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.

2008 영어수업 발표회

신동광 한국교육과정평가원 2008 교육광장 Vol.28 No.-

한국인 학습자와 영어 원어민의 구어 및 문어 코퍼스에나타난 개별 어휘 및 다어휘 표현 비교・분석

신동광,전유아,이신웅,박명수 한국영어교과교육학회 2018 영어교과교육 Vol.17 No.2

The present study aimed to compare English non-native speaker corpora vs. English native speaker corpora for the analysis of spoken and written English. Programs BNC-COCA 25000 RANGE and COCA_MWU20 ColloGram were used to analyze frequency and lexical variety of single words and multi-word units (MWUs) in each of the four corpora: Korean EFL learners’ spoken corpus and written corpus, BNC Spoken Sampler and BNC Written Sampler. The analysis of the four corpora demonstrated: First, the Korean learners' use of single word items and MWUs in the spoken and written English did not show a noticeable difference compared to the native speakers' use of the same lexical items. Second, more than 90% of the single words consisted of items from the first 5,000 words whereas 70% of the MWUs were made up of those from the first 2,500 MWUs. Third, similar to previous studies, there was the repeated use of single words and MWUs in spoken English while a wider range of expressions were used in written English. Fourth, the results of the analysis indicated that the Korean learners were exposed to different opportunities for English vocabulary learning compared to native speakers, which may lead to Korean learners’ inefficient learning of vocabulary. Implications are further discussed for improved vocabulary learning.

2009 영어과 교육과정 기본 어휘 지침이 교과서 개발에 미친 영향

신동광 중앙대학교 외국학연구소 2015 외국학연구 Vol.- No.34

The present study attempted to investigate how vocabulary regulations stipulated in the 2009 National Curriculum of English have affected the development of English textbooks. That is, by comparing both vocabulary use and readability scores of the textbooks produced by the 2007 National Curriculum of English and those of 2009, this study tried to examine how the more recent vocabulary regulation has contributed to reducing Korean students’ learning burden. For this, a total of 24 textbooks, that is, 12 matching pairs of high school English textbooks from the 2007 and 2009 National Curriculum of English were analyzed. The results show that the vocabulary regulation of the 2009 National Curriculum of English has significantly contributed to reducing the total number of word families. However, the readability indices of the textbooks developed after the 2009 National Curriculum showed that the 2009 textbooks would be more challenging to read. The results also provide implications for the recent 2015 National Curriculum of English, which has the same educational rationale as that of 2009; the learning burden for vocabulary may be reduced, but controlling text difficulty is expected to be difficult. The study ends by providing some suggestions to complement the limitation of the 2015 National Curriculum of English.

