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).

Secondary Pre-service English Teachers’ Perceptions of Learning and Use of Diverse English and Willingness to Teach World Englishes

성기완 한국응용언어학회 2018 응용 언어학 Vol.34 No.3

This study examines secondary preservice English teachers (SPETs)’ perceptions on their learning experience and use of English, teaching World Englishes (WEes), and advantages, difficulties, and supports needed in teaching them. The 196 SPETs completed 52 likert-type and 4 open-ended items and the semi-structured interviews were also done with the 10 SPETs. For the survey, ANOVA did not show much difference in their views according to college years. However, t-tests revealed that the SPETs in the high ability group showed more openness toward WEes. The SPETs with official English test-taking experience agreed more to teaching WEes but less on the necessity of Standard English(SE) while the SPETs who studied abroad were more aware of WEes and receptive of them. The keyword and content analyses of open-ended survey items and interview data, respectively, showed the SPETs preferred American English(AE) despite their willingness to include WEes. In teaching WEes in future, they worried over their lack of knowledge and experience in WEes, unclear curricular directions, and difficulties in evaluating learners, and increase of learning contents. Lastly, based on the results of the study and related literature on WEes in ELT, this study presents relevant curricular and instructional suggestions as well.

A Study on Culture Teaching and Learning through the Analyses of ELT Materials and Survey

성기완 팬코리아영어교육학회 2008 영어교육연구 Vol.20 No.4

This paper compiles definitions on culture and types of culture along with discussion on limitations in existing theories and research on culture teaching in ELT. Then, based on the analysis of 11 college English textbooks, the cultural contents are examined and classified into four types of culture. A survey was also done with 179 college English learners to investigate their experiences and opinions of learning culture in class. The results showed that though some diverse cultures were included in the textbooks analyzed, culture learning was still based on discrete facts or information regarding macro and micro culture and were not well linked to language activities in interesting and purposeful manners. More seriously, a perennial bias toward the non-Western cultures was apparent in the English textbooks examined and culture teaching which the students experienced. In fact, there has been little efforts to present diverse and hidden cultures in a critical way in ELT. Accordingly, this paper calls for a critical approach using a problematizing practice in culture teaching and presents some suggestions and implications in developing a more context-specific culture teaching in Korea.

College students' views on using the online campus system for ELT courses

성기완 한국멀티미디어언어교육학회 2007 멀티미디어 언어교육 Vol.10 No.3

This paper examines the students' opinions in using university-provided online LMS platform based on their performative online data, a survey, a focus group and individual interviews, and the researcher's emic views in utilizing it in class as a supplementary tool. Thirty-eight students who were on the teacher certification track or interested in teaching English took two ELT courses and were guided to use the school online campus system (OCS) for various learning activities and assignments. The results shows that there was a low rate of participation in the OCS because of the heavy course load and rather non-compulsory nature of using it. However, despite rather ambivalent views on the collaborative work online and saving time when using the OCS, the students were well aware of effectiveness and benefits of using online. The analysis of the survey data also shows moderate or strong correlations at the significance level of p<0.01 between the factors such as time-saving and future enrollment, online effectiveness and more online courses, and online effectiveness and future enrollment. These results suggest that, instead of the naive belief in the potential benefits of ICT, CMC, or other online tools, EFL practitioners probably need to carefully assess students' attitudes on the use of such tools and constantly contextualize the use of any online program whether in a blended or complementary format.

에세이 - 수재민 주택

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

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.

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.

혼자사랑, 혹은 소통의 한 방식

성기완 새얼문화재단 1998 황해문화 Vol.20 No.-

김해송과 조선 스윙 장단

성기완 한국대중음악학회 2012 대중음악 Vol.- No.9

[좋은 음악] 눈처럼 하얀 자켓에 관한 추억 - 비틀즈의 ‘화이트 앨범’

성기완 샘터사 2000 월간 샘터 Vol.31 No.12