Structural Equation Modeling on Korean Writing Proficiency of Mongolian Students

지문건 국제한국어교육학회 2019 한국어 교육 Vol.30 No.영문호

The principal purpose of the current study was to examine the structural relationship on beginning Mongolian students’ Korean writing proficiency. Students performed four writing tasks(Korean writing, Korean grammar, Korean vocabulary, Korean orthography). Data were collected from 98 students. Findings showed that Korean grammar is a strong predictor of successful Korean writing proficiency by multiple regression analysis. And, Korean grammar was considered a direct variable and Korean vocabulary was turned out to be an indirect variable by structural equation modeling exploring the cause-and-effect. Educational implications based on the present results suggest that Korean grammar class including postposition, conjugation of verb and adjective, appropriate sentence connection is expected to conduct for increasing Korean writing proficiency. In addition, Korean vocabulary involving synonym and antonym is expected to apply for in a Korean language classroom.

영어 문해력에 관한 언어 전이

지문건 대한언어학회 2022 언어학 Vol.30 No.2

This study investigates within-language transfer and cross-language transfer of English reading literacy and writing literacy. 125 6th grade elementary school students (boys: 67, girls: 58) were recruited to participate in this study. Eight tasks were implemented for the current study: English reading literacy, English writing literacy, English phonological awareness, English orthographic awareness, English morphological awareness, Korean phonological awareness, Korean orthographic awareness, and Korean morphological awareness. The outcomes were analyzed through correlation analysis and regression analysis. The results of regression show that Korean orthographic awareness plays an important role in English reading literacy. Second, Korean phonological awareness and Korean morphological awareness predict a significant amount of unique variance in English writing literacy. These findings are compatible with the linguistic interdependence hypothesis that states that if learners develop their L1 abilities, and linguistic knowledge, they are able to transfer those skills to their L2. Also, the current study discovers that within-language transfer English orthographic awareness is significantly associated with English writing literacy.

중국인 한국어 학습자의 한국어 단어인지 전이에 관한 연구

지문건 이중언어학회 2023 이중언어학 Vol.91 No.-

The aim of the present study was to examine transfer of Korean word recognition for Chinese-Korean learners. 114 Chinese students were recruited to take participation in this study. Five tasks were administered to 114 Chinese students who study Korean language. The results were analyzed through correlation analysis and multiple regression analysis. The first outcome showed that phonological awareness of learners’ target ability is significantly associated with Korean word recognition. The second finding showed that Korean phonological awareness plays an important role in Korean word recognition. These results reconfirmed the linguistic interdependence hypothesis that there is within-language transfer. 본 연구의 목적은 중국인 한국어 학습자를 대상으로 한국어 단어인지 전이 현상을 알아보는 것이다. 이를 위하여 114명의 중국 학생들이 참여하였다. 그리고 본 연구는 한국어 음운인지, 한국어 철자인지, 한국어 단어인지, 중국어 음운인지, 중국어 철자인지 등 5가지 종류의 평가를 진행하였다. 첫 번째 상관분석 결과 한국어 단어인지는 한국어 음운인지와 양의 상관관계가 있는 것으로 나타났다. 두 번째 다중회귀분석 결과 한국어 음운인지는 한국어 단어인지 능력 향상의 중요한 예측변수로 입증되었다. 이러한 결과 언어 내 전이 현상이 일어날 수 있다는 언어상호의존가설을 뒷받침하였다.

영어 단어인지 발달 모형: 횡단적 연구

지문건 대한언어학회 2020 언어학 Vol.28 No.1

본 연구의 목적은 횡단적 연구를 통하여 영어 단어인지 발달 모형을 구축하는 것이다. 이를 위하여 초등학교 3학년 132명과 초등학교 6학년 119명을 대상으로 영어 단어인지, 영어 음운인지, 영어 철자인지, 영어 형태소인지를 각각 측정하였다. 연구 결과는 다음과 같다. 첫 번째 초등학교 3학년의 영어 단어인지는 영어 음운인지로부터 많은 영향을 받았다. 두 번째 초등학교 6학년 영어 단어인지는 영어 철자인지와 영어 형태소인지로부터 유의미한 영향을 받았다. 이와 같은 결과는 초기 영어학습자의 경우 영어 단어인지는 음성언어로부터 영향을 많이 받는 반면 시간이 지남에 따라 문자언어로부터 영향을 많이 받는다는 언어구조가설과 일치한다. The primary purpose of this study was to track the English word recognition development in a cross-sectional study. Four kinds of tasks were conducted: an English word recognition task, an English phonological awareness task, an English orthographic awareness task, and an English morphological awareness task. For this study, 132 third grade elementary school students and 119 sixth grade elementary school students were recruited, respectively. The first outcome showed that English phonological awareness was an important component for successful English word recognition and English unfamiliar real words, respectively, for third grade elementary school students. The second result revealed that English orthographic-/morphological awareness also predicted a significant amount of unique variance for English word recognition, English unfamiliar real words, and English pseudo words, respectively, for sixth grade elementary school students. These results are consistent with the linguistic structure hypothesis that word recognition was largely affected by phonological awareness for L2 beginning learners, whereas the contribution of orthographic-/ morphological awareness increases significantly over time.

