The Effects of the Provision of Topical Knowledge on EFL Learners’ Listening Performance

허진희 한국영어어문교육학회 2011 영어어문교육 Vol.17 No.1

Listening has been a neglected research area despite the crucial role it plays. The present investigation was aimed at examining how the provision of topical knowledge and learners’ listening proficiency level affect learners’ listening performance under four different preparatory activity conditions: topical knowledge, vocabulary list, language structure, and no activity. A total of 134 participants, assigned to the four different activity groups, took part in the study. The results revealed that the learners who were provided with topical knowledge before listening performed significantly better than the other learners, followed by the vocabulary list group and language structure group, which might be attributed to the activation of their content schemata. The learners who did not perform any preparatory activities achieved the lowest scores. When it comes to the impact of listening proficiency, it was revealed that learners’ proficiency level had a significant influence on learners’ listening performance, and there was a significant interaction between the learners’ level of listening proficiency and preparatory activity. Providing relevant knowledge was effective for both higher level and lower level learners, whereas teaching vocabulary before listening was effective for higher level learners but was not for lower level ones. Based on the results, some pedagogical implications and suggestions for future research were discussed.

An Investigation Into Gender Effects In English Test Responses

허진희 한국외국어대학교 외국어교육연구소 2011 외국어교육연구 Vol.25 No.1

The present study aims to examine gender differences in students’ responses to a proficiency test in the context of English as a foreign language. A total of 379 third graders of a middle school took part in the study. The instrument was a proficiency test administered by a province office of education whose purpose was to assess students’ general scholastic abilities. The English test consisted of thirty test items, and they were classified into four categories by test item types: a) Mood/Impression type,b) Logical Inference type, c) Main Idea or Topic Type, and d) Specifications/Details type, and by the test passage content: a) daily life, b) natural science, c)sports/leisure, and d) human societies. All the test items were based on a multiple-choice format with five item options. The results indicate that girl students achieved significantly higher scores in English subtest than boy students. In terms of test passage content, there were no significant differences between girls and boys even though the gap was a little bigger in the content areas of daily life and sports/leisure. In terms of the test item types, the test items with mood/impression-related questions or the items that ask testees to find the main idea or topic were significantly in favor of girls. The limitations and pedagogical implications were discussed.

The Effects of Vocabulary Task-induced Involvement on Vocabulary Learning and Reading Comprehension

허진희,임병빈 현대영미어문학회 2008 현대영미어문학 Vol.26 No.3

The purpose of the present study is to investigate the effects of explicit vocabulary enhancement tasks inducing varied indices of task-induced involvement load on vocabulary learning and reading comprehension. The researcher employed four types of vocabulary enhancement tasks: RO(Reading-Only), RW(Rote-Writing), SC(Sentence-Context), and SW(Sentence- Writing). Their indices of task-induced involvement load are 0, 1, 2 and 3 respectively. Participants in their third year of a middle school were asked to perform the assigned vocabulary tasks after reading a glossed text, and took immediate and delayed vocabulary posttests and a reading comprehension test. The results indicate that the SW task which requires deeper processing and more involvement load led to more gains in vocabulary learning as expected. It suggests that the Involvement Load Hypothesis can predict the effectiveness of a task to some degrees, and the findings should be recognized much more by language teachers, curriculum planners and material designers than they are now.

