Definitions of Routines Revisited

유도형 한국영어어문교육학회 2014 영어어문교육 Vol.20 No.4

The purpose of this paper is to reconsider current definitions and research directions about routines. In this paper, a problem statement about scholars’ research findings about routines is made. It is pointed out that their interpretations of routines lack psychological reality. They believe that routines would be perceived as single language units which are then useful in communication. However, it could be said that people don’t use routines because of their usefulness; the use of routines is habitual and natural and they are used regardless of usefulness. Based on a literature review of recent research, how routines are generated and developed will be considered. Also the new concept of routines will be proposed as the relationship between lexical units and chunks. Lastly, in regard to educational implication, it is suggested to teach English with movies to maximize the social features and developmental effects of routines. Movies are a kind of society in which there exist social values. To discover social values in movies is to get close to routines, which leads to language development. Further research should be undertaken in order to learn more about the relationship between language users and the routines they use.

A Study of the Positive Role and Effect of the Use of L1 in L2 Vocabulary Learning

유도형 영상영어교육학회 2016 영상영어교육 (STEM journal) Vol.17 No.2

The purpose of this paper is three-fold: 1) to examine the effect of L1 translation for L2 vocabulary learning, 2) to determine what type of translation is appropriate for L2 vocabulary learning, especially in relation to multi-word units, and 3) to understand the significance of learning multi-word units. L1 use (or L1 translation or L1 transfer) has recently gained importance (Hao & Chi, 2013). In this paper, the animation movie, The Incredibles was chosen as material. Four college students with non-English majors participated in this study. One delay recall test was administered and one report from each subject was handed in. The results showed that the mean score of one-word units was higher than that of multi-word units. However, one of the four participants achieved a higher score in multi-word units than one-word units. Another participant received a perfect score for both units. In this sense, it can be said that the use of L1 translation worked effectively. Regarding the reports, L1 translation was effective in recalling multi-word units as well as one-word units. Lastly, it was learned that L1 translation was a good means for learning multi-word units if it can be strategically used in order to notice the units.

영화를 활용한 다단어단위의 효율적인 지도 방안 연구: 나우 유 씨 미 2를 중심으로

유도형 영상영어교육학회 2019 영상영어교육 (STEM journal) Vol.20 No.1

The purpose of the paper is to suggest an effective way to teach multi-word units (MWUs) through movies. Boers and Lindstromberg (2009) mention that it is hard for EFL learners to learn MWUs without the help of their teachers. In this study, the utterances of the four protagonists in the American magic caper thriller Now you see me 2 – Walter, Dylan, Jack, and Thaddeus – are analyzed pragmatically in terms of the types of MWUs used. Walter used situation-bound utterances, fillers, and functional expressions in expressing his ambition and pride. Dylan used simple discourse devices such as free combinations with slots for open class items to arouse his audience. Jack used phrasal verbs and fixed expressions to attract his audience. Finally, Thaddeus ended the finale with weighty MWUs such as proverbs, idioms, and sayings. It can be seen that each character completed their mission using different types of MWUs. Now EFL learners can enjoy the whole story of the movie with the help of MWUs better than without them. They focus on the movie and learn MWUs incidentally. From this analysis it can be said that students learn the functions as well as the forms of MWUs. .

The Effect of an Output Activity Using English Subtitles in a Korean TV Drama

유도형 영상영어교육학회 2017 영상영어교육 (STEM journal) Vol.18 No.4

This article reports on the effect of an output activity using English subtitles with a Korean TV drama. In Korean English education, there are few opportunities for producing and using English, so it is necessary to find effective output activities for students learning English. In trying to devise these effective output activities for speaking English, a method of using English subtitles while watching Korean TV dramas is suggested as a reasonable approach for learning English as a Foreign Language (EFL). The purpose of this study was to explore the possibility of using English subtitles with Korean TV dramas. For this, the 113 students of a selective English class using films participated in comparing two materials, the Korean TV drama with English subtitles, Dokkaebi(Goblin) and the movie in English with English subtitles, Erin Brockovich. From each, one scene of a similar amount of adjacency pairs was taught by an output activity using the English subtitles. An open-ended questionnaire and a delayed-recording test of two scenes were carried out to check the effect of measurement of memory. The results showed that using English subtitles in the Korean TV drama was more effective for memory than using them with the movie in English.

