서차구型銅柄鐵劍與老河深, 彩嵐墓地的族屬

임운 원광대학교 마한백제문화연구소 1993 馬韓, 百濟文化 Vol.13 No.-

TOEIC 듣기평가에서 성취도에 따른 듣기전략별 남녀 대학생의 사용정도의 차이에 관하여

임운 한국교원대학교 교육연구원 2016 敎員敎育 Vol.32 No.2

The purpose of this study was to examine the amount of English listening strategies used of female and male students in TOEIC listening test based on TOEIC listening score. Data were collected from 107 Korean college students who took TOEIC test in 2015, and a questionnaire was used as the tool for this study. The major findings of this study include: First, male students used more memory, cognitive, compensation, metacognitive and affective strategies than female students did without regardless of achievement group. Second, the preference of female and male students was similar in memory, cognitive, compensation, metacognitive and affective strategies use, but there were a little differences in the use of each strategy. Third, female students preferred to use ‘To listen with making an underline or a mark’in the use of cognitive strategies, Forth, female students of the low level group used more compensation strategies. Fifth, in the high level group, male students preferred to use ‘To try to focus on what they are listening’and ‘To listen with focusing on the details such as time, place and number’, but female students preferred to use ‘To guess next contents with looking over picture or passage’ and ‘To listen with focusing on repeated words and expressions’in the use of metacognitive strategies. Female students of the low level group used more ‘To try to listen with changing the focal points according to listening objectives’in the use of metacognitive strategies. Lastly, female students used more ‘To listen what is difficult to listen without paying attention to’and ‘To try to feel comfortable with decreasing tension and fear’in the use of affective strategies. 본 연구는 대학생 학습자들이 TOEIC 듣기평가에서 사용하였던 듣기전략의 남녀별 사용정도의 차이를 살펴보았다. 이를 위하여 연구의 설문을 Bacon(1990)의 듣기학습전략을 참고로 하고, Oxford(1990)의 듣기학습전략 중, TOEIC 듣기전략에 알맞은 28개의 항목으로 구성하였다. 설문을 2015년도에 모의 TOEIC을 치른 대학생 107명(남학생 25명과 여학생 82명)을 대상으로 설문을 실시하였다. SPSS(Statistical Package for the Social Science) 23 프로그램을 이용하여 대학생 남녀별 듣기전략의 사용정도 차이를 살펴보기 위하여 빈도분석을 구하였고 평균비교를 위해 평균과 표준편차를 구하였다. 그리고 TOEIC 성취도 집단 간의 평균의 차이를 검증하기 위하여 t-test(검증)를 실시하였다. 28개 항목에 대하여 기억전략, 인지전략, 보상전략, 상위인지전략 그리고 정의적 전략 모두에서 상위집단과 하위집단을 가리지 않고 남자의 듣기전략별 사용정도가 여자보다 상대적으로 높았지만, 전략별 선호도의 순서도 비슷하였다. 다만 세부적 전략별로 남녀 간의 선호도의 차이가 있었고, 정의적 전략의 경우에는 하위집단에서 여자의 사용정도가 남자보다 높았다.

TOEIC 듣기평가에서 대학생 영어학습자가 사용한 듣기전략

임운 한국중앙영어영문학회 2011 영어영문학연구 Vol.53 No.2

The purpose of this study is to examine how much college students used listening strategies in their TOEIC listening test. Data was collected from 84 Korean college students who took TOEIC test in the second term of 2010, and a questionnaire was used as the tool for this study. The major findings of this study include: First, college English learners used listening strategies, an average of 3.02, which was almost the same average of 3.0. Second, they used listening strategies above the average related to metacognitive strategy, memory strategy, and compensational strategy, but the use of affective and cogntive strategies was below the average. These results mean that they used memory strategy to memorize what they heard, used compensational strategy to compensate for what they did not hear, and used metacognitive strategy to plan and control their problem-solving process. But they did not use the other listening strategy commonly. This study illustrates the importance of using strategies in TOEIC listening test. It will be also helpful for English teachers in college to understand what kind of strategies were used in TOEIC listening test and the importance of teaching listening strategies. If teachers introduce unfamiliar listening strategies which were not found to be commonly used by the students from this study, the strategy instruction could be more effective for the development of the college students’ listening abilities.

