A Corpus-Based Study of Hedging in L2 College Students’ Writings of Different Genres

Jiyoung Bae,Sujung Min 한국언어과학회 2016 언어과학 Vol.23 No.4

The Study of the Latent Structure of Linguistic Features in Korean College Students’ L2 Argumentative Writings

Jiyoung Bae 한국영어교과교육학회 2018 영어교과교육 Vol.17 No.3

This study explores a range of linguistic features used in Korean college students’ argumentative writings for the purpose of developing a model that identifies variables which predict writing proficiencies. This study investigated the latent variable structure of L2 linguistic features, including syntactic complexity, lexical complexity, and fluency. One hundred forty-six university students in Korea participated in this study. The results of the study’s confirmatory factor analysis (CFA) showed that indicators of linguistic features from this study-provided a foundation for re-categorizing indicators found in extant research on L2 Korean writers depending on each latent variable of linguistic features. The CFA models indicated one measurement model of L2 syntactic complexity and L2 learners’ writing proficiency; these two latent factors were correlated with each other. Based on the overall findings of the study, integrated linguistic features of L2 writings suggested some pedagogical implications in L2 writing instructions.

The Impact of the Self-Determined Learning Model of Instruction on English Underachievers’ Early Literacy Development

Jiyoung Bae,Hyojeong Seo 한국영어교과교육학회 2016 영어교과교육 Vol.15 No.2

The purpose of this study is to examine the impact of the Self-Determined Learning Model of Instruction (SDLMI) in promoting English underachievers’ literacy development. The study participants were eight elementary school students whose average age was ten. Participants had difficulties in their English classes, and their stages of literacy development were emergent and early literacy. Applying the three stages of the SDLMI, students determined their goals, developed and implemented their action plans, and monitored their progress. A multiple baseline across participants design was used. It took four weeks to complete the study sessions during the English summer camp, and each students’ session lasted about two hours via one-to-one instruction. The SDLMI with English literacy learning program customized for underachievers appears to be effective in assisting underachievers’ self-directed learning as well as their English literacy abilities. Implications and future directions for research and practice are discussed.

Genre-based Analysis of Syntactic Complexity in L2 College Students’ Writing: Pedagogic Scope and Directions

Jiyoung Bae,Sujung Min 아시아영어교육학회 2020 The Journal of Asia TEFL Vol.17 No.3

This study aims to examine the degree of syntactic complexity in Korean L2 college students’ writing of four different genres. Using 14 syntactic complexity measures as indices of L2 language development of writing, this study investigates how syntactic patterns are different among four different genres and English proficiency levels. Sixty-one participants in A university in South Korea participated in this study, and their writings were scored by two raters. All 244 essays including four different genres were collected, and these data were analyzed by using the computer program of syntactic complexity analyzer. The results have shown that genre difference has an impact on syntactic complexity in Korean students’ English written products. Details of results showed strong evidence of genre-specific features among narrative, expository (comparison and cause-effect essays), and argumentative genres. Based on the overall findings of the study, syntactic complexity showed significant genre differences, but there were not significant group differences of syntactic complexity among L2 proficiency levels.

The Effects of the Process-Genre Approach on Korean EFL University Students’ Writing Abilities

Jiyoung Bae 한국영어교과교육학회 2017 영어교과교육 Vol.16 No.1

The purpose of this study is to investigate a model for teaching English writing skills which is focused on the process-genre approach for Korean EFL university students. The present study aims to verify the effectiveness of the model on the improvement of students’ writing abilities. In this study, six representative classes were instructed to write in English throughout a 15 weeks semester in 2015. Three classes were taught through a process-genre approach, and the other three classes were taught through a process approach. This study, therefore, analyzed Korean L2 students’ writings of four different genres; narrative, comparison, cause-effect, and argumentative essays. The results showed that the process-genre approach proved to be a more effective writing instructional approach to improve participants’ writing abilities. Particularly, the results indicated that process-genre writing instruction was more effective based on students’ use of vocabulary in expository text genres than the process writing instruction. The findings also give some pedagogical implications for teaching strategies to raise genre-specific awareness in L2 writings.

A Meta-Analysis of the Effects of Phonemic Awareness Instruction between L1 and L2 Learners of English Reading Development (K-6)

Jiyoung Bae,Ed Fox 팬코리아영어교육학회 2011 영어교육연구 Vol.23 No.1

This study examines the effectiveness of phonemic awareness (PA) instruction for Korean EFL students and native English speakers at the primary level. A meta-analysis of 44 PA studies showed that the inclusion of PA instruction resulted in significant effect sizes in the students’ reading (.61), spelling (.42), and phonological outcome measures (.73) for both Korean and American groups of students and for the affective domain outcomes (.84) for the Korean students. Moderating variables showed significant results; the strongest reading results (.52) were achieved when phonemic instruction lasted longer than 20 hours, but optimal spelling (.46) and phonological awareness (.80) occurred with 1 to 20 hours of PA instruction. Both Korean kindergarten and native English-speaking students showed the greatest gains in their reading performance compared to their upperclassmen in grades 1 through 6. Specific to Korean students, kindergarteners’ reading was more positively affected (2.27) from PA instruction compared to all other primary grades. Similar to the mixed group with 5 to 10 hours of PA instruction, Korean students experienced high affective domain measures (1.48) and spelling outcome (.37). Greater than 20 hours of PA instruction for reading (1.74) was significant. The conclusion was that PA instruction has a significant effect on developing Korean students’ English reading abilities.

