Effects of Recasts on Different Morphosyntactic Features: A Case Study of a Beginning ESL Learner

송선희,박은성 한국영어학회 2011 영어학 Vol.11 No.2

This paper reports on a case study which investigated the effects of recasts on the development of morphosyntactic constructions in the oral performance and grammatical knowledge of a beginning ESL learner. The participant, an adult Korean speaker, received intensive recasts on his morphosyntactic errors during a one-on-one conversational interaction for 10 weeks. The interactions were transcribed and examined with regard to the type of morphosyntactic errors, the type of learner uptake, and the learner's improvement on different types of morphosyntactic errors. The learner’s progress was assessed by means of reduced frequency of errors and improved scores on grammaticality judgment tasks. The results suggested that intensive recasts, provided within the context of conversational interaction, can contribute positively to a beginning learner’s second language (L2) development, especially when targeted at errors of perceptually salient structures. Results are discussed in terms of the efficacy of recasts on different kinds of morphosyntactic features.

[社會ㆍ民俗篇] 人類學과 機能主義

宋善熙 한국학중앙연구원 1984 한국학 Vol.7 No.2

book toss - 마음을 부비며 살아가는 괭이부리말 아이들

송선희,Song, Seon-Hui 대한출판문화협회 2003 출판저널 Vol.329 No.-

R. Sternbeg와 H. Gardner의 지능이론 비교 고찰

송선희 경희대학교 부설 교육문제연구소 2001 論文集 - 경희대학교 교육문제연구소 Vol.17 No.-

Robert J. Sternberg와 Howard Gardner는 현대 지능 이론의 두 가지 계보를 형성하고 있다. Sternberg의 지능 이론은 "삼위일체 이론(triarchic theory)"으로 대표될 수 있고, Gardner의 지능 이론은 "다지능이론(multiple intelligence)"으로 대표될 수 있다. Sternberg의 이론이 심리학 쪽을 지향하며 실험실 연구를 통한 양적 타당화를 수행하는 반면에, Gardner의 이론은 교육 현장에 적용하는 것에 초점이 있으며 질적 해석을 수행하고 있다. 이같이 두 학자는 지능에 대해 상당히 다른 접근을 하고 있다. 이 글에서는 Sternberg와 Gardner의 지능 이론을 지능의 정의, 지능의 구성 및 구조, 지능이론의 검증, 지능의 사정 및 시사점, 지능의 훈련으로 나누어 살펴보았다. 또한 우리의 교육현장 적용 예와 분석 예를 살펴봄으로써 실제적인 합의점을 살펴보았다. Robert J. Sternberg and Howard Gardner built lineage of modern intelligence theory. Sternberg's Intelligence theory represents "triarchic theory", Gardner's intelligence theory represents "multiple intelligence theory". Sternberg's theory points to psychology and performs quantitative validation through laboratory research, but on the other hand, Gardner's theory places the focus on application of education spot and performs qualitative interpretation. As you see above, these two scholars approach intelligence differently. This study investigated Sternberg and Gardner's intelligence theory dividing them to definition of intelligence, structure of intelligence, verification of intelligence, assessment and implication of intelligence, training of intelligence. And investigating applied case, this study found practical implication in classroom.

