발표2.비디오테잎을 이용한 자기관찰-자기기록기법이 초등학교 저학년 아동의 교실문제행동에 미치는 효과

양명희 한국특수교육학회 1996 한국특수교육학회 학술대회 Vol.1996 No.-

아동의 충동적 행동에 대한 인지적 행동주의

양명희 한국정서학습장애아교육학회 1998 정서ㆍ행동장애연구 Vol.14 No.2

본 연구에서는 아동의 충동적 행동에 대한 인지적 행동 중재(cognitive behavioral intervention)의 효과를 검토하였다. 정서장애아로 판명된 중학 생 1명을 대상으로 중다기초선 설계 연구방법(multiple baseline across settings design)을 이용하여 실험을 실시하였다. 실험 대상 아동에게 자기 교수(self-instruction)방법을 사용하여 읽기와 산수 문제를 풀도록 했다. 실 험 연구 결과, 읽기와 산수 문제의 정답율은 증가하였으나, 주어진 자기 학 습 과제를 수행하는 시간과, 교사의 질문과 학생의 대답 사이에 걸리는 지 연시간(latency) 등에는 변화가 없었다. 인지적 행동 중재는 실험 대상 아 동의 충동적 학습 수행을 수정하는 데 도움이 되는 것으로 밝혀졌다. This study examined the effect of cognitive behavioral intervention on the impulsive behavior of a middle school student. One subject was selected among middle school behavior disordered students. A multiple baseline across settings design was used to determine how impulsive behaviors in reading and math classes were affected by using response-cost and a four question self-instruction strategy: (a) What is the question? (b) How can I answer correctly? (c) Am I thinking calmly? and (d) How did I do it? The use of this cognitive behavioral intervention was associated with an increase in the percent of correct answers in reading and math classes although the latency to answer the teacher's question and the duration to complete the written task were not increased dramatically. Results indicate that cognitive behavioral intervention may be useful in modifying the impulsive academic performance of middle school students.

성격의 장애인 명칭

양명희 광신대학교 2005 光神論壇 Vol.14 No.-

명칭은 그 명칭을 사용하는 사람들이 그 명칭으로 불려지는 한 집단에 대하여 갖는 철학과 신념과 태도를 나타내준다. 따라서 성경에 나타난 장애인 명칭은 독자에게는 곧바로 성경의 저자이신 하나님의 장애인에 대한 태도로 귀결될 수 있다. 이 연구에서는 현대 사회의 장애 개념의 변화와 장애인 명칭 사용 문제를 살펴보고 성경 속의 장애인관과 함께 현재 우리말 성경에 나타난 장애인 명칭을 조사하고 문제점과 해결점을 제시하고자했다.

상담자 자기효능감 척도 개발

양명희 한국상담학회 2011 한국상담학회 학술대회 논문집 Vol.2011 No.8

코로나19 위기 상황에서의 종교 지도자 담화문 연구

양명희 한국언어문학회 2022 한국언어문학 Vol.122 No.-

This paper analyzes the contents of seven statements of religious leaders published in the COVID-19 crisis from the perspective of disaster humanities. The summary of the analysis are as follows. First, all statements recognized and defined COVID-19 as a disaster and crisis. Second, as a response to COVID-19 they prioritized cooperation with government policies and emphasized religious response methods, namely helping and praying for their neighbors. Third, in the message to believers and officials(priests, monks, pastors, and etc.), the request for religious life occupies the main content, and tried to give the belief that COVID-19 can be overcomed. Fourth, the attitudes toward the government are mostly positive, and only Protestant pastoral letters show a negative attitude towards strong preventive measures such as the closure of religious facilities. Each religious statement uses the vocabulary of the religion in greetings, titles, and year marks. The closing remarks of all the statements end with asking for prayers to overcome COVID-19. In the end, it can be said that the biggest content characteristic of religious discourse is that humans, who are weak beings, pray to the absolute being in the face of disaster. .

한국어교육에서의 화행 교육의 목표와 방향 -칭찬 반응 화행을 중심으로-

양명희 한말연구학회 2011 한말연구 Vol.- No.29

This paper aims to approach speech-act education theoretically and practically as a means of pragmatic education. For this purpose, this thesis divides the goal of speech-act education into two steps:the first step is to assume the most common speech-act situation and acquire the speech-act of a native Korean speaker, and the second step is to choose second or third preferred strategy in the same situation according to the speaker’s intention. As a subordinate goal of the first step, I set up the revision of pragmatic failure caused by speech-act transition. It is important to comprehend the characteristics of Korean speech-act for speech-act teaching. Therefore, in order to understand the results of speech-act research properly, this paper analyzed compliment-response by types and expressions. It is necessary to set up conversation situation and understand each strategy and acquire the appropriate expression in the set-up situation to achieve the goal of speech-act education. In addition, it is essential to research Korean speech-act using natural science research methods, define the pragmatic linguistic aspect and social pragmatic aspect of each speech-act based on the research and apply to Korean education.

