Hegel 人倫體의 宥和性에 關한 考察

崔省默 대한철학회 1979 哲學硏究 Vol.27 No.-

The Effect of Repeated Input of Videotaped Academic Lectures on Comprehension and Anxiety of Korean University Students

최성묵 팬코리아영어교육학회 2008 영어교육연구 Vol.20 No.3

Motivated by the escalating number of CBI courses whose primary medium of instruction is English language, the present study investigated the potential benefits of repeated input of videotaped academic lectures on comprehension and academic listening anxiety. The study also explored how precisely interpersonal listening ability predicts academic listening ability. Multiple statistical tools were utilized to analyze the data obtained from two groups of Korean university students. Data analyses revealed several pedagogically important findings. First, repeated input did not significantly enhance inference decisions in academic lectures, although it enhanced comprehension of main ideas and important details to a practically and statistically significant degree. Second, repeated input per se did not lower academic lecture listening anxiety to a practically and statistically significant extent. Lastly, interpersonal listening ability did not appear to be a potent predictor of academic lecture comprehension. Several pedagogical implications were proposed based on the findings.

캡션, 입력 강화 그리고 연어습득

최성묵 한국중등영어교육학회 2020 중등영어교육 Vol.13 No.4

Extant literature indicates that captioned audio-visual materials may foster incidental L2 vocabulary acquisition. Expanding on this line of inquiry, the present study explores how two types of captions (unenhanced and visually enhanced) impact incidental learning of L2 collocations. Participants were Korean 10th graders(N = 229) and they were assigned to one of the three conditions: (a) control (no caption), (b) unenhanced captions, and (c) enhanced captions (i.e., captions including collocations that are visually enhanced). They then viewed a short video clip that corresponds to their condition, received a reading class (as a filler task), and responded to comprehension and collocation recall tests. Results showed that unenhanced captions failed to generate collocational gains, whereas enhanced captions significantly promoted memory of target collocations. These results collectively suggest that captions per se may be limited in terms of promoting incidental collocation acquisition and that using visually enhanced captions may be a viable option for better collocational outcomes.

Impact of Varying Pre-Listening Support on Listening Comprehension and Perceived Anxiety

최성묵 새한영어영문학회 2007 새한영어영문학 Vol.49 No.3

Impact of Varying Pre-Listening Support on Listening Comprehension and Perceived AnxietyChoi, Sung-mookQuantitative comparisons were made on the effectiveness of the two most frequently employed types of pre-listening support (i.e., repeated input and vocabulary instruction) on Korean high school students’ listening comprehension. In addition, learner’s perceived anxiety during listening was assessed via a questionnaire with 7-point bipolar scale. Major findings include that (a) repeated input significantly improved the students’ overall comprehension, (b) vocabulary instruction promoted the students’ general comprehension to a marginally significant degree, (c) vocabulary instruction was significantly detrimental to low proficiency students’ specific comprehension while the same instruction was beneficial for high proficiency students, and (d) both repeated input and vocabulary instruction substantially reduced listener anxiety regardless of learner proficiency. Pedagogical implications are drawn for EFL teachers and learners.

헤겔의 법철학에 있어서 인륜성의 이념과 현실

최성묵 동아대학교 인문과학대학 인문과학연구소 1998 인문과학연구 Vol.- No.4

The effect of accent on interpersonal and content-based listening comprehension of EFL high school students

최성묵 팬코리아영어교육학회 2010 영어교육연구 Vol.22 No.2

Despite the role of accent in listening comprehension, virtually no prior studies examined the effect of accent with Korean EFL high school students. Moreover, although it is important that high school students should be able to understand content-based listening passages, little is known in this regard. Therefore, the present study explored the effect of accent on listening comprehension of content-based as well as interpersonal texts. The quantitative data obtained from 195 second year EFL Korean high school students were analyzed using multiple statistical tools. Major findings are as follows. First, extending the findings of previous studies, the study documented that accent had different effects at the various levels of listening comprehension regardless of types of listening passages. Second, students with high proficiency consistently outperformed low proficiency counterparts regardless of accent difference and the types of listening passages as shown by the statistically insignificant interaction of accent and language proficiency. The findings of the study have implications for educational administrators, researchers, practitioners, and Korean EFL high school students.

