아동문예/시 : 하늘

진정숙 어린이재단 (구 한국복지재단) 1980 동광 Vol.- No.75

The Impact of Task Type on Advanced EFL Learners' English Verb Usage

진정숙 한국영어어문교육학회 2014 영어어문교육 Vol.20 No.1

The purpose of this study was to investigate advanced EFL learners' errors with verb usage in terms of types and frequency, and examine the impact of task type on English verb usage. The participants were 36 college students, aged 21-28 years, with varying majors. All the identified errors in the corpus were assorted into auxiliary verbs and lexical verbs and then given a comparative analysis with regard to two different tasks (i.e. letter writing and descriptive writing). The results showed that task type failed to make a strong impact on English verb usage. Concerning auxiliary verbs, the omission errors were the most common (54.7%) in letter writing, while the omission errors and the misformation errors occurred at the same frequency rate (42.4%) in descriptive writing. As for lexical verbs, the misformation errors were the most dominant both in letter writing and descriptive writing (64.4% vs. 65.8%). The confusion between transitive and intransitive verbs brought about preposition omissions in prepositional verbs. Among the subcategories of misformation errors, improper elements exhibited the highest frequency in both tasks (56.3% vs. 50.4%). Due to lack of confidence, the participants avoided using prepositional verbs and progressive and/or perfective aspects.

EFL Learners’ Beliefs and Learning Style Preferences: Links to Proficiency

진정숙 한국영어교과교육학회 2015 영어교과교육 Vol.14 No.2

This study explored EFL learners’ beliefs and perceptual learning style preferences. It also examined the relationship between these beliefs and preferences and their actual proficiency. The participants consisted of 78 college students, aged 21 to 27, from different majors. According to the scores achieved on an English proficiency test, they were placed into two groups (proficient and less-proficient) and asked to respond to a self-report questionnaire in class. The results showed that: (1) the great majority of participants under-rated their own proficiency level; (2) proficient learners were much more likely to believe that anyone can learn to speak English and that if they heard someone speaking English, they would approach them to practice; (3) a few of the less-proficient learners were still not aware of the structural differences between Korean and English; (4) less-proficient learners were much more likely to believe that the most important part of EFL learning is learning a lot of grammar rules; (5) the participants of both groups marked all six learning styles (i.e. visual, tactile, auditory, kinesthetic, group, and individual) as major preferences; but (6) the proficient learners demonstrated a significantly greater preference for tactile and kinesthetic learning styles than the less-proficient learners did.

Perceptions, Language Proficiency, and Learning Strategies of College EFL Writers

진정숙 한국응용언어학회 2005 응용 언어학 Vol.21 No.1

This study aimed at exploring EFL students' perceptions about writing in English and the learning strategies they employed in the writing process. It also examined the correlation between language proficiency and writing quality. The subjects were eighty college students aged 19-25 years from mixed majors. The majority of the students were freshmen females. According to scores obtained from the essay evaluation, they were classified into two groups (proficient and less-proficient writers) and responded to a survey in class. The results showed that: (1) a majority of the proficient and less-proficient writers perceive grammatical competence, vocabulary, and background knowledge have an impact on English writing proficiency; however, only a few of these students think that L2 writing proficiency is drawn from L1 writing competency; (2) English language proficiency enhances writing quality significantly; (3) both groups of writers are active users of diverse learning strategies and show a great deal of dependence on reference materials and peers when in trouble; (4) the less-proficient writers are more likely to avoid composing directly in English than their counterparts. Implications for EFL classroom instruction are discussed.

