Influences of a Native English Teacher and Roles of a Co-teacher on L2 Learners' Learning Styles

김나유,이희철 대한언어학회 2019 언어학 Vol.27 No.4

The purpose of this study is to analyze English learning styles of Korean high school students participating in a native English teacher’s class, and to discuss the roles of a co-teacher in improving the effectiveness of a native English teacher’s class. In this study, the learning styles of students were verified through a confirmatory factor analysis based on a structural equation model (SEM). The students who participated in the native teacher’s class showed four learning styles: active participation, goal orientation, systematic control, and sustainable interaction. Considering these four styles, the co-teacher should continuously provide feedback to the native English teacher’s lesson plan and materials so as to make students’ desire of the class properly sustained and improve the effectiveness of English learning. In addition, a co-teacher should discuss classroom English convincingly with a native English teacher. It improves a students’ understanding of a native English teacher’s speaking, while encouraging students to share the goals of class with him or her, overcome cultural differences and internalize a positive emotional bond in the class.

의사소통중심 영어수업평가도구에 관한 연구: 영어수업평가 사례분석을 중심으로

김나유 현대문법학회 2020 현대문법연구 Vol.106 No.-

The purpose of this study is to analyze how correctly the English teacher acknowledges and uses the assessment tool for CLT (communicative language teaching) when he or she observes another English teacher’s class. The key words closely related to the assessment tool for CLT in the assessment report samples that English teachers submit for another English teacher’s class are coded in corpus data and investigated by case study on individual procedures in class, such as lesson plan, class implementation and management, and evaluation. It turns out that the English teacher observes and assesses the English class in each step focusing on “learning objective” and “clear lesson plans”, “classroom English” and “learning materials”, “management of activities” and “student’s attention and participation.” However, it is necessary for the English teacher to raise awareness about student’s specific demand for English class, teacher’s knowledge of language, time management, transition to the next phrases, and maintenance of order.

고등학생들의 문법학습전략 개념타당성과 문법성적과의 상관관계 연구-확인적요인분석적용

김나유,심재우 현대문법학회 2013 현대문법연구 Vol.73 No.-

This study investigated the grammar learning strategies of high school students and any effect of their usage of those strategies on grammar test scores. To understand different types of grammar learning strategies, the 148 students were asked to indicate their extent to which they use as to 16 statements concerning grammar learning. Their responses to the 16 Likert type scale instrument were factor analyze and the results identified four distinct dimensions of strategies: ‘reflecting on the pre-existing knowledge', 'asking for assistance', 'applying knowledge', and 'taking autonomous actions'. After the identification of the four types of strategies, their strategy scores were related to subjects' grammar test scores by the application of logistic regression analysis. The multi-variate statistics results indicated that students with lower scores on the grammar test actually used higher frequency of reflecting strategy than those subjects with higher scores on the test, which was contrary to researchers' expectations. The unexpected result was interpreted in terms of the dimension of declarative knowledge of grammar with which subjects whose grammatical competence has not established tend to be more exploratory in employing the strategy than those students who have already acquired those declarative grammar skills. With the clear item loading onto each factor, the instrument may be used for assessing high school students' grammar study strategies, a part of English learning behavior.

An Analysis of College Scholastic Ability Test Items Based on the Rasch Model

김나유 21세기영어영문학회 2016 영어영문학21 Vol.29 No.2

The purpose of this study is to analyze College Scholastic Ability Test items based on the Rasch Model, identify items that do not fit, and describe difficulty levels compared to student levels. Winsteps software, which allows users to analyze dichotomous data for investigating problems that are inherent in test items, is used for statistical analysis. The findings of this study reveal that 7 out of 28 items do not follow the assumptions of the Rasch Model. The analysis of item difficulty and item map shows that most of the 387 subjects are unable to answer some item types appropriately due to ambiguous distractors that affect item validity. Given the presence of misfit items and items of extreme levels of difficulty, suggestions for eliminating ambiguity, improving readability, and maintaining the degree of difficulty in designing reading test items are made.

