근력이 철봉차오르기 운동에 미치는 영향

최상배(Choi Sang Bae) 한국체육교육학회 1999 한국체육교육학회지 Vol.4 No.1

The purpose of this study was to find out the effect of muscle strength in ones body on horizontal bar`s kip in gymnastics. Randomly sampled 112 students who were majoring physical education were served as subjects. Grip strength, back strength and strength of abdominal muscle of subjects were measured as muscle strength. The subjects were taught for the movement of horizontal bar`s kip 2 hours a week for 5 weeks. The following conclusions were obtained: 1. The achievement level of group of good strength was higher than that of group of low strength in learning of horizontal bar`s kip movement. The muscle strength had an influence on the learning speed of horizontal bar`s kip movement. 2. Abdominal strength was the most affecting factors and back strength and grip strength were the second and third affecting factors respectively to the learning of horizontal bar`s kip movement. 3. The size of physique had an influence on the learning of horizontal bar`s kip movement. The learning of horizontal bar`s kip movement in smaller and lighter group was better than that of larger and heavier group in their height and weight.

청각장애학교 농학생의 한국어능력시험(TOPIK) 어휘ㆍ문법 결과 분석

이한나ㆍ최상배(Lee Han naㆍChoi Sang bae) 한국특수교육학회 2016 특수교육학연구 Vol.50 No.4

A research was done to test Korean language vocabulary and grammar of current deaf students at the School for the Deaf. Total of 50 students were tested: 9 elementary students, 15 middle school students and 26 high school students. The results of the research are as follows: First, the average test score for the Korean language vocabulary and grammar for the elementary, middle and high school are 81.72, 63.36 and 45.52 respectively. There were informative differences according to the level of the test. Second, the average test score for Korean language vocabulary and grammar from the low, middle, and advanced levels were 77.11, 56.33, 36.22 for 1-6 graders, 83.06, 65.93, 51.33 for 7-9 graders, and 82.53, 63.30, 45.38 for 10-12 graders. The average test scores for Korean language vocabulary and grammar of middle and high school students were higher than elementary school students. Middle school students were slightly higher than high school students and statistically, there were no meaningful differences. Therefore, the statistics show that there was a plateau effect in the vocabulary and grammar skills of Korean language of current deaf students. Third, there were consistent errors in each test and there were more errors in grammar than vocabulary exams. Through this research, the findings show that Korean language skill exam is appropriate tool to evaluate grammar and vocabulary level for the deaf students. This research shows that the teacher needs to utilize Korean language skill exam in order to instruct Korean skills of the deaf students and evaluate them accordingly.

농학생과 가청학생의 음운인식 능력과 음운인식과 독해력 간의 관계 비교

최상배(Sang-Bae Choi),안성우(Seong-Woo Ahn),김자경(Ja-Kyung Kim) 한국언어치료학회 2006 언어치료연구 Vol.15 No.4

This study is to find out the phonological characteristics and relation between phonological awareness and reading comprehension of the Deaf middle and high school students and hearing elementary students. The subjects were 57 deaf students of middle and high schools for the deaf and 50 hearing 3rd grade primary school students. To find phonological awareness characteristics, t-test was used for response rate and reaction time between groups in syllable, body-rhyme, and phonemic level, and correlation was used to find the relation between phonological awareness and reading comprehension.   Results are following:   First, the deaf students had 83% phonological awareness ability level, which was higher than the hearing ones with similar reading ability. It means that though the deaf students has a lot of limitations to access to phonological information, they develope phonological awareness ability to high level.   Second, there was a positive correlation between phonological awareness and reading comprehension in deaf students. Especially, phonological awareness of body-rhyme level and syllable level was positively related with reading comprehension. This shows that phonological awareness instruction is necessary to improve deaf students reading comprehension.

한국수화언어의 수위소 분석

최상배 ( Sang Bae Choi ) 대구대학교 한국특수교육문제연구소 2013 특수교육저널 : 이론과 실천 Vol.14 No.2

This research analyzed 9,557 Korean Sign Language(KSL) signs to investigate location and location constraints of KSL. The results are following. First, 46 locations and 47 location variants in KSL were found. This result reveal that types of locations of KSL are various more than previous studies’. Frequency of major locations area were 15 of head area, 12 of two hands relation area, 11 of torso area, 7 of arm area, 1 of neutral area. And minimal pairs, free variants, complementary distributions, and location appearance similarity(phonetic similarity) were also found in KSL locations. Second, there were location articulation constraints when single sign’s location change in KSL signs. If single sign’s first location is articulated in any 4 major location area(head, torso, arm, hand), last location is articulated in same major location area. And middle space of first location and last location in single sign was not a location or a variant but articulatory process. And location was restricted to 2 location in most single sign.

