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최명희,최명희 한국공업화학회 2014 한국공업화학회 연구논문 초록집 Vol.2014 No.1
Ni 전기 도금층은 소지 금속과의 밀착력이 좋고 변색이 적으며, 내식성/내마모성의 표면 특성이 우수하여 각종 산업 부품의 제조에 널리 활용되고 있다. 이러한 특성을 가진 Ni 도금 층 내에 각종 나노 입자를 혼입하여 도금함으로써 그 특성을 더욱 극대화 할 수 있다. 최근 각광 받고 있는 탄소나노튜브 (Carbon nanotube,CNT)는 밀도가 낮음에도 불구하고 전기전도성 및 열전도성이 우수하고, 높은 강도를 나타내는 신소재이다. 한편, CNT는 이종 재료와 결합하여 재료의 경도를 높이는 특성이 있다. 하지만, CNT는 나노미터 단위의 지름에 비하여 마이크로미터 단위의 길이를 가지는 종횡비가 매우 큰 재료이므로, 고종횡비의 CNT는 용액 내에서 분산이 잘 되지 않고, 응집 되는 현상을 유발하여 CNT의 장점을 저하시키는 경향이 있다. 본 연구에서는 CNT를 Ni도금용액 내에 균일 분산시켜 Ni-CNT 복합도금 후 경도값을 측정함으로써, CNT가 Ni 도금층의 경도에 미치는 영향을 분석하였다.
Accounting for Variability in EFL Learners’ Grammars: Verb Placement and Agreement Marking
최명희 한국중앙영어영문학회 2009 영어영문학연구 Vol.51 No.4
Eubank, Bischof et al. (1997) reported optional verb-raising during the course of second language acquisition. Following Beck (1998), they have suggested, accordingly, that L2 knowledge of functional categories associated with feature strength is permanently impaired. In order to reexamine Eubank’s view, this paper investigated EFL learners’ grammars. An oral translation task and a grammaticality judgment task were administered to explore their knowledge of English (ir)regular verbal morphology and verb placement, respectively. This paper argues that despite overall suppression in adult learners’ performance involving lexical verb and adverb placements, the adult EFL learners in this study as well as the study of Eubank and his colleagues attain significant sensitivity to the discrepancy in grammaticality between unraised and raised verbs. Moreover, as far as the EFL learners’ accurate use of suppletive forms is concerned, an agreement feature-checking mechanism appears to be operative in learners’ grammars. Hence these findings call for a reconsideration of Eubank’s view on variability in verb placement in adult learners’ grammars.
대학생 사회불안의 하위유형과 성별 차이 연구: SASCS의 군집분석과 잠재평균분석을 중심으로
최명희,김진숙 한국상담학회 2019 상담학연구 Vol.20 No.6
This study aimed to identify both subtypes of Korean college students’ social anxiety and the gender differences in social anxiety. To extract social anxiety subtypes, cluster analysis was employed, and differences in social anxiety according to gender were examined using the analysis of latent means of the Social Anxiety Scale for College Students. The latent mean analysis was performed by verifying the configural invariance, measurement unit invariance and scalar invariance sequentially among groups. The results are as follows. First, the social anxiety types were classified into 3 subtypes such as; single type of performance situation anxiety, mixed social anxiety type and mild response type, and the level of anxiety was high in the order of mixed social anxiety type and single type of performance situation anxiety. Second, female students’ social anxiety level was higher than male students in terms of latent average level according to gender, and the level of performance situation anxiety, in particular, was higher. Based on these findings, implications for interventions and future research concerning social anxiety among college students were discussed. 본 연구는 우리나라 대학생 사회불안의 하위유형과 사회불안의 성별에 따른 차이를 밝히고자 하였다. 사회불안 하위유형 추출을 위해 군집분석을 하고 대학생 사회불안 척도(SASCS)의 성별 집단 간 잠재평균 분석을 통해 사회불안의 성별에 따른 차이를 평가하고자 하였다. 잠재평균분석은 집단 간 형태동일성, 측정단위동일성, 절편동일성을 순차적으로 검증하여 수행하였다. 연구결과는 다음과 같다. 첫째, 사회불안 하위유형은 수행상황불안 단독형과 사회불안 혼합형 및 반응이 경미한 집단으로 분류되었고, 불안 수준은 사회불안 혼합형, 수행상황불안 단독형 순서로 높게 나타났다. 둘째, 성별에 따른 잠재평균 수준은 남성에 비해 여성의 사회불안 수준이 높았으며 특히 수행상황불안 수준이 높았다. 이러한 결과를 바탕으로 대학생 사회불안을 위한 개입과 추후 연구를 위한 시사점을 논의하였다.
최명희 한국멀티미디어언어교육학회 2017 멀티미디어 언어교육 Vol.20 No.4
This study examined the progress on language learners’ proficiency in receptive skills of the L2 Korean language within classroom-based videoconferencing (VC) modes. Although direct attention has been given to VC learning environments for less commonly taught languages like Korean, many synchronous CMC studies have focused on the development of L2 productive skills of Romance-type languages. To address this research gap, this study reported the findings of native English speakers’ proficiency attainment regarding interpretive skills of their L2 Korean using videoconferencing technology. In this study, 18 intermediate and advanced L2 learners participated in Korean listening and reading proficiency tests after they completed Korean refresher courses in which instructors taught Korean via videoconferencing in real-time. The pre-and-post scores of the standardized listening and reading proficiency tests were compared to investigate the extent to which the learners would improve interpretive skills within videoconferencing contexts. The research results indicated that both intermediate and advanced learners demonstrated significant increases in reading skills, and the intermediate learners also showed such progress in listening skills. These findings suggested the potential efficacy of VC multimodal language instruction to promote L2 interpretive skills of Korean-type languages, which may not be easily accessible to corresponding language learners locally.