영어 입력 모드의 차이에 따른 요약쓰기의 어휘적 특성 비교

신동광 중앙대학교 외국학연구소 2018 외국학연구 Vol.- No.46

Previous research has shown that writing may overload working memory compared with listening and reading. Those studies, however, have failed to statistically distinguish the difference between listening and reading in terms of the load of working memory. By analyzing writing products of ‘Dicto-comps (input through listening)’ and ‘Summaries (input through reading),’ it was examined as to how many of the words in the original text used in the source of input could be transferred to writing. For the study, 50 college students participated in two types of writin tasks. The results of the study were different from the initial hypothesis that fewer words would be recalled in the summarizing task in comparison to the dicto-comp task. It was statistically proved that the dicto-comp tasks had helped the learners to more easily transfer the lexical items that they had heard in the input to their writing products. These results imply that reading may overload working memory more than listening. That is, decoding letters can be expected to be an extra cognitive burden when reading. Additional analysis for variables, such as, ‘similarity of adjacent sentence syntax,’‘age of acquisition for content words,’‘familiarity for content words,’ and ‘Coh-Metrix L2 readabiliy’ were found to have significant effects on the recall of vocabulary when summarizing for the original text read. Consequently, the results of this study suggest some pedagogical implications (e.g., measuring L2's productive vocabulary knowledge).

Effective Ways of Extracting Terms for ESP Programs for Law

신동광 한국멀티미디어언어교육학회 2007 멀티미디어 언어교육 Vol.10 No.2

This corpus-based study introduces an effective means of identifying legal terms in digitized documents. In the present study the first 300 entries resulted from the web-based term-extraction tool TermoStat was re-examined by using Chung’s (2003) rating scale. When using the combination model, about 70 to 74 % of the candidate terms were found technical words. This is a much lower percentage than the 86% produced by the corpus comparison approach. However, the web-based term-extraction tool TermoStat provides four advantages: 1) users can save time and effort identifying terms, 2) users do not have to prepare any comparison corpora, 3) each item is automatically hyper-linked to all examples used in the technical corpus, and 4) technical collocations, as well as technical single words, are identified. Thus, if both mechanical and manual processes are used to extract legal terms, combining Chung’s (2003) rating scale and the web-based comparison tool TermoStat could be an effective way to extract legal terms. Finally, this study concludes by offering some suggestions for further research.

우리는 어떤 영어 어휘를 학습하고 있는가? 국내외 대표 영어 어휘목록 비교·분석

신동광 중앙대학교 외국학연구소 2014 외국학연구 Vol.- No.30

The present study has three goals. The first is to examine unique features originating from the development process (e.g. vocabulary selection criteria such as frequency, range and dispersion & corpora used for developing vocabulary lists) of ten representative English vocabulary lists which all contain around 3,000 words. Included among these are the Korea Basic English Word List and the NEAT 3000 developed in Korea. The second goal is to report strong and weak points which each vocabulary list has, and the third is to provide some implications of such analysis for developing a new vocabulary list in the future. With these purposes, this study attempts to analyze and compare specifications of the English vocabulary lists and their text coverage in a varied range of corpora of English. This study concludes by providing eight suggestions for the successful development of a newly updated English vocabulary list.

AI 시대의 언어교육, 이대로 괜찮을까?

신동광 국제한국언어문화학회 2021 국제한국언어문화학회 학술대회 Vol.2021 No.10

국내외 영어 교과서에 나타난 개별 어휘 및 연어 사용 양상 비교

신동광 한국언어과학회 2019 언어과학 Vol.26 No.4

The present study compared features of single words and collocations used in 15 domestic and overseas primary- and secondary-level textbooks of English. The results are as follows: First, the amount of vocabulary used in Korean English textbooks was less than that of English-speaking or European countries, but more than that of other Asian countries. In addition, for the vocabulary density, a small number of vocabulary had a tendency to be repeatedly used in Korean English textbooks. The distributions of vocabulary levels examined within the 1 st 4000 words did not show significant differences among the textbooks. In comparing the use of collocations, the number of collocations in Korean textbooks was more than that of other Asian countries. Concerning the collocation POS combination pattern of Korean English textbooks, AJ+NN, AV+AV, and VB+AT+NN patterns were relatively more frequent compared to other countries while the use rate of VB+AV was less frequent. In conclusion, this study suggests some implications for improving the development procedure of English textbooks.

A Multiword Unit Analysis: COCA Multiword Unit List 20 and ColloGram

신동광,전유아 아시아테플 2019 The Journal of Asia TEFL Vol.16 No.2

Multiword units receive attention as being an essential part of vocabulary knowledge that will expedite the learning of an L2. However, there is lack of a graded multiword units (MWU) list that can offer direct applications for pedagogy, syllabus design or materials development. The current article aims to report on the development and evaluation of COCA (Corpus of Contemporary American English) Multiword Unit 20 (COCA_MWU20) where the notion of MWU family is adopted. The compilation involved selecting and grading the MWU by grammatical well-formedness, range, and frequency. The 10,000 MWU families which made up the list were utilized in the development of ColloGram, a list-based MWU family analysis program. The COCA_MWU20 can be expected to help L2 learners increase their knowledge of lexical items beyond single words and ColloGram is the first of the kind that can analyze multiword items based on COCA. For researchers, the ColloGram can also be a tool for identifying MWU that may appear in a target text.