모바일 간편결제의 신뢰 및 사용의도 영향요인 연구 : 성별과 연령집단별 차이 비교

유도형,동학림 글로벌경영학회 2019 글로벌경영학회지 Vol.16 No.4

Mobile Payment Serice was a global phenomenon, from consumers to participating stores, in place of cash, checks and credit cards. Public acceptance of new technologies was a very important issue for market diffusion. Nevertheless, there were still few empirical studies on factors affecting acceptance or use intention and usage behavior of mobile payment Service. In this study, we analyzed the factors affecting the technology acceptance based on the extended UTAUT(UTAUT2) model in the mobile payment Service industry and discussed it with the previous studies based on this analysis, and analyzed additional ways in which the results can be seen by gender and age. As a result, the main variables of the existing UTAUT model, performance expectancy, effort expectancy, social influence, facilitating conditions, and habit of UTAUT2 model, had a significant effect on intention to use. In addition, the impact between these two factors was habit > performance expectancy > social influence > facilitating conditions > effort expectancy. On the other hand, the hypothesis that trust played a mediating role between independent and dependent variables has been accepted. In other words. trust was tested as a mediator between performance expectancy, effort expectancy, social influence, facilitating conditions, habit and intention to use. The habit of comparing demographic characteristics also emerged as an important factor in increasing the use of mobile payment service in both men, women, 20's and 30's groups, with expectations of results having the largest impact on the use in 40's. These results suggest that gender and age considerations are needed to understand the form of mobile express payments clearly, depending on gender and age, of factors affecting each use of mobile payment service. To contribute to enhancing understanding of characteristics of a mobile easy payment user and providing basic insight into market segmentation. 모바일 간편결제는 현금, 수표 또는 신용카드에 대한 대안으로서 소비자에서 가맹점에 이르기까지 소비 채널의 전 과정에서 세계적인 현상으로 주목을 받고 있다. 이러한 신기술에 대한 소비자의 수용문제는 모바일 간편결제 시장의 발전과 확산을 위해서 대단히 중요한 이슈이다. 그럼에도 불구하고 일반 소비자들의 모바일 간편결제에 대한 수용 내지 사용의도에 영향을 주는 요인에 대한 선행연구는 많지 않다. 본 연구에서는 모바일 간편결제에 UTAUT2 모형을 적용하여 기술수용에 영향을 주는 요인에 대하여 신뢰를 매개변수로 추가하여 분석하였으며, 또한 성별, 연령대별로 어떻게 차이를 보이는지 추가로 분석하였다. 연구결과 UTAUT 모형의 주요 변인인 성과기대, 노력기대, 사회적 영향, 촉진조건 및 UTAUT2 모형의 습관이 사용의도에 유의미한 영향을 미쳤다. 또한 이들의 영향력의 크기는 습관 > 성과기대 > 사회적 영향 > 촉진조건 > 노력기대 순으로 나타났다. 한편, 신뢰가 독립변수와 종속변수 간에 매개 역할을 할 것이라는 가설은 모두 채택이 되었다. 또한, 인구통계학적 비교에서 습관은 남성, 여성, 20대, 30대 집단 모두에서 모바일 간편결제의 사용의도를 증가시키는 중요한 요인으로 나타났으며, 40에서는 성과기대가 사용의도를 설명하는데 가장 큰 영향을 주었다. 이러한 결과는 모바일 간편결제의 사용의도에 미치는 영향요인이 성별, 연령에 따라 다른 것으로 나타나, 마케팅 측면에서 모바일 간편결제에 대한 행태를 이해하기 위해서는 성별, 연령에 대한 고려가 필요함을 시사한다. 본 연구를 통하여 모바일 간편결제 사용자 특성에 대한 이해를 높이고 시장세분화에 대한 기본적인 통찰력을 제공하는데 기여하고자 한다.

언어와 내용의 통합에 대한 재고: 의역활동을 중심으로

유도형 영상영어교육학회 2015 영상영어교육 (STEM journal) Vol.16 No.3

This paper challenges the argument that a second language is learned most effectively through the integration of content with language learning and proposes an alternative approach. Current content-based language teaching argues that content should be primary and language a secondary concern. However, in the foreign language classroom it is obvious that language comes first and content second. Therefore this paper proposes free translation activities through which Korean college students learn English with a clear integration of content and language. In order to do this, three college students participated in a case study. Participants freely translated the script for an episode of the TV series, Grimm, and then were encouraged to memorize relevant scenes. The subjects developed awareness of word combinations through the activities and became interested in the content of the drama through the free translation activities where the context was important for understanding. The results show that the integration of language and content can be achieved through a student focus on language and it is unnecessary for a teacher to be overly concerned about the content; instead the teacher can provide explicit explanations about language, such as why learning word combinations is important.

