영어원어민과 영어학습자의 요약 과정

한미향 새한영어영문학회 2005 새한영어영문학 Vol.47 No.3

영어에 대한 언어적 지식뿐 아니라 텍스트의 의미를 파악, 분석, 종합하는 등의 인지적 사고 능력을 필요로 한다. 이런 점에서 요약 과제는 영어 읽기와 쓰기 학습을 증진시키기 위해서, 특히 대학과정에서 학습자의 학문적 능력을 향상시키기 위해 유용하다. 그러나 대부분의 영어학습자들은 이러한 요약 과제를 상당히 어려워하는 실정이다. 본 연구에서는 영어원어민과 ESL 대학생의 요약 과정을 비교하고 그 유사점과 차이점을 분석하여 ESL 학습자의 요약 과제 수행의 어려움을 밝혀보고자 하였다. 구두보고와 사후면접, 그리고 실험 참여자의 요약문을 분석한 결과, 유사점으로 두 참여자 모두 요약과정에서 담화 수준의 텍스트 처리를 보였다. 한편, 영어원어민은 주도적이며 상호작용적 요약 전략을, 특히 요약 내용을 계획, 평가하는 상위인지 전략을 사용하였다. 그러나 ESL 학습자는 텍스트 정보에 치중하였으며, 텍스트 내 단어나 표현을 그대로 쓰거나 조합하였으며, 텍스트 내용을 일반화하거나 간결한 자신의 영어표현으로 만들지 못하였다. 영어학습자의 읽기와 쓰기 능력, 분석적 종합적 사고능력을 높일 수 있는 보다 효과적인 요약 훈련이 요구된다.

EFL 학습자의 읽기 시험-수행 전략과 영어 숙달도

한미향 한국언어과학회 2018 언어과학 Vol.25 No.2

Test-taking Strategies for the Cloze by Skilled and Less Skilled EFL Readers

한미향 새한영어영문학회 2007 새한영어영문학 Vol.49 No.1

This study investigated EFL Korean readers' test-taking strategies for the discourse cloze test and examined differences in strategy use in terms of their reading proficiency. The data collected from their retrospective verbal reports were analyzed according to a modified framework of Bachman (1985), Sasaki (2000) and Yamashita (2003). The findings revealed that overall, multiple strategy use was prevalent and text-level strategies were employed most frequently. The skilled students used more strategies, and were better at using information from a wider discourse context than the less skilled. Therefore, the discourse cloze reflected well global reading comprehension and discriminated well between the skilled and the less skilled groups, which supports the usefulness of the cloze as a measure of reading comprehension.

언어시험의 모형 고찰

한미향 동아대학교 인문과학대학 영어영문학과 1997 동아영어영문학 Vol.13 No.-

The past decade has seen the development of a theoretical view that considers language proficiency to be multicomponential and recognizes the effects of the test method and test taker characteristics on test performance. Reviewing the development, this paper surveys Oller's, Canale & Swain's, Cummins' and Bachman's models of language test performance. After then, it describes mostly Bachman's interactive model. The framework includes three components, language proficiency, test method and testee's characteristics. First, language proficiency consists of three components: language competence, strategic competence, and psychophysiological mechanism. Moreover these components of language proficiency interact with the language use context and language user's knowledge structure, or schema. Second, the facets of test method are grouped into five sets: testing environment, test rubric, input, expected response and relationship between input and expected response. Lastly, test performance is also affected by individual attributes that are not part of test taker's language ability. These may include test takers' cognitive and affective characteristics, their real world knowledge, and factors such as their age, sex, native language, educational and socio-economic background What is suggested from this discussion is that taking into account this framework, more empirical research on the practical effect of test methods and testee's attributes on language test performance needs to be conducted to develop more valid tests, especially for EFL students in Korea.

Vocabulary Learning Strategies, Vocabulary Ability and English Proficiency of Korean College Students

한미향 새한영어영문학회 2008 새한영어영문학 Vol.50 No.2

This study explored the effect of vocabulary ability and English proficiency on VLS use of Korean EFL college students. The main data were collected from a vocabulary test, a TOEIC and a VLS questionnaire performed by fifty participants. The results revealed some noticeable patterns of their VLS use and significant group differences. Overall, cognitively less demanding strategies such as discovery and memory strategies were more frequently employed than cognitive and metacognitive strategies. In addition, High group in terms of both vocabulary ability and English proficiency used a wide range of VLSs, especially cognitive and metacognitive strategies. This implies that vocabulary ability and English proficiency are closely related to VLS use. Pedagogical implications were suggested for vocabulary strategy learning and teaching in the EFL context.