한국수화언어의 수형소 분석

최상배 ( Sang Bae Choi ) 대구대학교 한국특수교육문제연구소 2012 특수교육저널 : 이론과 실천 Vol.13 No.1

This research analyzed 9,557 Korean Sign Language(KSL) signs to investigate handshape of KSL. The results are following. First, 69 handshapes and 11 variants in KSL were found. This result reveal that KSL has many handshapes more than foreign sign languages because KSL handshapes are more iconic than foreign sign language and KSL has many foreign signs and neologism. And minimal pairs, free variants, complementary distributions, and handshape appearance similarity(phonetic similarity) were also found in KSL handshapes. Second, high frequent handshapes were in order 9, 1, fist, place, open hand, 5, beak, 10, phone, 6 handshape and low frequent handshapes were manual number types, English manual alphabet types, neologism handshapes. Third, nondominant hand handshape of two different handshape were 28, and among them low frequent and iconic handshapes were also found quite many. This facts mean that KSL unmarked handshape analysis criterion include frequency of handshape, acquisition handshape of Deaf early childhood, error analysis of KSL beginner, comfort of sign articulation. For the next study, generative phonological handshape study and studies on orthography and sequences of handshapes are necessary to make KSL dictionary based on cheremes.

웹기반 한국수어사전 콘텐츠 구성과 자료 제시 방향 탐색

최상배 ( Sang Bae Choi ) 전북대학교 인문학연구소 2016 건지인문학 Vol.16 No.-

This research focused on the direction of contents construction and the changing process of Korea Sign Language dictionary, and the components presentation of web-based Korea Sign Language dictionary. The results are followed : First, Korea Sign Language dictionary development can be divided into three stages. First stage is preparation period of compilation prior to 2005. Second stage is compilation period of sign language dictionary performed by Korea Standard Sign Language Constitution Society from 2005 to 2010. Third stage is provision period based on Web and mobil from 2010 until now. Second, among the currently constructed Korean Sign Language dictionary contents, additionally necessary contents were word origin, chereme and example sentences of sign language. Third, in order to establish web and mobile-based dictionary in sign language, there were needed the construction of responsive web and sign language database, the interlock with sign language corpus, and the connection with internet portal dictionary service.

교사 수어능력 평가항목과 준거 개발을 위한 델파이 연구

최상배(Choi Sang bae),원성옥(Won Sung Ok),이하영(Lee Ha Young),조민균(Cho Min Gyun) 한국청각·언어장애교육학회 2019 한국청각·언어장애교육연구 Vol.10 No.1

이 연구는 청각장애학생 담당교사의 수어능력을 평가하기 위한 평가항목과 평가준거를 개발하기 위한 목적으로 수행되었다. 수어능력 항목과 준거를 개발하기 위하여 수어 전문가 19명을 대상으로 2회에 걸쳐 델파이 분석을 실시하였다. 연구결과는 다음과 같다. 첫째, 교사 수어능력을 평정하기 위한 평가항목의 주요 범위는 수어 표현, 수어 이해, 수어 담화 영역이 추출되었다. 둘째, 수어 표현 영역에서는 비수지신호, 수어 공간 사용, 유창성, 정확성, 교사 역할 수행의 11개 항목이 도출되었다. 수어 이해 영역에서는 어휘, 지화, 비수지신호, 수어 문장의 4개 항목이 도출되었다. 수어 담화 영역에서는 시선, 메시지명료성, 화용 능력의 3개 항목이 도출되었다. 수어 표현, 수어 이해, 수어 담화 영역에서 도출된 평가항목은 모두 18개였다. 이 연구 결과는 청각장애학생 담당 교사의 수어능력을 평가하기 위한 척도와 준거로 활용될 수 있을 것이며, 수어능력을 평가하기 위한 기초 자료로 활용될 수 있을 것으로 기대된다. The purpose of this study was to develop evaluation items and criteria for the sign language ability of teachers in charge of students with hearing impairment. We conducted the Delphi analysis twice for 19 sign language experts. The results of the study are as follows. First, expression, understanding and discourse of sign language were extracted as the main scope of the scale for assessing the teacher’ sign language ability. Second, eleven items such as the nonmanual signals, the use of space, fluency, accuracy, and role performance of teachers were derived in the expression. Four items such as vocabulary, fingerspelling, nonmanual signals, and sign language sentences were derived in the understanding. Three items such as eye gaze, message clarity, and pragmatic competence were derived in the discourse. There were 18 items in the expression, the understanding, and the discourse of sign language. The results of this study suggest that the training to improve the proficiency of teachers using the sign language should be considered as an essential element. The results can be also used as the scale to assess sign language ability of teachers.

