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한국 영어학습자들의 to 부정사 사용에 대한 코퍼스 분석
나양온 ( Rah Yang On ),전승원 ( Jun Seung Won ) 공군사관학교 2017 공사논문집 Vol.68 No.1
This study examined the prominent features of to-infinitive use revealed in a learner corpus complied from Korean college students’ writing (KCSW) and compared them with those found in the native speaker corpus. Overall, Korean learners overused the “V + to-infinitive” and “it-extraposition” patterns in comparison with native speakers. Also, they tended to overuse the noun effort, the adjective easy, and the verbs want and like as collocates of the to-infinitives, as well as the expressions have to, used to, and get to do. Frequent error types associated with the use of to-infinitive by Korean learners were also identified. Korean learners had trouble differentiating the infinitive marker to with the preposition to, using a noun or a gerund with the former. Furthermore, they were found to use the to-infinitive when the bare-infinitive form was required by the verb and to use the incorrect “become to-infinitive” and “used to + past participle” forms. Based on these results, language teachers are advised to draw the attention of learners to the frequent patterns and error types of to-infinitive that may characterize their writing and help them become aware of their appropriate and correct uses.
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대학 영어 수업에서 스마트폰 앱의 활용과 그에 대한 인식 조사
윤경옥 ( Kyeong Ok Yoon ),나양온 ( Yang On Rah ) 충남대학교 인문과학연구소 2015 인문학연구 Vol.54 No.4
첨단 정보통신기술의 발달로 현재 교실 내의 교수 학습 환경은 제한된 교재, 수동적인 학습자, 교사 중심 교육이 이루어지던 과거의 모습과는 많은 변화를 보이고 있다. 보다 효과적인 교육을 위해 다양한 학습 자료, 학습 도구, 학습 활동이 요구되고 있는 시점에서 스마트폰 앱을 활용한 학습은 편리성, 접근성, 다기능 등으로 인해 새로운 학습 도구로 각광을 받고 있다. 본 연구는 스마트폰 앱을 대학 영어 수업에 학습 도구로 활용하여 학습자들의 영어 실력 향상에 미친 영향과 함께 학습자들의 스마트폰 앱 사용에 대한 인식을 설문을 통해 조사하였다. 이를 위해 대학교 1학년 학생 67명을 대상으로 사전 사후 모의 토익 테스트를 실시하여 채점 결과를 분석한 후, 토익 RC, LC의 점수 차이를 살펴보았고, 설문을 통해 학생들의 모바일 활용 학습에 대한 인식을 살펴보았다. 그 결과, 학생들의 사전 사후 모의 토익 점수에는 유의한 차이가 없었다. 즉, 스마트폰 토익 앱을 활용한 단순한 토익 문제 풀이는 영어실력이 중 상위 학습자들의 토익 실력 향상에 긍정적인 영향을 미치지 않은 것으로 보인다. 그러나 인식 조사 결과, 학생들은 스마트폰 앱을 활용한 학습에 매우 긍정적인 반응을 보였다. 즉, 모바일 앱의 활용은 편리성, 피드백의 용이성과 접근성 등이 장점으로 작용하여 영어 학습 도구로서 학습자들의 인식에 긍정적으로 작용한 것으로 보인다. This study investigated the effects of a smart-phone application on students`` English proficiency and their perception of mobile learning. Sixty seven college students participated in this study, downloaded a TOEIC application, and studied TOEIC everyday using their smart phones for a whole semester. Pre-mock-TOEIC test was taken before the treatment and post-mock-TOEIC test was implemented after the treatment to measure the improvement of their TOEIC scores. Also, the participants answered the questionnaire for investigating the perception of mobile learning. The study found that there was no statistically significant difference between the pre- and post-test. It indicates that learning with a smart-phone TOEIC application did not positively affect the development of the students`` English proficiency. However, the students`` perception of mobile learning was positive. Therefore, this study suggests that using a smart-phone application in English teaching and learning could be an effective method to motivate learners and attract their interest in English learning.
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TOEIC의 타당성 및 영어 학습 기여도에 관한연구: 공군사관학교 생도들의 인식을 중심으로
전승원(조교수) ( Seung Won Jun(assistant Professor) ),나양온(부교수) ( Yang On Rah(associate Professor) ) 공군사관학교 2015 공사논문집 Vol.66 No.1
This study examined the validity of TOEIC and the degree to which it contributes to helping learners study English from the perspective of test-takers. A questionnaire was administered to 225 Republic of Korea Air Force Academy cadets. In addition, in-dept interviews were conducted with another group of 38 cadets. Results show that both the validity of TOEIC and the degree of contributing role TOEIC plays in helping them study English were perceived to be low by the cadets. More specifically, the cadets believed that their TOEIC scores reflectedonly their listening and reading skills, expressing reservations for its ability to accuratelymeasure speaking and writing skills. Moreover, the cadets believed that preparing for TOEIC was not necessarily conducive to studying English. Based on these findings, undesirable washback effects from TOEIC seem unavoidable. However, considering the current English curriculum at the Academy with its primary focus on acquiring speaking skills, TOEIC can contribute to helping cadets enhance their literacy competence. Therefore, the administration of the TOEIC Speaking and Writing Test, along with the regular TOEIC test, is recommended.
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