어휘학습을 위한 언어 입력의 소스(source)

신동광 담화·인지언어학회 2015 담화·인지언어학회 학술대회 발표논문집 Vol.2015 No.10

생성형 AI를 활용한 영어 스토리북 제작이 초등학생의 학습동기에 미치는 영향

신동광,이용상,노원준 한국영어교과교육학회 2023 영어교과교육 Vol.22 No.4

This study investigated the effect of using AI-generated English storybooks on the learning motivation of 58 fifth-grade elementary school students in South Jeolla Province, South Korea. The participants utilized ChatGPT for story creation and Adobe Firefly for image generation, producing a six-image storybook. A survey was also conducted to investigate the students’ perceptions of using generative AI for this task. The results of the experiment showed that involving students in creating stories and illustrations using generative AI considerably increased their engagement in learning English. The use of AI-generated stories and images had a positive impact on increasing motivation to learn. Students were able to learn new vocabulary and focus on engaging stories. That is, by engaging in the creation of storybooks, the students underwent enhancements in their reading and writing skills in English. Notable benefits of AI-assisted storybook creation include increased student engagement and the provision of personalized language support, allowing learners to select and modify vocabulary and expressions according to their level of English proficiency. However, while the benefits of AI learning tools are obvious, the study could not measure the long-term impact of their use in learning. The paper concludes by suggesting that the role of teachers in education may need to be redefined in the future.

어휘학습을 위한 언어 입력의 제공원으로서 원어민, 비원어민 교사, 교재 비교 연구

신동광 한국외국어교육학회 2015 Foreign languages education Vol.22 No.4

The present study aims to compare teacher talk and the course book used as a source of vocabulary input. For the research purpose, part of Yenny Corpus (Kwon, 2013) was used to analyze the vocabulary content of the two input sources. Yenny Corpus consists of a total of 247,398 words collected from EFL classes of four native and five non-native university lecturers. In this study, however, the data of 1,416 words by the native teachers and 1,651 words by the non-native teachers with their course book scripts were used. To analyze the quantity and quality of the vocabulary use (e.g., level, diversity) of the two input sources, some representative word lists such as BNC-COCA 25,000 word family list topped on Range Program (Heatley & Nation, 2002) were applied. The results show that the teachers (including both native and non-native teachers) orally provide 8,090 word types while their course books introduce 4,713. The non-native teachers provide a little more vocabulary input compared with the native teachers’ talk. In addition, the level of the vocabulary provided by the non-native teachers seems more appropriate for their students’ vocabulary ability. Nevertheless, in order to generalize the findings further research is needed in different settings.

라쉬 모형을 이용한 연어 능숙도 평가 타당성 검증 연구

신동광,이용상 이화여자대학교 교과교육연구소 2019 교과교육학연구 Vol.23 No.5

Although a variety of collocation tests have been developed so far, all of these tests have some limitations in that they do not measure absolute collocation knowledge. The present study was designed to validate the hierarchy of the Collocation Size Test (CST) developed in Kwark, Shin, & Lee (2019) study to measure the size of the absolute collocation knowledge of 160 Korean elementary students. The CST consists of four levels and each level contains 10 items, representing the knowledge of 500 collocations. The validation procedure of the CST was performed, using the Rash model. In order to validate the CST items, the Wright Map was used to check whether their CST could measure the general collocation proficiency of the subject group and the quality of the items was verified through the item fit. In addition, in order to verify whether the items graded for the four levels of the CST could function hierarchically, the mean score and the 95% confidence interval of the 10 items of each level were analyzed. The findings showed that the hierarchical structure of the four levels is appropriately differentiated. 지금까지 다양한 연어 평가 검사지가 개발되었지만 이들 연구들 모두는 연어 평가 문항의 유형이나 특정 연어의 학습 정도 즉 연어 성취도 평가적 성격을 지니고 있을 뿐 절대적인 연어 지식을 측정하지는 못하는 한계점을 가지고 있다. 본 연구에서는 초등학생들의 절대적 연어 지식을 측정 도구 개발의 일환으로 Kwark, Shin과 Lee(2019)의 연구에서 제작된 등급별 연어 능숙도 검사지(Collocation Size Test, CST)의 수준별 위계를 중심으로 타당성을 검증하였다. 본 연구에서 타당화하는 CST는 모두 4개의 수준으로 구성되어 있으며 각 수준은 500개의 연어를 대표하는 10개 문항으로 제작되었다. CST 타당화는 라쉬 모형을 이용하여 실시하였다. 타당화를 위해 우선 Wright Map을 통해 CST가 피험자 집단의 전체 능력을 모두 측정하는지를 살펴보고, 문항적합도를 통해 문항의 양호도를 검증하였다. 다음으로 연어 능숙도의 4단계 수준별로 개발된 CST문항들이 위계적으로 기능하고 있는지를 검증하기 위해 수준별 10개 문항들의 평균 난도와 95% 신뢰구간을 분석하였으며, 마지막으로 의미인식과 형태인식 문항들 간에 4단계의 위계적 구조가 차별화 되는지 확인하였다.