http://chineseinput.net/에서 pinyin(병음)방식으로 중국어를 변환할 수 있습니다.
변환된 중국어를 복사하여 사용하시면 됩니다.
- 中文 을 입력하시려면 zhongwen을 입력하시고 space를누르시면됩니다.
- 北京 을 입력하시려면 beijing을 입력하시고 space를 누르시면 됩니다.
RISS 인기검색어
- 검색키워드
- 저자 : 김태국 ( Taeguk Kim ) (검색결과 2 건)
- 무료
- 기관 내 무료
- 유료
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교육적 코퍼스 활용에 관한 학습자의 태도 분석: 고등학생을 중심으로
김태국 ( Taeguk Kim ),정채관 ( Chae Kwan Jung ) 한국중등영어교육학회 2016 중등영어교육 Vol.9 No.1
Although public exams and pedagogic corpora have practical values for language teaching and learning, few studies have been made on how to use such exams in the classroom and on how students use the corpora. In addition, in order to develop student-centered corpus tasks, students` attitudes toward pedagogic corpus use need to be investigated further. The purposes of this study were to examine how Korean high school students use Nationwide English Test Corpus (NETC), what is useful and what is problematic with using NETC and a corpus analysis tool, and whether students have positive or negative attitudes toward the corpus use. Before using NETC, 14 voluntary students were trained with genre-specific subcorpora. After the training, the students proofread their essays using NETC. Through a triangulation of the questionnaire survey, semi-structured interview, and observation of the self-editing process, the results revealed that students considered the corpora to be helpful while editing their essays. In addition, the students felt they gained valuable experience through the corpus use. Although there were largely positive attitudes, it appeared to be hard for the students to find synonyms and technical terms from the monolingual NETC. To overcome these limitations and problems, various corpus tasks need to be developed, and alternative versions of pedagogic corpora (perhaps multilingual corpora) need to be compiled.
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김태국 ( Kim Taeguk ) 한국중등영어교육학회 2023 중등영어교육 Vol.16 No.2
This study explores the potential and limitations of ChatGPT in developing English teaching materials to enhance productive and receptive language skills. Using ChatGPT 3.5, communicative function teaching materials and level-based English reading materials were created, and the Common European Framework of Reference for Languages levels were employed to provide suitable content. The findings reveal the feasibility of ChatGPT-assisted development of both productive and receptive teaching materials. Teachers, however, need to critically and objectively validate ChatGPT-generated results when designing materials. After various validation steps, refinement and improvement of the materials by a teacher is also necessary. These findings offer valuable insights into understanding and recognizing the limitations of ChatGPT in teaching material development. This research contributes to understanding the implications and constraints of employing ChatGPT in creating speaking and reading materials. Further research is needed on various areas that were not investigated in this study. Furthermore, more individualized English learning for students will be possible if additional research is conducted using students who learn English through ChatGPT.
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