몽골인 한국어 학습자의 한국어 쓰기와 한글 맞춤법의 구조 관계

지문건 대한언어학회 2018 언어학 Vol.26 No.4

Ji, Moon-gun. (2018). The structural relationship between Korean writing proficiency and factors of Korean orthography in Mongolian students. The Linguistic Association of Korea Journal, 26(4), 225-243. The primary purpose of this study was to investigate the components impacting on Korean writing proficiency. Ninety-eight Mongolian middle school students took both a Korean writing test and a Korean orthography test. The first consisted of 10 items and the second involved four categories (sound, form, spacing words, and others), each with ten items. Findings showed that the scores in the sound category on the Korean orthography test were higher than other elements. Form orthography is strongly correlated with others orthography. Second, sound orthography was a significant predictor of Korean writing proficiency. Third, the structural equation modeling (SEM) analysis indicated that sound orthography was directly related to Korean writing proficiency, whereas form, spacing words, and other aspects of orthography were indirectly associated with Korean writing proficiency through sound orthography. Pedagogical implications based on the outcomes suggest Korean orthography education include the teaching of the rules of palatalization, vowel, fortis articulation, overlapping for successful Korean writing proficiency in a Korean language classroom.

한국어 읽기능력 요인들의 구조적 관계

지문건 한국국어교육학회 2017 새국어교육 Vol.0 No.113

The purpose of the current study was to investigate (1) which phonological variation is different in Korean word recognition, (2) which components is a strong predictor for Korean reading comprehension and (3) what is the structural relationships of variable having a possible impact on Korean reading comprehension. In order to accomplish this research purpose, Korean reading comprehension and word recognition were used respectively. The tasks of word recognition consisted of nasalization, palatalization, liquidization, and reinforcement. Data sources were from 86 foreigners. The Paired-sample T-test showed that nasalization is the highest score among four types of phonological rules. Regression analysis found that liquidization is a strong predictor for Korean reading comprehension. SEM identified that liquidization plays an important role for Korean reading comprehension. Finally, theoretical implication is that these findings are consistent with the simple view of reading that word recognition contributes a significant amount of unique variance for reading comprehension. 본 연구의 목적은 한국어 음운현상을 고려한 단어인지 능력 측정과 한국어 읽기학습 향상에 영향을 미치는 예측 변수를 조사하고, 이를 바탕으로 변수들간의 구조적 인과관계를 규명하는 것이다. 외국인 86명 대상으로 한국어 읽기와 비음화, 유음화, 구개음화, 경음화 등 4가지 영역의 단어인지를 측정하였다. 한국어 단어인지 능력의 차이를 규명하고자 대응표본 T-검정을 실시하였으며, 4개의 단어인지 영역을 독립변수로 설정하여 한국어 읽기의 영향력을 조명하고자 회귀분석을 실행하였다. 한국어 읽기능력에 영향을 주는 직․간접적 인과관계를 밝히고자 비음화, 구개음화, 경음화를 간접적 외생변수로, 유음화를 직접적 내생변수로 설정하여 구조방정식 분석을 실행하였다. 연구 결과는 다음과 같다. 첫째, 4가지의 음운현상을 고려한 단어인지 능력은 비음화 단어인지 능력이 가장 우수한 것으로 나타났다. 둘째, 유음화 음운 현상이 한국어 읽기 향상을 예측할 수 있는 중요한 변수로 입증되었다. 셋째, 유음화 음운현상은 한국어 읽기 능력에 직접적 원인 변수로, 비음화, 구개음화, 경음화 음운현상은 한국어 읽기 능력에 간접적 원인 변수로 밝혀졌다. 따라서 본 연구의 결과는 단어인지는 읽기능력에 직접적인 영향을 미친다는 읽기모형(Simple View of Reading)을 재검증 하였다.