한국인 영어교사와 원어민의 성대 진동개방시간 비교 분석

임운 한국현대영미어문학회 2000 The Journal of KACELLS Vol.5 No.-

Causes of unnatural pronunciations given by Korean teacher in English Pronunciation, could be clarified in segmental and suprasegmental by Lexical Phonology and Postlexical Phonology, from the view-point of what is regarded as natural, which native speakers of English show in their practical utterance differently from Korean teachers. To examine differences of stops on phonological words and onsets resyllafied by connection, which were given by Korean English teachers and native speakers, Voice Onset Time(VOT) of plosives was analyzed. The results was that VOT of Korean English teachers was longer than that of native speakers of English. VOT gets longer in the order as follows in the case of Korean teachers: velar sounds > bilabials > alveopalatals. To examine the cause of longer VOT of Korean English teachers, duration of utterances were analyzed. Through surveying VOT and duration of Korean English teachers and native speakers, the cause of longer VOT of Korean English teachers was that late speech speed of Korean English teachers not differences between Korean and English.

중국 동북지역과 북아시아 초원지대의 초기 문화교류에 관한 시론

林澐 檀國大學校 石宙善紀念博物館 1997 博物館紀要 Vol.- No.12

대홍안령 이동의 중국 동북지역에는 신석기시대에 밑이 평평한 통형 도기를 공동 특징으로 하는 문화권이 형성되었으며, 이후 역사가 진행되는 중에도, 이 지구는 장기간 상대적으로 독특한 문화의 면모를 보여왔다. 중국 고고학계에서는 과거 이 지구와 그 남쪽 지역의 문화 교류 현상에 대하여 고찰하였는데 이 교류 현상이 동북 지구와 황하 지역의 역사 발전 과정에 큰 영향을 주었다는데 의심할 여지가 없다. 그러나 근년에 들어 고고학 자료가 끊임없이 쌓이고 아울러 연구 범위가 넓어지면서 우리를 주의하게 하는 것은 동북지구와 그 서쪽의 대초원지대의 문화 교류 현상이다. 이 두 지구의 문화 교류는 서로의 역사 발전에 중대한 공헌을 하였다. 본문에서는 신석기시대부터 청동기시대에 이르기까지 고고학 범위에서 나타나는 이러한 교류현상에 대해 소략하나마 살펴보고자 한다. 그 목적은 이 문제에 대하여 더 많은 학자들의 관심을 불러일으키고, 이와 함께 한 걸음 더 나아가 그 문제에 대한 실마리를 찾아보는데에 있다.

