(Young-Sil Ryu) 한국외국어교육학회 2005 Foreign languages education Vol.12 No.4

This study investigated patterns of communication breakdowns (CBs) and use of communication strategies (CSs) in the process of meaning negotiation between a native English speaking teacher and thirty five Korean EFL university students. For over a nine-week period, the classroom was observed and the data were collected through the transcriptions of tape recordings, teacher interviews, and student interviews. The results showed that patterns of CBs for EFL learners were multi-dimensional: syntactic, phonetic, lexical, and affective. Particularly in this class, whereas the teacher tried to choose the most effective and various strategies and tactics to ‘bridge the gap’ in communication, the student did not use CSs in a diverse manner in order to overcome CBs and only used eleven out of 33 CSs in the taxonomy of Dornyei and Scott (1997). Accordingly, it may be necessary for EFL learners to have more experiences in more contextualized classroom interaction or consciousness-raising activities for diverse use of CSs without sacrificing communicative opportunities to learn target language.