Working Memory Capacity, Vocabulary Knowledge, and Reading Comprehension of EFL Learners

최성묵 팬코리아영어교육학회 2013 영어교육연구 Vol.25 No.1

This study examined the combined and relative predictive powers of working memory capacity (WMC) and vocabulary knowledge in literal and inferential reading comprehension of English as a foreign language (EFL) learners. To that end, forty-six university students in Korea performed a battery of tests: (a) the reading span task as a measure of WMC; (b) the Nelson-Denny Comprehension Test; and (c) the Vocabulary Test. Results showed that WMC and vocabulary knowledge accounted for 21.7% of the variance in literal reading comprehension scores with a medium effect size. With regard to inferential reading comprehension, vocabulary knowledge alone explained 33.1% of the variance with a large effect size. Concerning relative predictive values, WMC was more useful than vocabulary knowledge in explaining literal reading comprehension performance, whereas in inferential reading comprehension, text-specific vocabulary knowledge was the only significant predictor.

주석, 작업기억력, 그리고 L2 어휘습득

최성묵 현대영미어문학회 2016 현대영미어문학 Vol.34 No.3

How the effects of glosses may vary as a function of L2 learners’ working memory capacity remains elusive. In order to address this problem, Korean 11th Graders (n=148) read an experimental text annotated with L1 or L2 glosses, or without glosses. Their working memory capacity was determined by a backward digit span test, while vocabulary knowledge was assessed by immediate and delayed vocabulary tests. The results showed that both L1 and L2 gloss conditions were significantly more effective than the no gloss condition in promoting short and long-term vocabulary gains, whereas no significant difference was observed between L1 and L2 gloss conditions. The results also indicated that working memory capacity significantly contributed to long-term gains only. No significant interaction effects were observed between gloss type (L1, L2, no gloss) and working memory capacity, suggesting that L2 learners with a high working memory span may acquire more words regardless of gloss type.

헤겔철학의 「의식-자기의식」의 현상학적 고찰

최성묵 東亞大學校 大學院 1993 大學院論文集 Vol.18 No.-

Diese Abhandlang setzt es sich zum Ziel, in phanomenologische Geschichtspunkte zu beobachten, wie das 「bewuβtsein-SelbstbewuBtsein sich durch Erfahrung entwickelt. Die sinnliche Gewiβheit, welches zuerst unmittelbar unser Gegenstand ist, kann dasjenige sein, weiches selbst unmitelbar der kondrete Inhalt als reichste erkenntnis erscheinen. Diese Gewiβheit aber gibt in der Tat sich selbst fur die abstrakteste und armste Wahrheit aus. Sie sagt von dem was sie weiβ, nur dies aus; es ist dies, oder hier, jetzt. Wir meinen dies als wirkliche Dinge, aber wirklich ist dies nur allgemeine, wir nehmen so dies als allgmenines in der Wahrnehmung, statte ein Unmittelbares zu wissen. In der Wahrnehmung, sehen wir das nun zu, daβ das Bewuβteseing das ding als seiner Gegenstand ausmacht, das Ding bietet sich als rein Einer dar, werde Ich die eignschaft an ihm gewahr, die allgeinen ist, dadurch aber uber die Einzelheit hinausgeht, und wird nu die entwicklung der Ding vo-rhandener Widerspruche sein. Indem die Wahrnehmung die eine der Beide als wahrheit dadurch geben will, ds er bald Unwahrheit auf sich zu nehmen und das bewuβtsein nicht aus der Tauschung des Wahrnehmungs heraus geekommen. Der Verstand hat damit zwar seing eigne Unwahrheit und die Unwahrheit des Gegenstandes aufge-holen, und was ihm dadurch geworden, ist der Begriff des Wahren, Krafte besteht hiemit in dem entgegensezten Bestimmtsein beider und der absoluten unmittelbaren Verwechslung der selbstbewuβtsein. Mit dem Selbstbewuβtsein sind wir also nun in das einheimsche Reich der Wahrheit eintreten. Es ist zu sehen, wie die Gestalt des Selbstbewuβtseins auftritt. Erst scheint es nur die bewegungslose tau-tologie des: lch bin 1ch. Es ist hiemit fures das Anderssein als unterschiedenes Moment ; das ist die Begierde, ads Leben, das Selbstbewuβtseins auftritt. Erst scheint es nur die bewegungslose Tau-tologie des : 1ch bin 1ch. Es ist hiemit fur es das anderssein als unterschiedenes Moment; das ist die Begierde, das Leben, das Selbstbewuβtsein fur ein Leben. Es ist fur das Selbstbewuβtsein ein anderes selbstbewuβtsein. Es ist auβer sich gekommen und wird Ich und anderer Ich. Dies hat die gedoppelte Bedeutung : 1ch, das Wirist, und Wir, das 1ch ist. Der Begriff dieser seiner einheit aber realisiert die unendlich Freiheit mit dem Andern.

분사기업 발전방안에 관한 연구

최성묵 건국대학교 경영대학원 2001 論文集 Vol.12 No.-