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This study investigates the structural relationship among use of English internet and online activities, self-directedness in English learning, attitudes toward international community and English proficiency. A total of 560 Korean EFL university students participated in this study. Results showed that students revealed a low degree of use of English online services and they were most likely to use English video services such as YouTube, that their self-directedness in learning English and attitudes toward international community were both at a medium level. The result also showed that all the variables were significantly different in English proficiency levels. The SEM analysis revealed that all of the paths in the model were statistically significant, where English online activities had direct paths to attitudes, self-directedness, and English proficiency. Attitudes had a direct path to self-directedness, which, in turn, had a direct path to English proficiency. (Geumgang University)
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English Language and Linguistics This paper selectively reviews major cognitive models of reading comprehension and shows that a knowledge-based cognitive model can be used as a reading comprehension and instruction model. This paper suggests that the conceptual graphs model which has been proposed as a mechanism for a natural language processing can work as a cognitive-based language learning software tool to help the reader to better understand texts and to develop cognitive and metacognitive reading strategies.
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The purpose of this study is to explore the factors that cause EFL freshman students' demotivation while learning English in their high school days. Two hundred twenty four freshmen participated in this study. The demotivation questionnaire was administered. The analysis results showed that the most affective factor causing demotivation of English learning was teaching methods which were mainly given for the college entrance examination. In addition, a grammar-centered lesson was the second most influential demotivational factor. Memorizing vocabularies, phrases, and sentences was also reported as the third most affective demotivational factor. The overall and vocabulary score was negatively correlated with factor 1 (test score, lesson pace, self-regulated learning ability, sentence difficulty, understanding of teachers explanation), factor 5 (learning load, low endurance of uncertainty), and factor 6 (memorization ability, regulation of English learning purpose, chance to communicate). Reading scores were negatively correlated with factor 1 and factor 6, while listening scores were correlated with factor 1. Some educational implications were suggested to design English courses to remotivate students English learning.
The purpose of the present study is to examine English speaking strategy use of Korean EFL university students. The participants were 305 students at three different universities in Korea. The instruments consisted of an English speaking strategy questionnaire, an English learning motivation questionnaire, and an interview guide. Results showed that the participants adopted most often nonverbal strategies and least often attempt to think in English strategies. Significant differences in speaking strategy use were found between the high and the low proficiency group and between the high and low English learning motivation group. There were, however, no gender differences in the overall use of oral communication strategies. Students` self-perceived oral communication proficiency and English learning motivation were both significant predictors of use of English speaking strategies. Based on the results, pedagogical implications were suggested. (Geumgang University)
The purpose of this study is to examine the characteristics of perceptual processes and the communication styles among Korean EFL college students, based on Hall's theory of high/how context cultures. This article explores Korean students' cultural features of perceptual processes (category vs. relationships, family resemblance vs. rules, and object-focus vs. background inclusiveness). The results suggest that students, in general, showed their preferences for the family resemblance grouping and the background-inclusive style. These experiments suggest that Korean students tend to engage in context-dependent and holistic perceptual processes. The results of the survey of the communication styles indicate that Korean students tend to have high-context communication style. The interview results also support their tendency of the high-context communication style. This study suggests that preception and the communication style can no longer be regarded as consisting of processes independently of cultural contexts. (Geumgang University)
This study aimed to investigate how Korean EFL university students perceived their communication apprehension (CA) in English and what were the relationships among their CA, integrativeness, motivation to learn English, and self-evaluated English proficiency. The participants were 226 (92 male and 134 female) students enrolled in a university in Korea. Data were gathered by means of a questionnaire survey and semi-structured individual interviews. The results of the present study were as follows. (a) Students perceived themselves with slightly low-intermediate speaking proficiency, slightly high communication apprehension, fairly positive integrativeness and slightly high motivation to learn English; (b) No significant gender differences in self-evaluated English proficiency and in CA were found, while gender differences in integrativeness and motivation were significant. (c) CA has negative relationships with the affective factors investigated. Regression analyses further revealed that students` self-evaluated English speaking proficiency was the strongest predictor of their CA. Based on the survey results and the socio-educational model, the L2 communication model in the Korean EFL context was suggested. Several pedagogical strategies for responding to high CA students in the classroom were suggested.