코퍼스 분석 프로그램을 활용한 학생들의 영어 쓰기 오류 관리 및 피드백 제공 방안

신동광 강남대학교 인문과학연구소 2013 인문과학논집 Vol.25 No.-

This study proposes a new way to treat learners' grammatical errors in English writing. In particular, this study focused on the use of corpus-based skills for providing error feedback. For this purpose, three first-year college students participated in the study; two from an advanced and one from an intermediate level. They were all non- English majors. The students were required to write a short essay of about a page on a given topic. They were then asked to revise their essay and submit it. After their second draft, the students were introduced to a free online dictionary and were trained to use Concordance Writer v. 3.3, which provides concordance lines of the target word or expressions for the writer. The errors that the subjects made were given unique tags; for example, ‘PRE’ represented a preposition error. By analyzing the error-tagged drafts using the RANGE program, we are able count the number of errors among all of the errors or within a particular error type. We are able to find what kind of error was most frequent in a particular draft and what kind error had increased or decreased in drafts by a particular subject over the experiment period. In addition, when we used the concordance AntConc to analyze the drafts, we were able to search for all those contexts related to a particular error type.The analysis using the RANGE program showed that the students’ errors decreased over their rewriting processes. Interviews with the students revealed interesting insights. It was discovered that the intermediate student could not apply Concordance Writer v.3.3 in her writing because of her limited English proficiency. She was usually not able to identify her own errors; and, when she did, she was unable to understand the sample given in Concordance Writer v.3.3 in order to correct her writing. In most cases, she used the online dictionary to look up words. The advanced students, however, found both the concordance lines and the online dictionary useful. This was because they were proficient enough to recognize, check, and thus correct their errors using the two programs. For further research, a study is recommended using a larger number of subjects, generalizing the results of the present study. 본 연구에서는 실제 원어민 언어 자료인 코퍼스에서 추출한 예시문을 가리키는 ‘콘코던스’와 ‘온라인 사전’의 활용이 쓰기 오류의 수정에 어떠한 영향을 주는지를 중점적으로 살펴보며 코퍼스 분석 프로그램을 활용한 쓰기 오류 피드백 관리 방법을 제안하는 것을 연구의 목적으로 한다. 본 연구는 대표성 있는 표집을 통한 실증적인 통계 자료를 제시하기 보다는 소수의 실험 대상을 통하여 영어 쓰기 오류 지도 및 관리, 그리고 새로운 방식의 오류 피드백 방법에 대한 시사점을 이끌어 내는 데 초점을 두었다. 본 연구에 참여한 실험 대상은 서울 소재 A대학교의 1학년 학생 3명이다. 실험 대상 모두 비영어전공의 학생들로 교양영어 과목을 수강하고 있는 학생들이다. 3명 가운데 2명은 쓰기 능력에서 상위권으로 분류될 수 있는 학생들이며 나머지 1명의 학생은 중위권으로 볼 수 있는 학생이다. 3명 모두 장기간의 영어권 국가의 체류 경험은 없었다.본 연구에서는 실험 대상자로 하여금 동일한 주제에 대하여 A4 한 장 길이의 에세이를 작성하게 하였다. 이후 1주일 간격으로 두 차례 글을 수정하여 제출하게 하였다. 첫 번째 수정은 초안 작성과 마찬가지로 어떠한 참고자료나 피드백 없이 글을 수정하도록 요청하였고 두 번째 수정은 아래 그림과 같이 코퍼스 예시 샘플인 콘코던스와 온라인 사전의 참고가 가능한 Concord Writer v.3.3라는 프로그램을 활용하여 수정하게 하였다. 그 결과 기존 연구들과 마찬가지로 상위권 학생들에게서 콘코던스와 온라인 사전의 참고를 활용하여 에세이를 수정해 보는 것이 오류의 수를 줄이는데 보다 효과적이라는 점을 확인 할 수 있었다 본 연구에서는 코퍼스 프로그램을 통한 오류의 관리나 피드백이 보다 체계적인 교수학습의 방법을 소개함으로써 교육적인 시사점과 추후 연구에 대한 방향성을 제시하였다.

The High Frequency Collocations of Spoken and Written English

신동광 한국영어교육학회 2007 ENGLISH TEACHING(영어교육) Vol.62 No.1

This study separately examined a 10,000,000 token spoken corpus and a 10,000,000token written corpus to find the most frequent, grammatically well-formed Englishcollocations. In the top fifty items found in each corpus, only fifteen occurred in bothlists. The top fifty spoken collocations occurred much more frequently than the writtencollocations. Only three items, of course, as well and as well as, were non-compositional. All the rest were clearly compositional. Over sixty of the most frequent collocationswere frequent enough to get into the top 1,000 words of English. The article concludeswith putting emphasis on the importance of teaching and learning spoken collocations.

어휘학습을 위한 언어 입력의 소스(source)

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

What Collocations Would Be Unpredictable for Korean EFL Learners?

신동광 한국응용언어학회 2007 응용 언어학 Vol.23 No.2

A large number of collocations exist in English. A recent study (Shin, 2007) found 4,698 collocations by applying three criteria − 1) the pivot word must be a content word, 2) the collocation should occur frequently, and 3) the collocation should be grammatically well-formed. However, such a large number of collocations in English would cause a heavy learning burden. The present study aimed to reduce the number of collocations Korean learners need to focus on by using another criterion − predictability in L1. An English collocation is predictable if there is an acceptable word-for-word translation into Korean. The most frequent 500 items of the total number of 4,698 collocations were examined to analyse their predictability in Korean. Most of these 500 items were within the frequency band of the most frequent 2,000 words of English. The results showed that one third of the first 500 collocations were unpredictable in Korean. Even though the criterion of predictability in L1 was restricted to Korean in the present study, contrastive analysis could give insights into ways of reducing the number of collocations to focus on in English as a foreign language.

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.

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.