한국수어 단어 수준 비수지신호 분석

최상배 ( Sang Bae Choi ),이창원 ( Chang Won Lee ) 전북대학교 인문학연구소 2015 건지인문학 Vol.13 No.-

This study was conducted for analyzing the characteristics of word-level nonmanual signals of Korean sign language. The results are following. First, there are some word pairs with minimal pair in nonmanual signal. There are three types of word pairs with minimal pair in nonmanual signal: word pairs of different meaning(ex, [cute]-[sad]), word pairs of feeling(ex, [feel good]-[feel bad]), word pairs of adverbial or adjective meaning(ex, [rain]-[rain hard]). Second, there are five types of mouth action in Korean sign language. And specific mouth gesture represented specific meaning. For example ‘Um’ mouth gesture express the meaning group of ‘desire, strictness, perfection’, but on the other hand, ‘pu’ or ‘th’ mouth gesture express meaning group of ‘half-hearted, poor of desire’. Third, signal words expressed with only nonmanual signal and without manual sign were [lie], [know], [don’t know], [can’t], [be], [be not], [hate], and there were found no nonmanual signal word excepting them.

수어문학 평생교육 프로그램 참가자의 참여 경험과 개선 요구

최상배(Choi Sang-Bae), 김두영(Kim Doo-Young), 고은지(Ko Eun-Ji) 한국청각·언어장애교육학회 2020 한국청각·언어장애교육연구 Vol.11 No.2

Recently, there have been various discussions on lifelong education for the disabled, and there are discussions on how to implement lifelong education for the Deaf. In this study, we examined the situation of lifelong education for the Deaf and attempted to find out the effect of the operation and future development direction on operating the sign language literature program as a lifelong education program. The results are as follows. First, the lifelong education programs for the Deaf adults were not diverse and difficult to participate, so they could not meet the lifelong education needs. In addition, in this study, even though the programs were selected and operated from the domain of cultural arts education, which had a relatively high preference, the participants awareness of the program was still insufficient. Second, the program participants were able to deeply understand literature through the sign language literature program, to develop their expertise in sign language or sign language literature, and to consider Deaf identity. Third, program participants recognized that in order to become a high-quality sign language literature program, it was necessary to promote the program, cooperate with related institutions, open lectures for various learners, and operate a systematic program. This study is expected to be used as a basic data for the design and operation of lifelong education programs including sign language literature for the Deaf.

대화식 책읽기 활동이 경도지적장애아동의 결속표지 사용과 이야기 문법 회상에 미치는 효과

김지혜(Kim Ji-Hye), 최상배(Choi Sang-Bae) 한국청각·언어장애교육학회 2020 한국청각·언어장애교육연구 Vol.11 No.3

This study was conducted to investigate the effect of dialogic reading activities on the use of cohesive devices and improvement of story grammar in children with intellectual disabilities. The subjects of this study were 3 patients with mild intellectual disabilities, and the intervention effect was confirmed through pre- and post-comparison design and qualitative analysis. The results of the study are as follows. First, the accuracy rate of the cohesive devices improved from 87.22% to 98.71%. Overall, the increase in the appropriate cohesive devices was insignificant but improved, and the inappropriate cohesive devices decreased. Second, the overall recall rate of story grammar was improved from 50.31% to 69.81%, and more episodes were produced in each category of story grammar subtypes, and not only the number of quantitative story grammar but also the qualitative part showed positive changes as the initiating events, attempts, and results increased. It was confirmed that the systematic and continuous interactive reading activities improved the overall story production ability and coherence of the cohesive devices and story grammar for children with intellectual disabilities. This study presents the effect of systematic dialogic reading activities for children with intellectual disabilities, suggesting that the dialogic reading activities of teachers, speech-language pathologist, and parents are important.