영어출력능력을 위한 어휘의 생산적 학습: 단어결합체를 중심으로

유도형 한국영어어문교육학회 2017 영어어문교육 Vol.23 No.2

When learning English as a foreign language, receptive learning tends to come first, followed by the practical application of productive learning. However, learners of a foreign language should be exposed to both receptive learning and productive learning simultaneously. Productive learning processes should not be used later than receptive learning. This study explores whether productive use of word combinations is more effective than input-based receptive learning. For the experiment, a productive activity using PowerPoint was designed by modifying an existing ‘unscramble’ activity using TED talks material. 82 Korean college students were divided into experimental and control groups, a productive learning group and a receptive learning group. They were taught in 24 class sessions for one semester. These two groups were assessed using three tests (two L1→L2 translation tests in mid-term and final tests, three delayed receptive tests, three output tests), and in open-ended reports from the experimental group students. The results showed that the experimental group outperformed the other group in acquiring word combinations productively. The findings of this study indicate that the students’ productive use of word combinations tends to result in better memorization and the acquisition of productive and receptive vocabulary.

암기인식전략이 대학생 영어학습능력에 미치는 영향

유도형 미래영어영문학회 2020 영어영문학 Vol.25 No.1

The purpose of the study is to explore the effects of changing students’ perception of their English memorization learning habits. College students in Korea usually tend to be tired of learning English by the time they enter university because the English secondary education curriculum has de-motivated them. Their affective ‘Learned Helplessness’ is inclined to make them resistant to learning English, and they become students called young-po-ja in Korean (someone who gave up learning English). In this situation, methods that may otherwise be effective are of no use in maintaining the student’s interest and giving them motivation to continue learning English. If this is not addressed, the gap between the good students and the young-po-ja will become larger. For this study, two surveys, an essay question, and a questionnaire, were administered in both 38-student class and 129-student class. The results of the two surveys showed that, among other factors, memorization is the biggest problem in students’ learning. Based on these results, an experiment with 38 students was conducted to determine whether changing the negative preconception of memorization into a positive view would affect their attitude toward learning English. In the process memorization strategies and a method of teaching students how to memorize were also explored. Three multi-word units memorization tests(one midterm and two delayed tests) and student reports were used for the final analysis. The results showed that the memorization perception strategy can promote their learning habits and improve their retention.

말하기, 쓰기 선출력(output-first) 활동의 영어교육현장 실효성 연구

유도형 영상영어교육학회 2014 영상영어교육 (STEM journal) Vol.15 No.1

This article examines a method of using output-first activities to develop the speaking and writing abilities of EFL students. Although output skills are considered to be more important than previously thought, the focus of English education is still prone to be biased toward input skills. Particularly in EFL situations, the specific treatments for practice in production need to be given more priority. The purpose of this study was to investigate the possibility and effectiveness of using an output-first process in an EFL situation, while exploring the important role of films in this process. An output-first activity is a method in which output practice is done before the input process, rather than the usual vice-versa approach. Films can be helpful tools for carrying out this practice in production in EFL situations. Two output-first activities, translating from Korean using film scripts and a task called ‘making my own scenario’ were presented during the research. One group was given opportunities to do output-first tasks whereas the other group engaged in input-based tasks (output-last). The quantitative data analysis showed that the results of the output-first process were much more effective compared to the output-last process.

영화를 활용한 관습적/관용적 표현의 학습 조건에 관한 연구

유도형 영상영어교육학회 2023 영상영어교육 (STEM journal) Vol.24 No.3

This paper aims to investigate the types of conventional/idiomatic expressions preferred by Korean college students when using movies as learning materials. Five high-intermediate college students were recruited for the study, and the materials used included the animation Sing 2 (Jennings & Lourdelet, 2021) and expressions from YouTube. The participants underwent two tests, starting with instruction on the animation, before being followed with a test containing 30 items from it. In another test, they were presented with the same 30 items from YouTube videos. The results revealed that the YouTube items were significantly easier to memorize and recall compared to those from the animation. The participants provided comments regarding their relatively higher scores from the expressions on YouTube. These comments highlighted three factors: first, the shorter length of expressions in YouTube; second, the simpler syntactical structure of YouTube’s content; and third, the practicality and usefulness of YouTube expressions from a pragmatic (pragmalinguistic and sociopragmatic) perspective. These findings have important pedagogical implications for the EFL classroom. It is recommended to consider the participants’ feedback: 1) prioritize shorter utterances, 2) incorporate grammatical knowledge even when teaching conventional or idiomatic expressions, 3) emphasize treating utterances as cohesive units. The study contributes valuable insights into incorporating movies in language learning.