A Study on the Validity of the English Learning Style Scale for Korean High School Students in a Native Teacher’s Class Based on Multimedia

김나유,이희철 영상영어교육학회 2018 영상영어교육 (STEM journal) Vol.19 No.4

The purpose of this study is to investigate the characteristics of English learning styles of students who participated in a native speaker’s English class based on multimedia. To achieve this goal, one hundred and four high school students took part in this study and responded to a questionnaire surveying their English learning styles. A factor analysis was conducted based on students’ responses, and five English learning styles were extracted. In the native speaker’s class, students were found to have a class immersion style, focusing actively on the class procedure with higher self-confidence, a self-expression style, wanting to show their own thoughts and expressions, a goal recognition style, focusing on recognition and performance of clear goals, a systematic dependence style, expecting clear teaching and evaluation methods, and an information orientation style, actively collecting and using information learned in class. Reflecting on these learning styles, English teachers and co-teachers should prepare creative learning materials based on a systematic lesson plan for students to be absorbed in the class and to participate in class with self-efficacy. In addition, the teacher should consider ways in which students gather and use information related to the topic of the lesson and provide enough opportunities for students to speak in English.

열린 공동체 성장 프로그램을 통한 창의·협력·소통의 학급문화 혁신방안

김나유 한국미래교육학회 2014 미래교육연구 Vol.4 No.1

열린 공동체 성장 프로그램은 창의와 인성에 바탕을 둔 학급 운영을 위한 방법론이다. 본 연구는 변화하고 있는 사회적 흐름과 학생들의 정서적 특성을 반영한 학급 운영 프로그램을 통해 창의와 협력, 그리고 소통의 가치관을 길러주고 학생들이 중심이 되는 학급 문화에 대한 인식을 제고하는 데 목적이 있다. 협력적 소양을 함양시키기 위해서 학급 협력 신문의 개념을 도입하여 학생들이 학급 운영 전반에 대한 정보에 대해 수집부터 공유까지 직접 참여할 수 있는 기회를 제공하였다. 창의적 소양을 기르기 위해서 사이버 학급을 체계적으로 설계하여 학생들이 실시간으로 접속하여 그 내용을 재구성하고 정보를 쌍방향으로 처리할 수 있는 여건을 만들었다. 소통의 중요성을 인식시키기 위해서 학습 컨설팅 일지를 구안하여 적용하였다. 학생들은 학습 컨설팅 일지를 활용하여 담임교사와 지속적으로 의사를 교환하고 지도와 조언을 접할 수 있는 기회를 얻을 수 있었다. 각 소양을 함양하기 위한 기본 활동 구조를 앞서 제시한 3가지 영역으로 나누어 연간 지도 계획을 수립하였다. 또한 프로그램의 효과를 높이기 위해 각 영역별 본시학습지도안을 40차시에 걸쳐 준비하여 실행하였다. 이 같은 열린 공동체 성장 프로그램을 통해 학생들은 학급 운영과 담임교사에 대해 높은 신뢰감을 갖게 되었다. 아울러 학급 구성원들과 긍정적으로 협력하고, 자신의 능력을 창의적으로 발현시키기 위해서 노력하였으며 소통의 가치를 지속적으로 실천하는 등 학급 및 학교 생활 전반에 걸쳐 바람직한 태도 변화를 보였다. 3C programs are the method of class management based on initiative and humanity. This study focus on enhancement of awareness of class management centered on students to learn creativity, cooperation and communication value through the program reflected on feature of students’ emotion and contemporary society. To ensure cooperation value, classroom cooperative newspaper has been applied and students can take part in the class management directly. And through cyber classroom online, students can communicate with other classmates and teacher to share the information which is significant. Then students can use consulting diary edited by teacher on weekly basis, where student can have knowledge about the subject communicating with homeroom teacher. In order to make effective circumstance, yearly plan was designed and lesson plan for each field was made, total 40 times. Through 3C programs, students have higher reliability for class management and can cooperate with each other and try to express their creativity about leaning and activities resulting in positive awareness throughout the school life.

