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This paper attempts to explore the significance of Rev. Jashil Choi’s Holy Spirit Movement (HSM hereafter) in the history of Korean Church. The HSM in Korea started by Mary C. Rumsey, an American lady missionary. However, her HSM for 9 years (1928-1937) was too weak to bear fruits and to make influence. In a similar vein, the Korean Assemblies of God, established in 1953, had hardly influenced on the Korean churches, because of its division within 5 years at an early stage. Different from the two previous HSMs, however, Rev. Jashil Choi’s HSM had influenced strongly from the early days of her tent church in Daejo-dong. Moreover, the HSM led by Rev. Jashil Choi worked more mightily through Seodaemun Central Church and Yoido Full Gospel Church. As a result, Rev. Jashil Choi’s HSM for about 30 years had brought the miraculous spiritual and quantitative revivals among many churches in Korea. It can, therefore, be said that Rev. Jashil Choi’HSM still retains a monumental position in the history of Korean Church. 본 논문은 한국교회사에 있어 최자실 목사의 성령운동이 갖는 의의를 탐구하는것이다. 한국에서의 성령운동은 1928년 미국 여성 선교사 럼시(Mary C. Rumsey) 에 의해 시작되었다. 그러나 그가 한국에 머물렀던 9년(1928-1937) 동안의 성령운동은 그 열매나 영향력에 있어 너무 미약하였다. 또한 1953년 하나님의성회 교단이 한국에 설립되었으나 5년이 지나기도 전, 분열로 말미암아 한국교회에 별 영향을 주지 못하였다. 그러나 앞선 두 시기의 성령운동과는 달리, 최자실 목사의 성령운동은 목회 초기인 대조동 천막교회부터 강력하게 전개되었고, 서대문 순복음중앙교회와 여의도순복음교회를 거치면서 한국교회에 더욱 큰 영향력을 발휘하였다. 그 결과, 최자실목사의 약 30년에 걸친 성령운동은 한국교회에 기적 같은 영적, 양적인 부흥을 가져다주는 데 크게 공헌하였다. 그러므로 최자실 목사의 성령운동은 한국교회사에 있어 기념비적 위치를 차지한다고 말할 수 있다.
This article overviews the current theoretical models of first (L1) and second (L2) language lexical processing from a critical perspective. Some of the influential accounts of L1-L2 word production are considered with reference to empirical studies supporting each position. The survey arrives at the conclusion that the great majority of previous studies were conducted with bilingual speakers of agnate languages and thus the processes involving typologically distant languages did not receive sufficient attention. Moreover, the apparent disagreement in the literature results to a large extent from the use of different experimental paradigms and comparisons of L2 learners who show wide variation in proficiency or non-comparable dominance in their two languages. It is suggested, then, that there are in principle five distinguishable cases in L2 speakers’ word selection and production, of which future research provides a valuable source of information about L2 processing and acquisition within the purview of psycholinguistics.
A major difficulty in learning a second language arises when learners habitually project concepts from their L1 into L2 processing, resulting in an interlanguage that doesn’t fit in the L2 norm. If L1 schematization of objects and events for verbal expression is markedly different from L2, L2 learning requires not just the learning of its explicit rules and vocabulary, but also the learning of the L2 ways of conceptualization. In this paper, we investigate the link between language and perception by testing whether a particular linguistic difference between English and Korean affects the speakers’ immediate retention of the same observation: gender of a nonspecific person. We hypothesize that since the pronominal subject must be grammatically categorized and conveyed in English while it is often omitted in Korean, English speakers pay more attention to its gender than Korean speakers,thence more likely recall it later. We have conducted a pilot experiment to demonstrate this and make some suggestions for future research and applications to English education
Kim, Jiwon & Choe, Mun-Hong. (2019). Korean L1 speakers’ recognition and use of L2 English derivational affixes. The Linguistic Association of Korea Journal, 27(1), 1-28. The purpose of this study is to investigate Korean L1 students’ awareness of L2 English derivational affixes and the relationship between one’s morphological knowledge and overall language proficiency. A total of 150 high school students participated in the study. A diagnostic test was developed to assess their morphological knowledge with a set of high-frequency prefixes and suffixes. The results indicate that the degree of ease and difficulty in acquisition of an affixal morpheme is related to its frequency and compositionality but not with its productivity or uniformity; the acquisition of prefixes appear to differ in function of frequency while that of suffixes is more closely associated with grammatical categories. Korean students show some characteristic error patterns. Most notably, they tend to overgeneralize the prefix in- to a wide range of stems, often producing morphologically ill-formed words. A student’s ability to use suffixes predicts the student’s overall English proficiency to a significant degree, but no such relationship is found between one’s knowledge of prefixes and proficiency. Since Korean students can hardly notice and acquire L2 English derivational morphology only on the basis of natural input, explicit instructional interventions and consciousness raising seem to be necessary.
Choe, Mun-Hong and Song, Jiyeong. 2017. Motivation, Strategy Use, and Self-Efficacy Beliefs in Korean University Students’L2 English Proficiency. Korean Journal of English Language and Linguistics 17-3, 519-545. This study investigated Korean university students’ English reading and listening proficienc521y in relation to their motivation to learn, awareness of learning strategies, and self-efficacy beliefs. Two questions were mainly addressed: (a) How do their strategy use, motivational traits, and perceived self-efficacy in English listening and reading differ according to proficiency level? (b) To what extent does each of the variables account for individual differences in proficiency? Participants (N = 3224) were asked to complete a battery of written questionnaires and then undertake a standardized English proficiency test. The results indicate that all the three variables are positively and significantly correlated with proficiency. More proficient students tend to cognize a wider range of learning strategies than less proficient students and those with higher levels of motivation are more likely to achieve higher proficiency. When regressed, self-efficacy appears to be the most powerful predictor of achievement. The contribution of self-efficacy controlling for the other variables amounts to 6% of the total variance. It is therefore suggested that English teachers assist their students to develop positive self-beliefs along with an enhanced awareness of learning strategies and motivational dynamics, as these factors may have a collective impact on their learning process and outcome.
Korean Journal of English Language and Linguistics 11-1, 151-191. This study reviews the previous syntactic analyses of English resultatives and proposes an alternative account. English resultatives are generally categorized into two varieties:transitive and intransitive ones. That the two are construed similarly has led many linguists to assume that they are uniformly represented in the syntax. However, this fails to reflect the fact that their argument structures differ significantly from each other. In the transitive resultative, the pair of the postverbal NP and the result predicate appears to be verb-internal. On the other hand,intransitive verbs do not extend it in their own right. For example,they forbid adverbs to take place when passivized and for the postverbal NP to shift to the sentence-final position. Drawing on a range of theoretical and empirical survey, I propose that the structural aspects of the transitive resultative may as well be illustrated by a configuration wherein the resultative small clause is base-generated at the specifier of the V with the causative v heading the VP, but those of the intransitive resultative by a small clause adjoining to the v which conveys an additional event caused by the matrix VP.
This article compares recent topical and methodological trends in second language research published in two domestic (English Teaching and Modern English Education)and two international journals (Language Learning and The Modern Language Journal) from 2007 to 2012. The journals were selected in consideration of the extent to which the area of language teaching and learning is given prominence, impact factors at the time of data collection, and comparability in the total number of articles during the period. A total of 867 articles were analyzed by two raters cooperatively in terms of data collection/analysis methods, target language skills, and research themes. Results reveal that there has been a significant change in domestic research over the past six years when compared to surveys before 2007. Overall, with some emerging region-specific issues and orientations, researchers in Korea seem to have embraced a greater diversity of topics and methods that are comparable to the international trends.