중소기업의 IT자원이 업무성과에 미치는 영향에 관한 연구

진정숙,박주석,박재홍 사)한국빅데이터학회 2019 한국빅데이터학회 학회지 Vol.4 No.2

자원기반이론(Barney, 1991)에 근거하여 중소기업의 IT를 자원과 역량으로 구분하였으며, IT자원과 역량이 성과에 영향을 미치는지 확인하였다. 즉, 중소기업 대상의 설문조사와 IT전문가를 대상으로 설문조사를 실시하여 중소기업이 보유하고 있는 IT자원을 역량과 자원으로 구분하였다. Barney(1991)가 제안한 자원의4가지 특성(가치, 희귀성, 비대체성, 비모방성)중에서 가치와 비모방성을 대상으로 중소기업의 IT자원과역량을 구분하였으며 구분된 IT자원과 역량은 기업의 성과에는 어떻게 영향을 미치는지 연구하였다. 연구결과IT의 자원과 역량은 “Knowledge-based”의 필요여부에 따라서 구분되었다. 분석결과, 서버, DB(database), 시스템 관리자, 프로그래머, CIO, BA는 역량으로, 데스크탑 PC, 소프트웨어, 급여 및 회계관련 프로그램, 이커머스, 홈페이지 그리고 네트워크는 자원으로 분류되었다. 그리고, 분류된 중소기업의 IT자원과 IT역량은 기업의 성과(종업원 만족도, CEO 만족도)에 모두 영향을 미쳤다. IT는 분명히 기업의 성과에 영향을 미치고 있다. 결론적으로 자원은 기업이 어떻게 활용하는가에 따라서 IT자원 또는 IT역량이 될 수 있으며, 자원, 역량 구분없이 모두 중소기업의 성과에는 영향을 미친다는 것을 알 수 있었다. 따라서 IT투자를 고려할때 기업은 필요한 IT 자원을 구입하여 활용하게 되면 기업의 성과로 연결된다는 것이다.

An Investigation on Written Errors from Low Level College EFL Learners

진정숙 팬코리아영어교육학회 2013 영어교육연구 Vol.25 No.2

The present study aimed to explore low level EFL learners’ written errors and assess their gravity by native English speakers with regard to communication. The participants were thirty nine college freshmen aged 19-24 who were non-English majors. Errors in the samples were cross-sectionally elicited by means of a written task (i.e., letter) in class. A total of 1308 errors in the corpus were assorted into six general groups in that Verbs generated the most errors, while Adverbs yielded the least errors. Subsequently, misuse of articles was the most common category, followed by misuse of verb tense and aspect. On the whole, 329 (25.2%) of the total errors were attributed to interference (i.e., L1 transfer). L1 grammatical features, sentence structures, and literal translations appeared to be plausible causes that led to transfer errors. Out of a total of 35 categories, native English speakers judged only 7 to be ‘global’ errors which were detrimental to communication in that the frequency rate of an error was not necessarily proportional to its gravity. Overall, transfer errors in the corpus did not seriously impede the participants from conveying their intended messages. Pedagogical implications of the findings for EFL classrooms are provided.

Beliefs, Preferences, and Processes of College EFL Readers

진정숙 한국영어어문교육학회 2009 영어어문교육 Vol.15 No.2

This study aimed to explore EFL learners' beliefs and preferences about reading tasks and to examine the reading processes that they use for making sense of text. The subjects were comprised of 107 college students who were non-English majors and aged 19-28 years. Based on scores achieved on a reading comprehension test, they were divided into two groups (more-skilled and less-skilled readers) and asked to respond to a survey in class. The results of the survey revealed that: (1) a majority rate themselves as fair readers, which might be indicative of the insecurity they feel toward L2 reading; (2) authentic texts (especially magazines) and popular media appear to be their favorite reading materials; (3) unknown vocabulary is a major impediment to their L2 reading comprehension; (4) the more-skilled readers manifest a meaning centered view of reading, whereas the less-skilled readers center on vocabulary; and (5) both groups employ a multistrategic approach to L2 reading; however, the less-skilled readers are less successful in determining the meaning of unknown vocabulary. Pedagogical implications for EFL classroom teachers are provided.

봄비

진정숙 이화여자대학교 음악대학 작곡과 1971 멜로디 Vol.- No.6

들국화 I

진정숙 이화여자대학교 음악대학 작곡과 1973 멜로디 Vol.- No.8

Investigations on College EFL Readers' Awareness, Preferences, and Learning Strategies

진정숙 한국영어어문교육학회 2008 영어어문교육 Vol.14 No.3

The primary goal of this study was to explore college EFL readers' perceptions about reading in English and to investigate the learning strategies they employed during text processing. The participants were 107 college students aged 19-28 years from mixed majors; more than half were freshmen. According to scores attained from the reading comprehension test, they were labeled into two groups (proficient and less-proficient readers) and responded to an in-class questionnaire. All the quantitative items on the questionnaire were tallied and summed. The findings disclosed that: (1) a majority of the proficient and less-proficient readers believe that L2 reading proficiency correlates with L1 reading proficiency; (2) L2 reading performance varies depending on the nature of text; (3) many in both groups manifest a lack of perception of progress, low confidence, and anxiety toward EFL reading; (4) both groups of readers implement a variety of learning strategies, but the proficient readers are better able to recognize and repair miscomprehension than their counterparts; and (5) the less-proficient readers' obsession with vocabulary coexists with a meaning-centered view of reading. Pedagogical implications for EFL classroom teachers are suggested.