영어듣기학습에서의 듣기전략 사용과 성별이 모의TOEIC 듣기성적에 미치는 영향: 강원도 원주시 소재 대학의 대학생을 중심으로

임운 한국교원대학교 교육연구원 2019 敎員敎育 Vol.35 No.1

The purpose of this study was to discover the listening strategies use differences by gender and simulated TOEIC listening comprehension scores, and to examine the effects of gender and listening strategies use in English listening learning on simulated TOEIC listening comprehension scores. Data included listening comprehension scores of the simulated TOEIC test and survey results that were collected from 107 Korean college students in Wonju, Gangwon who took a simulated TOEIC test. The major findings of this study are as follows: First, the Level Ⅱ group in the simulated TOEIC listening test used much more memory, cognitive, metacognitive, compensation, and affective strategies than the Level Ⅰ group. Second, there were meaningful differences in listening strategies use between the Level Ⅰ group and the Level Ⅱ group according to simulated TOEIC listening comprehension scores. Third, male university students used much more memory, cognitive, metacognitive, and compensation strategies than female university students. On the other hand, female university students used significantly more affective strategies than male university students. However, there were no meaningful difference with respect to gender in listening strategies use, except for compensation strategy use. Forth, there was a positive correlation between the simulated TOEIC listening comprehension scores and the listening strategies use in their English listening learning. Sixth, there was no significant relation between the simulated TOEIC listening comprehension scores and gender. Lastly, listening strategies, especially cognitive and compensation strategies were likely to affect the simulated TOEIC listening comprehension scores much more than other listening strategies in English listening learning. 본 연구는 모의TOEIC 듣기성적과 성별에 따라 영어듣기학습자가 듣기학습에서 사용한 듣기전략의 차이점과 영어듣기학습에서 사용한 듣기전략과 성별이 모의TOEIC 듣기성적에 어떻게 영향을 미치는가를 알아보기 위한 것이다. 이를 위하여 연구 설문을 Oxford(1990)의 듣기학습전략 중, 모의TOEIC 듣기전략에 알맞은 45개의 항목으로 구성하였다. 모의TOEIC을 치른 강원도 원주 소재 대학교의 남녀 대학생학습자 107명을 대상으로 설문을 실시하였다. SPSS 23 프로그램을 이용하여 신뢰도, 빈도분석, 평균비교, 상관관계, 회귀분석을 실시하였다. 연구의 주요결과는 다음과 같다. 첫째, 모의TOEIC 듣기성적 Level Ⅱ집단이 Level Ⅰ집단보다 기억전략, 인지전략, 상위인지전략, 보상전략, 정의적 전략을 더 많이 사용하였고, 집단 간 통계적으로 유의미한 차이가 나타났다. 둘째, 남자대학생학습자가 여자대학생학습자보다 정의적 전략을 제외한 기억전략, 인지전략, 상위인지전략, 보상전략 등을 많이 사용하였다. 그러나 보상전략을 제외한 나머지 전략들에서는 통계적으로 성별에 따른 유의미한 차이가 나타나지 않았다. 셋째, 성별은 모의TOEIC 듣기성적과 상관관계를 가지지 못 하였다. 넷째, 영어듣기학습에서의 듣기전략의 사용은 모의TOEIC 듣기성적과상관관계를 가지고, 특히 인지전략과 보상전략의 사용은 모의TOEIC 듣기성적에 많은 영향을 미쳤다.

강원도 원주지역 중학생, 고등학생, 대학생의 다문화적 태도와 다문화교육인식에 관한 조사 연구

임운 한국교원대학교 교육연구원 2017 敎員敎育 Vol.33 No.4

The objects of this study were to survey the differences of multi-cultural attitude and recognition on multi-cultural education among middle school, high school and university students, and to find out effects of multi-cultural learning experience to multi-cultural attitude and recognition on multi- cultural education. For this study, data were collected from 183 middle school students, 249 high school students and 221 university students. For analyzing, One-way ANOVA and Pearson Correlation Coefficient were used. The major findings of this study include: First, there were meaningful differences in ‘open mind’ and ‘respect for rights’ of multi-cultural attitude among middle school, high school and university students. Second, there were not correlation between multi-cultural learning experiences and multi-cultural attitude of middle and high school students, but there was coorelationship between them of university students. And there were correlation among subcategories of multi-cultural attitude of middle school, high school and university students. Third, there were meaningful differences in sub-categories of multi-cultural education among middle school, high school and university students such as ‘recognition of need on multi-cultural education’, ‘recognition on objects of multi-cultural education’, ‘understanding of multi-cultural’, and ‘recognition of globalization’. Forth, there were not correlation between multi-cultural learning experiences and the recognition of middle and high school students, but there was correlation between them of university students. And there were correlation among sub-categories of the recognition on multi-cultural education. 본 연구의 목적은 급진적인 다문화사회로의 변화로 인한 중학생, 고등학생, 대학생간의 다문화적 태도와 다문화교육인식의 차이를 살펴보고, 다문화교육이 중학생, 고등학생, 대학생의 다문화적 태도와 다문화교육인식에 어느 정도 영향을 미치는지를 살펴보는 것이다. 본 연구를 위하여 다문화적 태도 관련 12문항과 다문화교육인식 관련 11문항으로 구성된 설문지를 원주시에 소재하고 있는 중학교, 고등학교, 대학교 학생들을 대상으로 2016년 12월부터 2017년 1월까지 설문을 실시하였다. 설문지 중에서 중학생 183명, 고등학생 249명, 그리고 대학생 221명, 전체 653개의 설문지가 회수되어 분석에 사용되었다. 중학생, 고등학생 그리고 대학생간의 차이를 분석하기 위하여 SPSS 23의 One-way ANOVA를 실시하였고, 다문화교육의 영향을 분석하기 위하여 편상상관관계분석을 실시하였다. 분석결과는 다음과 같다. 첫째, 다문화적 태도의 하위영역 중, ‘열린 자세’와 ‘관계존중’에서 중학생, 고등학생, 대학생간에 유의미한 결과가 나타났으며 중학생, 고등학생, 대학생의 순서로 평균값이 높게 나타났다. 둘째, 다문화교육이 중학생과 고등학생들의 다문화적 태도에 한정적으로 영향을 미쳤지만 대학생에게는 전반적으로 영향을 미쳤다. 셋째, 다문화교육의 하위영역 중, ‘다문화교육의 필요성 인식’, ‘다문화교육의 필요성’, ‘다문화교육의 목표 인식’, ‘다문화의 이해’, ‘세계화 인식’ 등에서 중학생, 고등학생, 대학생 간에 유의미한 결과가 나타났다. 넷째, 다문화교육이 중학생의 다문화교육인식에는 영향을 미치지 못하였고, 고등학생의 다문화인식에는 일부분만 영향을 미쳤다. 그렇지만 다문화교육이 대학생의 다문화교육인식에는 전반적으로 영향을 미쳤다.