A Study of Learning Strategies in a Flipped Class Based on Logistic Regression Analysis

김나유,이희철 대한언어학회 2018 언어학 Vol.26 No.2

The purpose of this study is to analyze the characteristics of learning strategies of students participating in a flipped English class and to investigate ways to utilize them effectively. To investigate this, questionnaires from 80 students who participated in the flipped class and 80 students in a control group were analyzed. Based on the collected data, an exploratory factor analysis was conducted and four characteristic learning strategies (inducement, reaction, diffusion and application) were extracted. In addition, a logistic regression analysis was carried out, assigning the four strategies to independent variables and class type to a dependent variable. The logistic regression analysis showed that the four learning strategies extracted classified the students accurately around 65% of the time. In particular, diffusion and application strategies were found to be meaningful learning strategies for the students who participated in the flipped class. These results suggest that in order to increase the effectiveness of flipped classes, it is important for the teacher to develop materials that students can actively respond to and share, to provide ample feedback, and to give students creative assignments and projects.

An Exploration of High School Reading Test Items Based on Discriminant Analysis

김나유,이희철 대한언어학회 2017 언어학 Vol.25 No.1

The purpose of this study was to analyze dimensions of high school English reading test items based on discriminant analysis. For this study, 387 high school students participated in the English reading test consisting of 28 items. The subjects' responses to the items were submitted to SPSS version 20 for discriminant analysis to investigate the dimensions of reading test items. The findings of the discriminant analysis revealed that the controlled items made by the examiners did not correctly discriminate the high level students. The categorization of reading test items which help divide the students into the high, intermediate and low level of whole subjects consisted of fourteen items, which were categorized as five types such as filling the blank, title inference, inserting sentence, completing the key sentence and text order inference. In addition, the discriminant function resulted from this study classified subjects as three groups according to their English ability correctly on upper 80% accuracy. The findings of this study indicated that specific types of reading test items played an important role in judging and predicting individual student’ English proficiency.

A Study of High School English Listening Assessment Items Based on a Discriminant Analysis

김나유,이희철 대한언어학회 2020 언어학 Vol.28 No.2

The purpose of this study is to investigate what types of listening assessment items take an important role in identifying high school student’s English listening ability, and to explore teacher’s considerations about designing and modifying the types of items. 187 high school students participated in this research and took an English listening test made up of twenty multiple-choice items. Each student’s score was unpacked by discriminant analysis, and it was investigated what types of items made a difference when the students were classified into three English listening levels; high, intermediate or low. Two types that had a key role on distinguishing high level listeners from the others were “to identify the other person's response” and “to infer what one asks the other.” In contrast, low level listeners responded appropriately to such types as “to find out main idea of a dialogue” and “to guess character’s following response after a dialogue.” Based on the findings from this research, the English teacher can identify a high or low level listener easily and correctly based on the above four types of listening test items. In addition, the English teacher should ensure the validity and reliability of the items, and modify them properly considering a student’s cognitive and affective development, listening strategies and learning motivation in order to construct the effective listening assessment system.

A Study on the Definite Article in English Based on the Rasch Model

김나유,이희철 대한언어학회 2018 언어학 Vol.26 No.4

Kim, Nayu & Lee, Heechul. (2018). A study on the definite article in English based on the Rasch model. The Linguistic Association of Korea Journal, 26(4), 37-54. The purpose of this study is to investigate the hierarchy of difficulty in the usage of the definite article by high school students in Korea based on the Rasch model and to analyze what causes the hierarchy of difficulty. This study investigates 133 high school students' responses on eight different uses of the definite article as noted by Segall (1990). According to the findings, it is confirmed that students respond differently to the definite article depending on whether they have grammatical knowledge of it and understand the context of paragraphs. In order for students to understand the definite article correctly, systematic lessons are needed in English reading and writing classes. Moreover, an English teacher should include sentences that have different meaning by the definite article distributed throughout the text when designing a lesson plan for reading comprehension.