高等學生 言語生活에 관한 한 調査-서울, 대구 지역의 高等學校 2학년 학생을 對象으로-

양명희 한국어문교육연구회 2005 어문연구(語文硏究) Vol.33 No.2

This study is a survey on the language life style of high school students(second grade) in Korea. The language life style is one of the sociolinguistic's concerns, through the language life style we can see human's thoughts and attitudes about language. I divide language life style into four categories(speaking, listening, reading, writing) and make a questionnaire. And I am interested in social variables which affect language life style, for example, sex, department in high school, locality, so I inquire students according to them. There are many interesting results, some are new and already known. Speaking Life Style: 53.8 percent of students don't say good morning to their parents. Most of the students use mobile phone to send a message rather than call a phone. About 1/3 students have a confidence in making a speech. About 3/4 students say a slander.Listening Life Style: 21.8 percent students can't understand their class for lack of attention.Reading Life Style: They read free papers or internet papers rather than daily newspaper. 43 percent students read one or two books per month.Writing Life Style: 44.8 percent students don't write a letter in hands. 53.5 percent students don't write a diary. 84.6 percent students don't use e-mails. I expect the results from this study help to make methods of sociolinguistic survey and to make a curriculum of Korean education. 이 글은 高等學生들의 言語生活 實態를 全般的으로 把握하기 위하여 언어생활을 종래의 國語科 範疇에 따라 말하기, 듣기, 읽기, 쓰기로 나누고 設問調査를 하여 그 結果를 分析한 논문이다. 豫備 調査의 성격을 지녔기 때문에 서울과 대구 지역의 학생들을 대상으로 조사를 하였다. 또한 社會的 變因에 따른 언어생활의 差異를 알아보기 위해 性(남/여), 系列(인문계/실업계/특목고), 地域 1(서울/대구), 地域 2(서울 강남/강북, 대구 수성구/비수성구)를 고려하여 표본을 추출하였으며, 언어생활에 나타난 性別, 系列別, 地域別 特性을 살펴보았다. 이러한 조사는 사회언어학적 관심으로 언어생활을 알아보기 위한 것에서 더 나아가 청소년들의 바람직한 언어생활을 誘導하기 위해서도 필요한 일이다. 앞으로 청소년들의 언어생활과 관련하여 國語敎育界와 社會言語學界의 多樣하고 深度있는 조사 결과가 나오길 기대한다.

개별 피험자 연구에서 사회적 타당도 검사의 중요성

양명희,김황용 한국정서학습장애아교육학회 2002 정서ㆍ행동장애연구 Vol.18 No.3

Successful single subject research must have effective outcome data and be socially validated. Social validity refers to the social significance of intervention goals, the social acceptability of intervention procedures, and the social importance of intervention outcomes. This paper described the concept of social validity, reviewed the procedures of social validation, and discussed the suggestions for future research which would assess social validity.

고급 학문목적 한국어 학습자의 교실 내 한국어 불안 수준 및 요인 연구

양명희,김보현 한국사회언어학회 2017 사회언어학 Vol.25 No.1

Yang, Myung-hee & Kim, Bo-hyeon. 2017. “A Study on Korean Language Anxiety in the Classrooms of Advanced-level Korean Language Learners for Academic purposes: With Chinese Students in Graduate School in Korea”. The Sociolinguistic Journal of Korea 25(1). 119~141. The aim of this study is to examine the level of and the factors for Korean language anxiety in the classrooms of advanced-level Korean language learners for academic purposes. To this end, 60 Chinese students attending graduate school participated in the survey with the questionnaires: i.e., PRCA and FLCAS. The results suggest as follows. First, the Korean language anxiety level in the classrooms of the Chinese students is likely to be high. Also, it is not because of the participants’ traits, but because of the classroom environment. Second, there are 5 factors for Korean language anxiety in the classrooms; communication anxiety with native speakers, communication anxiety, fears of negative evaluation and failing in class, Korean proficiency anxiety, and negative attitudes toward class. Especially, the forth factor suggests that Korean learners needs an educational intervention of Korean, even after they enter undergraduate or graduate institutions. Third, there is a negative correlation between Korean language anxiety in the classroom and a residence period in Korea. That is, it is necessary to give them as many opportunities as possible for being exposed to Korean by a Korean educational intervention.

비디오테잎 자기관찰 기법이 초등학교 선택적 함묵아동의 말하기 행동에 미치는 효과

양명희,김미선 한국정서학습장애아교육학회 2002 정서ㆍ행동장애연구 Vol.17 No.3

The purpose of this study was to examine the efficacy of videotape self-observation to treat a second year male who had been selectively mute in the educational settings for 3 years. The self-observing videotape was made via a staging-and-editing process and showed the child answering questions from his teacher. An A-B-B'-A design was used to assess the effectiveness of the interventions. An argument was presented for the use of A-B-B'-A design appropriate for this type of school-related, low incidence behavior. The self-observing videotape produced a clear increase in the child's rate of answering direct questions from his teacher in the Korean language class and a continuing slow increase in the child's rate of answering questions from his classmates in the recess time. The result of this study indicates that videotape self-observation is an effective, short-term, and relatively inexpensive technique that can be used by school teachers in school environment.