L2 단어인지에 관한 요인들의 구조적 관계

지문건 ( Moongun Ji ),백승현 ( Seunghyun Baek ) 21세기영어영문학회 2016 영어영문학21 Vol.29 No.4

The purpose of this study was to investigate the structural relationships of variables having a possible impact on L2 unfamiliar real-word and pseudo-word recognition. To do so, L2 phonological awareness(PA), orthographic awareness(OA), and word recognition(WR) tests were administered to 129 Korean EFL students in grade 4. Results showed that L2 PA basically played a critical role in reading out L2 unfamiliar real words and pseudo words. More importantly, L2 OA profoundly contributed much more significant amount of unique variance to L2 unfamiliar real-word and pseudo-word identification, respectively, rather than L2 PA. These findings are substantially compatible with linguistic structure hypothesis that PA is a necessary condition for WR (Wagner, & Torgesen, 1987) and orthographic depth hypothesis that WR heavily relies more on OA than PA in deep orthographic languages such as English (Katz, & Frost, 2001).

한국어 능동적ㆍ수동적 어휘습득에 관한 구조방정식 모형

지문건 ( Ji Moon-gun ) 이중언어학회 2017 이중언어학 Vol.69 No.-

The purpose of the current study was to explore the explanatory components impacting on Korean vocabulary proficiency and their cause-and-effect relationship to Korean vocabulary learning strategy. Twenty-five undergraduate students, eighty-six graduate students, and six language trainees were tested in three kind of the materials: (1) a questionnaire on Korean vocabulary learning strategy, (2) Korean vocabulary task and (3) Korean word recognition test. Results found that word recognition explained a significant amount of unique variance for Korean vocabulary proficiency. The present study verified another finding that the effect of word recognition on Korean vocabulary proficiency was the direct component as well as cognitive/social vocabulary learning strategies were the indirect variables based on the structural equation modeling(SEM). These findings lend support to incidental vocabulary learning hypothesis, which means that learners acquire vocabulary proficiency through various reading experiences. (Chonnam National University)

L2어휘학습 요인에 관한 구조적 관계 모형

지문건 ( Moon Gun Ji ) 21세기영어영문학회 2015 영어영문학21 Vol.28 No.4

The purpose of the current research was to investigate the potential elements impacting on second language (L2) vocabulary proficiency and their cause-and-effect relationship to L2 vocabulary knowledge with data from 300 participants from 4th-grade to 6th-grade in an Korean EFL context. The tools of the current study are L2 productive/receptive vocabulary tasks and questionnaire survey on L2 vocabulary acquisition strategies. The vocabulary test consisted of synonyms, antonyms, and analogies and the questionnaire was composed of 24 items. First, a factor analysis confirmed four factors: L2 vocabulary learning strategy, extra-curricular learning, first language (L1) proficiency, and parents’ interest. Regression analysis identified the importance of L2 vocabulary learning strategy and extra-curricular learning to L2 vocabulary knowledge. On the basis of SEM, L2 vocabulary learning strategy and extra-curricular contributed a significant amount of unique variance to L2 vocabulary proficiency. These findings are consistent with the depth of processing hypothesis that L2 vocabulary learning strategy plays an important role in progressing L2 vocabulary achievement (Craik, & Lockhart, 1972).

L2어휘습득 요인에 관한 구조 관계 분석: 횡단적 연구

지문건 ( Ji Moon-gun ) 글로벌영어교육학회(구 호남영어교육학회) 2018 Studies in English education Vol.23 No.1

This study investigates the structural relationships of variables impacting the English vocabulary proficiency of 202 elementary school, 197 middle school, and 210 high school Korean learners. English vocabulary tasks and a questionnaire on vocabulary learning strategy were conducted. Vocabulary learning strategy consisted of determination, social, metacognitive, cognitive, and memorization strategies. Results of regression showed that determination and memorization strategies play an important role in English vocabulary ability in elementary learners; memorization strategy predicts a significant amount of unique variance for English vocabulary proficiency in middle school learners; and metacognitive and memorization strategies contribute a significant amount of unique variance to English vocabulary proficiency in high school learners. Findings of structural equation modeling indicated that determination strategy is a direct component in elementary learners, memorization strategy is a direct endogenous variable in elementary and middle school learners, and metacognitive strategy directly influences high school learners English vocabulary achievement.