통사적 모호성과 음운 구조

임운,Lim Un 대한음성학회 2001 말소리 Vol.42 No.-

Syntactic ambiguity can be understood by context usually, especially in reading and writing. Because phonological structure including stress, intonation and phonological phenomena can be pronounced differently according to different syntactic structures, syntactic ambiguity can be solved by phonological structure in listening and speaking. The objectives of this study was to survey how Korean English teachers apply phonological structures in order to solve syntactic ambiguity. The results of this study is as follows: First, Korean English leachers applied Compound Stress Rules well, when the second word was not branched. But they did not apply Compound Stress Rules well, when the second word was branched. Second, several Korean English teachers did not apply Nuclear Stress Rules well. They usually put the strongest stress on the first word. Third Korean English teachers did not differentiate appropriate applying situation of palatalization. They applied palatalization at both the single and the separated Phonological Phrase. Fourth, Korean English teachers did not apply stress shifting when stress crash happened. Because they did not apply stress shifting, they put the strongest stress on inappropriate syllable.

Acoustic Analysis for Natural Pronunciation Programs

임운 대한음성학회 2002 말소리 Vol.44 No.-

Acoustic Analysis for Natural Pronunciation Programs

TOEIC 성취도와 듣기전략 사용정도간의 상관관계에 관하여

임운 한국중앙영어영문학회 2012 영어영문학연구 Vol.54 No.2

The purpose of this study was to examine the correlation between TOEIC score and the amount of English listening strategies used in TOEIC listening test. Data were collected from 75 Korean college students who took TOEIC test in 2011, and a questionnaire was used as the tool for this study. The major findings of this study include: First, high level college students used more memory, cognitive Ⅱ, metacognitive, compensation, and affective strategies than low level college students did in TOEIC listening test. But low level college students used more cognitive Ⅰ strategies than high level students did. Second, the gamma score was very high in memory, cognitive Ⅱ, metacognitive, compensation, and affective strategies, which means that there are high correlations between TOEIC score and the amount of English listening strategies used. But in cognitive Ⅰ, the gamma score was -.845(p<.001), which means there are negative correlations between them. Therefore, I could say that although Cognitive Ⅰ and Ⅱ could be taught from the beginning level in teaching English listening, and Cognitive I such as ‘To listen with translating into Korean’, ‘To try to translate into Korean what they heard’, and ‘To try to mimic words that they heard’ could be more useful in the beginning level. Later, cognitive Ⅱ should be emphasized more than cognitive Ⅰ. But teachers must consider students’ cognitive ability when they teach how to use metacognitve strategies.