Vocabulary Learning Strategy Use and Vocabulary Proficiency

허진희 한국영어어문교육학회 2009 영어어문교육 Vol.15 No.4

This study investigated vocabulary learning strategies used by EFL middle school learners in Korea and examined the relationship between the middle school learners’ vocabulary learning strategy (VLS) use and their vocabulary proficiency level. One hundred and forty-one students in a public middle school participated in the study and the data for this study were collected from a vocabulary learning strategy questionnaire and a vocabulary proficiency test. Based on the result of the vocabulary proficiency test, the participants were divided into three proficiency groups: high-, mid- and low- level proficiency groups. The overall findings of the study revealed that the participants used cognitive strategies most frequently and social strategies least frequently. The most frequently used individual strategies were ‘using a bilingual dictionary,’ ‘studying the sound of a word’ and ‘practicing words through verbal repetition.’ The least frequently used ones were ‘interacting with native speakers’ and ‘studying or practicing the meaning of a word in a group.’ The research results also showed that the vocabulary proficiency level has a significant influence on the vocabulary strategy use. The more proficient learners used vocabulary learning strategies more actively. More specifically, the high proficiency level group used metacognitive strategies the most. The middle and low proficiency groups used cognitive strategies the most. It is suggested that language teachers should facilitate the vocabulary learning process by helping learners develop appropriate strategies.

The Effects of Retrieving Words in Decontextualized Vocabulary Instruction

허진희 현대영어교육학회 2009 현대영어교육 Vol.10 No.3

Vocabulary learning is an integral area of language teaching and plays an incremental role in language learning. With the increasing awareness of the importance of vocabulary, the present study aimed to investigate the effects of retrieving words in decontextualized vocabulary instruction. For the purpose this study compared the results of three different vocabulary task groups focusing on repetition, retrieval and generation. Immediate and delayed posttests were administered just after performing the assigned vocabulary tasks. In the immediate posttest, there was no statistically significant difference among the three groups even though the retrieval group got the highest score, whereas in the delayed posttest, the retrieval group performed significantly better than any other group. It may be because retrieval strengthens the connection between the cue and the retrieved knowledge. As regards word recognition and production, retrieval was more effective for word production. It is suggested that in a time-limited learning condition, having opportunities to retrieve words many times is more effective than putting more mental efforts into vocabulary learning for middle school students.

[상담 실천사례] ‘욱’ 하는 성격을 고치고 싶어요

허진희 한국교통대학교 상담심리교육연구소 2018 상담심리교육연구 Vol.5 No.1

Study on the Correlation between the Photovoltaic Effect and the Defect Density at the Surface of a Poly-Si Solar Cell by Using Photoconductive Atomic Force Microscopy (PC-AFM)

허진희,Youngmok Rhyim 한국물리학회 2012 THE JOURNAL OF THE KOREAN PHYSICAL SOCIETY Vol.60 No.9

In this study, we designed and fabricated a poly-Si-based solar cell device by using conventional Si processes. The electrical properties, such as the open-circuit voltage (V_oc), the short-circuit current (I_sc), the fill factor, the external quantum efficiency (EQE) and the efficiency of prepared solar cell devices, were characterized with a standardized measurement system. Also, the correlation between the photoinduced current and the variation of the defect density was then investigated for various locations by using a photoconductive atomic force microscopy (PC-AFM) system. We verified that in a high-defect-density region such as a grain boundary, a triple junction or a crack, photoinduced carriers easily recombined and induced a decrease in the diffusion length and a low level of photoinduced current. Moreover, we suggest a very effective method to reduce the contact resistance between the cantilever tip and the sample surface, which can disturb the flow of photoinduced current.

Study of the Relationship Between the Scalability of MTJs and Switching Field by Using Scanning Probe Microscope

허진희,정일섭,Kyuhag Eum 한국물리학회 2009 THE JOURNAL OF THE KOREAN PHYSICAL SOCIETY Vol.54 No.6

In order to use the magnetic tunnel junction (MTJ) as a component for memory applications, we need to analyze it and to obtain a well defined switching field, in spite of variations in the sample size and position. We studied the switching field variation in terms of the sizes of sub-micron MTJ cells by measuring the I-V characteristics of the MTJ cells and the hysteresis in the I-H loop, which was obtained by measuring the tunneling current for a sweeping magnetic field.

주사팀침현미경을 이용한 기능성 재료 및 광전특성 분석

허진희 한국진공학회 2014 한국진공학회 학술발표회초록집 Vol.2014 No.8

소셜미디어 활용과 지방정부에 대한 태도

허진희,서진완 한국행정학회 2012 한국행정학회 학술발표논문집 Vol.2012 No.-