건강한 성인의 연령 증가에 따른 폐기능 변화에 관한 고찰

송선희,김현욱,주진철,유승택 대한마취과학회 1990 Korean Journal of Anesthesiology Vol.23 No.6

Pulmonary function tests were conducted in 60 male adults and 60 female adults at 20~79 years of age. They showed noevidenee of pulmonary disease on clinical symptoms, X-ray finidngs and past history. We wanted to evaluate the deterioration of pulmonary functional reserve in the aged. The results were as follows: 1) In males, FVC decreased significantly (p $lt;0.01) from 4440±271.38 ml in 20~29 year-old subjects to 3090±445.75 ml 70~79 year-old subjects. The correlation coefficient with age was-0.6846. 2) In females, FVC decreased significantly (p$lt;0.01) from 2097±479.42ml in 20~29 year-old subjects to 2142±233.13ml in 70~79 year-old subjects The correlation coefficient woth age was 0.6454. 3) In males, FEV, decreased significantly (p$lt;0.01) from 4005±268.26 ml in 20~29 year-old subjects to 2373±326.36ml in 10~79 year-old subjects. The correlation coefficient with age was-0.8229. 4) In females, FEV1 decreased significantly (p$lt;0.01) from 2586±519.00 ml in 20~29 yrar-old subjects to 1645±330.36ml in 70~79 yeubjects The correlation coefficient with age was 0.7013. 5) In males, FEV1/FVC decreased significantly (p$lt;0.01) from 90.17±4.90% in 20~29 year-old subjects to 76.72±8.13% in 70~79 year-old subjects. The correlation coefficient with age was-0.5595. 6) In females, FEV1/FVC decreased significantly (p$lt;0.01) from 88.66±6.58% in 20-29 year-old subjects to 76.80±9.32% in 70~79 year-old subjects. The correlation coefficient with age wae-0.4489.

중년기 성인학습자의 평생학습 참여동기, 자기효능감, 자기주도학습이 교육만족도에 미치는 영향

송선희,노유석 한국콘텐츠학회 2017 한국콘텐츠학회논문지 Vol.17 No.12

This study is on the effects of lifelong education participative motivation, self-efficacy, and self-directed learning on subjective happiness of middle age adults. Middle age adults 40-64 years old are questionnaire survey target in Incheon and Gyeonggido and total 289 copies among 300 were analyzed through SPSS 21.0. The major findings of this study con be seen as follows: The variables more affected on educational satisfaction of middle age adults are goal-oriented motivation and activity-oriented motivation in lifelong education participative motivation, self-regulated efficacy in self-efficacy, and each personality, recognition and environment in self-directed learning. In conclusion, new paradigm is needed for middle age adults in lifelong learning society. This program should provide them with knowledge and information for adapting the future society, Furthermore, middle age adults can achieve their own self exploration, self-development and self-realization through the lifelong education program. Given a chance of lifelong education, middle age adults should be provided with the specific programs. 본 연구의 목적은 중년기 성인학습자의 평생학습 참여동기와 자기효능감 그리고 자기주도학습이 교육만족도에 미치는 영향을 분석하는 것이었다. 연구 대상은 인천광역시와 경기도에 소재한 지역평생학습기관의 프로그램에 참여하고 있는 40세에서 64세인 중년기 성인학습자 289명을 대상으로 하였다. 본 연구의 결과는 다음과 같다. 첫째, 자기효능감 중 자기조절 자기효능감, 자기주도학습이 교육만족도전체에 34.5% 영향력을 갖는 것으로 나타났다. 둘째, 평생학습 참여동기 중 활동지향 동기는 부적으로 영향을 미쳤으며, 자기주도학습이 교육만족도의 하위변인인 교육프로그램 만족도에 35.5% 설명력이 있었다. 셋째, 평생학습 참여동기 중 목표지향 참여동기, 자기주도학습 중 인성요인이 정적으로 활동지향 참여동기는 부적으로 교수자 만족도에 영향이 있었으며 24.7% 영향을 미치는 것으로 나타났다. 넷째, 자기효능감 중 자기조절 자기효능감, 자기주도학습이 학습자 지원 서비스 만족도에 28.3% 영향력을 갖는 것으로 나타났다. 다섯째, 자기조절 자기효능감, 인지요인만 교육환경 및 시설에 대한 만족도에 24.7%긍정적 영향을 미쳤다. 따라서 평생학습사회 속에서 중년기 성인학습자들의 평생학습 참여동기, 자기효능감, 자기주도학습 성향을 고려한 교육프로그램의 제공이 요구된다.

