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오준일 한국영어교과교육학회 2016 영어교과교육 Vol.15 No.3
This study was designed to address whether learners would more accurately judge the relative frequency of words that are similar in meaning and identical in parts of speech than words that differ in both respects, and whether such judgments would vary according to corpus-based frequency levels of target words and learners’ vocabulary size as measured by a revised version of Nation and Belgar’s (2007) vocabulary levels test. A sample of 38 Korean students learning English at a Korean university were asked to complete the vocabulary levels test and a vocabulary frequency judgment task. Results show that subjects were able to make very accurate judgments of vocabulary frequency. More importantly, t-tests revealed that subjects performed significantly better on similar and high-frequency words than on dissimilar and low-frequency ones. Finally, correlational analyses suggested that subjects’ vocabulary size was not closely related to intuitive vocabulary frequency judgments. Limitations and implications of the study are discussed, and directions for future research are suggested.
A Mismatch Between Testing and Reading Curricular Objectives for High School
오준일 팬코리아영어교육학회 2004 영어교육연구 Vol.16 No.4
In an effort to address whether the reading curricular objectives for high school are adequately represented in the English component of the national college entrance exam battery, the study examines the extent of passage dependency that is manifested in expert readers’ performance on a multiple-choice item type, determination of titles, which is very frequently employed in the national college entrance exam. Four expert readers were contacted individually and asked to complete 15 title-identification tasks. They were exposed to increasing amounts of input texts for title identification so that the extent of passage dependency could be determined. Results indicate that correct choices could be selected on the basis of minimal sampling of textual information, and that many alternatives did not function properly. This demonstrates a mismatch between curricular objectives and testing. It is suggested, therefore, that longer texts be used in the exam, that test item types be varied to tap test-takers’ abilities that correspond to the curricular objectives, and that efforts be exerted to ensure a faithful representation of curricular objectives in test design and item writing.
오준일 한국초등영어교육학회 2004 초등영어교육 Vol.10 No.1
The study examines recent literature on the effects of primary school English language education on the achievement of its goals and stresses a need to establish a set of more realistic goals for the language program. A review of the relevant literature revealed that the achievement of the affective goals of the primary school English language program has not been sustained throughout primary schooling whereas the attainment of the program’s cognitive or communicative goals have been hardly assessed. Particularly disturbing is the finding that pupils’ interest and confidence in English consistently declines over the years. With due regard for the reality, the study proposes that the program’s affective goals should be modified and that its cognitive or communicative goals should be made more realistic. How these can be best done should be one major task of future research on English language teaching at primary school.
오준일,신유선 팬코리아영어교육학회 2020 영어교육연구 Vol.32 No.2
The study examined the linguistic complexity levels of reading passages in the College Entrance English Examination (CEEE) and compared them with those in English II and the Scholastic Ability Test (SAT). Reading passages from the three most recently administered papers of the CEEE, two randomly selected English II textbooks, three English papers of the SAT were compiled into corpora and analyzed by VocabProfile and L2 Syntactic Complexity Analyzer to assess their lexical and grammatical complexity levels. VocabProfile analyses indicated that the lexical level of the CEEE was slightly higher than that of the textbooks but considerably lower than that of the SAT. To reach 98% coverage, 4,859, 3,918, and 7,814 word families were required for the CEEE, English II, and the SAT corpus, respectively. In addition, the grammatical complexity level of the CEEE was found to be slightly higher than that of English II but as high as that of the SAT. These findings suggest that the linguistic complexity of reading passages in the CEEE is fairly demanding and can pose a considerable burden on those taking the CEEE. Implications of the findings and future directions for research are suggested. (190 words)