담화능력 측정도구로서 클로즈 테스트

한미향 팬코리아영어교육학회(구 영남영어교육학회) 2002 영어교육연구 Vol.14 No.2

Schwannoma Involving the Proximal Median Nerve with Compression of the Ulnar Nerve

한미향,오자영,윤정윤,이상욱,김재민 대한근전도전기진단의학회 2016 대한근전도 전기진단의학회지 Vol.18 No.2

Schwannomas, arising from Schwann cells of a nerve sheath, are the most common benign tumors of the peripheral nerves. Schwannoma cause symptoms including paresthesia and motor weakness depending on involved nerves or pain after growing enough to compress surrounding soft tissue. Here in this case, schwannoma was originated from the median nerve at the mid humerus, but the tumor did not cause median neuropathic symptom but ulnar neuropathic symptom by compressing the ulnar nerve.

Learning strategy use and performance on the multiple-choice cloze

한미향 한국영어학회 2007 영어학 Vol.7 No.3

The purpose of this study was to examine how college EFL learners use learning strategies in performing a multiple-choice cloze test. Based on a general framework of cognitive and metacognitive strategies referred to O'Malley et al. (1985) and Oxford (1990), the verbal protocols produced by four EFL learners were analyzed in terms of cloze item types and learning strategy types. The findings show that textual items were the easiest to both successful and less successful learners but the successful learners performed better on lexical and grammatical items. In addition, regardless of reading proficiency, a variety of cognitive strategies (303/384, 79%) were utilized: the successful learners favored ‘reading in L2’ the most while the less successful learners used ‘translation into L1’ most frequently. As for metacognitive strategy use, the multiple-choice format prompted the learners to often employ ‘matching and elimination.’ Overall, the successful learners showed greater metacognitive control and were more persistent in coping with the cloze task. Issues of reading proficiency, test format and item types, and learning strategies are addressed with implications for the cloze test construction.

Neuropathy of the First Branch of the Lateral Plantar Nerve (Baxter’s Neuropathy) Misdiagnosed as Lumbar Radiculopathy

한미향,채충식,박지혜,고영진 대한근전도전기진단의학회 2016 대한근전도 전기진단의학회지 Vol.18 No.2

The first branch of the lateral plantar nerve (FBLPN) typically arises from the lateral plantar nerve (82.1%) and a small mixed motor and sensory nerve, which innervates the abductor digiti quinti muscle. The entrapment of FBLPN accounts for 20% of medial heel pain and is commonly confused with plantar fasciitis, fat pad atrophy, and lumbosacral radiculopathy. Proper diagnosis and management require the use of objective diagnostic tools such as electromyography, magnetic resonance imaging, and ultrasonography. Here we describe the unusual case of a patient misdiagnosed with lumbosacral radiculopathy due to neurogenic symptoms and who was correctly diagnosed with neuropathy of FBLPN by electromyography.

Interaction through Web-based discussions in teacher education

한미향 팬코리아영어교육학회 2006 영어교육연구 Vol.18 No.2

This study investigates what types of interactions and what phases of cognitive processes are involved in Web-based bulletin board (BB) discussions among prospective teachers at an American university. It also examines how teacher engagement affects the written communication dynamics. The students’ discussion transcripts were the main data collected for this study. They were analyzed in terms of both frequency of participation and the practical inquiry model of Garrison, Anderson, and Archer (2001) which frames four phases: Triggering, Exploration, Integration and Resolution. The results were found favorable for Web-based discussions as an interactive knowledge building tool. Among the results, first, two-way messages were prevalent (66%), nurturing peer-to-peer interactions. Second, frequently employed cognitive processes were Exploration and Integration. This indicates that not only did the students contribute primarily to sharing opinions or experiences but also they negotiated meanings or synthesize presented ideas. However, there was no Resolution, applying integrated ideas to teaching situations. Lastly, the instructor’s engagement in the earlier weekly sessions enhanced discussion dynamics, while students exerted autonomy throughout the sessions and even in the later sessions without instructor presence. It is suggested that carefully designed Web-based discussions can serve as a potential instructive tool to promote interactive and collaborative participation among prospective teachers as well as to expand their course-related knowledge base.