Genre-based Analysis of Lexical Complexity in L2 College Students’ Academic Writing

Jiyoung Bae,Sujung Min 한국언어과학회 2018 언어과학 Vol.25 No.1

Augmentation by Hypercholesterolemia of Amyloid β Peptide-Induced Learning and Memory Deficit

Yun-Bae Kim,Dongsun Park,Jiyoung Oh,Tae Kyun Kim,Young Jin Cho,Sun Hee Lee,Dae-Kwon Bae,Yun-Hui Yang,Goeun Yang,Seock-Yeon Hwang 충북대학교 동물의학연구소 2009 Journal of Biomedical and Translational Research Vol.10 No.2

The present study was carried out to establish an animal model, displaying long-term learning and memory dysfunction, since single intracerebroventricular (icv) injection of amyloid β peptide (Aβ) causes a short-term memory impairment. Male ICR mice were fed a high-cholesterol diet (HCD) containing 3% cholesterol, 1% corn oil and 0.5% cholic acid, and 1 week later, icv injected with Aβ_1-42 (5 μg/head). Learning/ memory function was assessed via passive avoidance performances 1 day and 2, 4, and 6 weeks after Aβ_1-42 injection, in addition to blood biochemical analyses for lipid profiles and hepatic function. Total cholesterol, lowdensity lipoproteins and hepatic dysfunction parameters markedly increased, while high-density lipoproteins were reduced following HCD feeding. Whereas single injection of Aβ induced temporary memory loss 1 day after administration, exhibiting full recovery after 2 weeks, Aβ treatment in combination with HCD feeding lasted the learning/memory impairment up to 6 weeks. Therefore, it is suggested that hypercholesterolemia augments Aβ-induced memory loss, and that Aβ injection plus HCD feeding could be a long-term memorydeficit model suitable for long-term treatment with drugs or stem cells.

지역사회 노인돌봄사업 사회복지사의 직무와 교육요구

배지영(Bae, Jiyoung),양난주(Yang, Nanjoo),박은희(Park, Eunhee) 한국사회복지교육협의회 2020 한국사회복지교육 Vol.51 No.-

The purpose of this study was to analyze the task of elderly care service manager in the community and their needs of job training and education based on importance and performance of task. The definition of elderly care service manager and job description was developed based on DACUM (devloping a curriculum ). 341 social workers who were working at community elderly care service center were participated. The questionnaire included frequency, importance, and performance of duties, tasks. As a result of the analysis, the job description of elderly care service manger revealed 7 duties, 28 tasks. Elderly care service managers have administrative tasks and service providers rather than case management tasks such as establishing a service provision plan centered on service targets among the tasks. It was confirmed that management tasks such as job monitoring are mainly performed. In order to successfully carry out the policy direction of the integration of elderly care services in the community, the administrative work of the social worker performing the relevant tasks will be reduced, and it is necessary to prepare an education and training system that can focus on competencies in establishing an appropriate service plan and providing appropriate services. 본 연구는 지역사회 재가 노인돌봄사업을 담당하고 있는 사회복지사의 직무를 분석하고 이들의 역량강화에 필요한 교육요구를 확인함을 목적으로 한다 이를 위해 2019년 기준 노인돌봄기본서비스, 노인돌봄종합서비스, 재가노인지원서비스 3종의 지역사회 노인돌봄사업의 담당 사회복지사를 대상으로 직무분석과 교육요구분석을 수행하였다. 분석결과 7개의책무영역과 28개의 과업이 도출되었고, 현재의 노인돌봄사업 담당 사회복지사들은 해당 직무 중 서비스 대상자 중심의 서비스 제공계획 수립 등의 사례관리 업무보다 행정업무, 서비스 제공자(생활관리사 요양보호사 등) 업무 모니터링 등의 관리 업무를 주로 수행하고 있음을 확인하였다. 2020년부터 시행되는 노인맞춤돌봄서비스 등 지역사회 노인돌봄서비스 통합의 정책방향을 성공적으로 수행하기 위해서는 해당 업무를 수행하는 사회복지사의 행정업무를 경감하고, 지역사회 재가 노인의 욕구를 종합적으로 검토하고 적절한 서비스 계획을수립하여 맞춤형 서비스가 제공될 수 있도록 하는 데 역량을 집중할 수 있는 교육훈련 체계의 마련이 요구된다.

초·중·고등학교 영어 읽기지문의 난이도와 연계성분석 연구 : 2015 개정 영어교과서를 중심으로

배지영(Bae, Jiyoung),김규미(Kim, Gyoomi) 한국영어교과교육학회 2021 영어교과교육 Vol.20 No.4

The purpose of the present study is to explore the difficulty and continuity analysis of the English reading passages in the elementary, middle and high school English textbooks of the 2015 Revised National Curriculum. The present study compared the continuity of 5th grade elementary school to 1st year high school English textbooks between grades. For this analysis, 60 English textbooks from elementary to high school were analyzed according to with eight indices from Coh-Metrix, which measured the quantifiable aspects of passages (i.e., the number of words, number of sentences, and average length of a single sentence) and the readability of the target reading texts. As a result of analyzing the three quantifiable elements of learning, it was found that most of the textbooks showed a significant difference and increased the amount of written input by grade from the 5th grade of elementary school to the 1st grade of high school. Additionally, the indicators corresponding to lexical diversity, syntactic complexity and readability showed that the textbooks for the higher grades had more complicated sentence structures and high readability scores. In conclusion, the large difference in difficulty of the English textbooks between grades, from elementary school to middle school and from the third grade of middle school to the first grade of high school, has implications for future curriculum and textbook development.