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과업 유발 관여도와 능숙도가 중학교 영어 학습자의 어휘 학습에 미치는 영향
김혜진 ( Kim Hye Jin ),안병규 ( Ahn Byung-kyoo ) 글로벌영어교육학회(구 호남영어교육학회) 2017 Studies in English education Vol.22 No.4
This study aims to investigate the role of task-induced involvement and proficiency in the vocabulary development of adolescent Korean EFL learners. A total of 203 middle school students in Daejeon were assigned to 4 groups on the basis of the amount of task-induced involvement and the level of proficiency: Group 1 (low involvement + high proficiency), Group 2 (low involvement + low proficiency), Group 3 (high involvement + high proficiency) and Group 4 (high involvement + low proficiency). Immediate learning and delayed retention of 10 unfamiliar words were examined. Statistical analyses revealed that task-induced involvement load and proficiency played a significant role in both short-term vocabulary learning and retention. No interaction effect was observed between the two variables. These results suggest that a high level of task-induced involvement is important in the vocabulary development of middle school students at different proficiency levels. Pedagogical implications of the findings are discussed, and directions for further research are suggested.
입력홍수 및 텍스트 강화가 중학생의 영어 문법 학습에 미치는 영향
염혜선 ( Hye Sun Youm ),안병규 ( Byung Kyoo Ahn ) 글로벌영어교육학회(구 호남영어교육학회) 2012 Studies in English education Vol.17 No.2
The purpose of this study is to investigate the effects of two implicit input enhancement methods on the learning and retention of four grammar forms: the present continuous, the past tense form of the verb be, the past tense form of general verbs, and the there construction. Seventy-eight students in a Korean middle school were divided into an input flood group, a textual enhancement group, and a control group. The participants were also divided into high- and low-proficiency learners. The results show that the three methods were generally effective in the students` learning and retention of the grammar forms. The textual enhancement group, however, exhibited the greatest improvement in both the learning and retention of the grammar forms. In relation to the proficiency levels, the low proficiency group demonstrated more gain than the high proficiency group. The findings of this study suggest that different grammar forms require different instruction methods. It is also suggested that multifarious grammar instruction methods be developed to cater to the individual differences that classroom leaners exhibit.
화용적 능력에 입각한 수능 영어 말하기 문항 분석과 개선 방안
신인숙(Shin Insook),안병규(Ahn Byung-kyoo) 한국외국어교육학회 2003 Foreign languages education Vol.10 No.3
The purpose of this study is to investigate whether the test items in the speaking section of the College Scholastic Abilities Test validly measure the pragmatic competence of test-takers. This study also makes suggestions for the improvement of these items based on the analysis, so that they can better assess the learners' pragmatic competence in English. The analysis shows that the test items are rather limited in their ability to assess pragmatic competence. Specifically, the test items fail to provide sufficient pragmatic contexts, such as the social and psychological roles of interlocutors and the settings of the dialogues, which are typical of authentic discourses. The discourses are mostly of neutral formality, to the almost complete exclusion of colloquial and formal registers, lacking the diversity of registers observed in natural language use. Suggestions for the improvement of the test items in the speaking section are made, and sample test items are provided.
코퍼스를 활용한 협력학습이 문법규칙 수용에 미치는 영향
김향신(Kim Hyangshin),안병규(Ahn Byung-kyoo) 한국외국어교육학회 2004 Foreign languages education Vol.11 No.2
This study examines the effects of corpus-based collaborative learning on the intake of grammar rules among high school students. This study is grounded on three theoretical backgrounds: Grammar teaching based on a large amount of input enhances intake; peer interaction promotes learners’ participation and has positive effects on their academic achievement; and discovery instruction stimulates learners’ motivation and helps them notice rules, leading to the conversion of input into intake. The subjects were divided into two groups, each group consisting of 60 students. The subjects studied six grammar rules over a period of six weeks. Group 1 did small group activities with the materials extracted from the COBUILD corpus, while Group 2 was given the teacher’s explanation of each rule with some examples designed to show how the target rule works. After each grammar lesson, both groups took a post-test. The results indicate that (a) corpus-based grammar learning helps engage learners in the learning process and raise their grammar awareness, (b) corpus-based learning facilitates noticing and identifying the target form better than its meaning and (c) peer interactions in a small group have positive effects on the intake of grammar rules.
Ahn, Byung-Kyoo 서울대학교 어학연구소 1992 語學硏究 Vol.28 No.1
The purpose of this study is to examine whether native speaker perceptions of understanding can be equated with the writers' intent. This investigation focuses on whether native speaker reader perceptions represent the actual comprehension of the writers' intent so far as errors in English compositions written by Korean students are concerned. The results reveal that a low degree of association exists between the two measures. Therefore the findings indicate that the widespread assumption that native speakers' perceptions of comprehension equal their real understanding of the writers' intent is unwarranted.