연구논문 구연발표 : 단순 만성 치주염 환자와 2형 당뇨병을 동반한 만성 치주염 환자의 치은조직에서 MMP-1의 발현 양상 비교

송선희,박진우,서조영,이재목 대한치주과학회 2004 대한치주과학회 학술대회자료집 Vol.2004 No.2

John Dewey

송선희 한국교육철학회 1995 교육철학 Vol.13 No.-

By this time, the role and limit of schooling for social reconstructioning has been examined on the basis of Dewey's insight about the possibility in schooling's playing a role in social reconstructioning. The results are as follows. The concept of Dewey's social reconstructing is considered to be inseperably related to education from a point of view that intelligence influences the problems of human morality. Dewey's consistent belief about the necessity of education in making democratic society reflects on Dewey's idea that the desirable education can play an important rple in changing human's propencity, which results in social reconstruction. Dewey considerd schooling an just a necessary condition for rasing the quality of social members, which suggests that he recognizes the limit of schooling, and so whole society has to make educational environment. Dewey stresses on cultvating scientific method, intelligence, participation, and free communication in order for schooling to work in social reconstructioning even indirectly. This shows that the democratic course such as the spirit of participation learned in the class and free communication are considered as very important things for the development of democratic society by him. So it this considered to relevat that Dewey stresses on the role of teaters in this respect. Dewey's ideas mentioned above are controversial in some respects. Dewey's idea will be continueously criticized in the future. Criticizen means a sort of expression of concern and conciousness about education. But his ideas criticized are trivial compared with his contribution. When we suffer from the difficulty in educational problem, Dewey's achievement is helpful.

대학야간강좌에 대한 실태조사 : 학생들의 견해를 중심으로 The Student`s Opinion

송선희 경희대학교 교육문제연구소 2002 慶熙大學校 敎育問題硏究所 論文集 Vol.18 No.-

본 연구에서는 "대학야간강좌의 활성화"를 위한 대안을 마련하기 위하여 전국 야간강좌 개설 대학의 재학생들을 대상으로 설문 조사를 실시하였다. 설문에 응한 학생은 총 1421명이었으며 주요한 조사결과는 다음과 같았다. 첫째, 야간강좌의 목적은 현재 학문 탐구에 초점을 두고 있으나 앞으로는 사회변화를 적절히 반영하고 사회발전에 기여하는 쪽으로 변화되어야 한다. 둘째, 학생선발은 내신과 수능을 동시에 고려하는 현행제도와 더불어 앞으로 논술을 추가하는 방향에 대한 요구가 높았다. 셋째, 학생활동 및 행정절차에 부정적인 반응이 많았으며 이에 대한 배려가 필요하다. 넷째, 교육과정 운영에 있어서 부전공과 복수전공을 이수하지 않는 학생들이 많았는데 이에 대한 대책이 필요하다. 또한 전공과 교양 비율이 적절하지 못하고 선택의 폭도 좁으며 산학협동도 제대로 안되고 있는 것으로 나타나 이에 대한 개선이 요망된다고 할 수 있다. 다섯째, 시설·설비·후생복지가 많아 미흡하므로 이에 대한 지속적인 관심과 점검이 필요하다. 여섯째, 수업시간과 수업운영이 전일제 혹은 탄력적으로 운영될 것이 요망된다. The purpose of the study was to examine college student's opinions in order to get an alternative for activation of a academic evening course in this study. The student who answered questionnaire was total 1421 people, and the important examination results were as follows. The first, a purpose of a evening course are putting a focus by current education research but it must be turned to the direction that reflects a social change suitable in the future, and contribute to social development. As for the second, the student selection, the current college admissions system for the evening course was mainly based on GPA and SAT and a demand about the direction that added statement at the front to consider an unofficial report at the same time were high. The third, there were a lot of negative responses with student activities and administrative procedures, and consideration about this is necessary. There were a lot of the students who do not take a minor and double major in an education process operation with the fourth, but consideration about this are necessary. A major and liberal art rate is not appropriate and it is wanted industrial-educational cooperation. Fifth, the college evening class student evaluated facility and faculty favorable while student welfare and college-business partnership as urgently improved. Finally, for recruiting and job opportunity for the college evening class students curriculum should be improved to adapt to social change.

비고츠키와 유아교육철학

송선희 한국아동교육학회 2000 아동교육 Vol.9 No.1