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L2 Reading Comprehension : Theories and Practice
박기표 順天鄕大學校 人文科學硏究所 2004 순천향 인문과학논총 Vol.13 No.-
This paper explores L2 reading comprehension centering on theories and practice. Three models--the bottom-up process model, the top-down process model, and the interactive process model--have been described to explain the underlying phenomena of L2 reading comprehension, followed by three factors--linguistic knowledge, background knowledge, and reading strategies--affecting L2 reading comprehension. Then, three redability formulas--the Dale-Chall formula, the Fry formula, and the SMOG formula--have been presented to match the readers' level with the level of the reading materials. Finally, three stages of teaching L2 reading comprehension--the pre-reading stage, the while-reading stage, and the post-reading stage--have been discussed to further explore the teachability of theoretical and empirical finding of L2 reading comprehension across academia.
Investigation into the Constructs of the FLCAS
박기표 한국영어교육학회 2012 ENGLISH TEACHING(영어교육) Vol.67 No.2
This study proposed various models with different constructs of the Foreign Language Classroom Anxiety Scale (FLCAS) developed by Horwitz et al. (1986) and tested the competitive models with a view to finding the constructs that best account for the FLCAS. The FLCAS was administered to 918 EFL university students in Korea, and the data were analyzed by performing confirmatory factor analysis (CFA). The results of data analyses indicated that even though the fit indices for all the hypothesized models in general did not meet the cutoff points of acceptability, the model containing four constructs fit the data better than the models containing one, two, or three constructs of the FLCAS. Implications of these findings followed by future research areas were provided to deepen the insight into foreign language anxiety in the classroom in general and the FLCAS in particular.
기능적 근적외선 분광법(fNIRS)을 활용한 미술표현에 따른 뇌 활성 연구 및 시사점 탐구
박기표 한국교원대학교 교육연구원 2021 敎員敎育 Vol.37 No.4
This study measured brain activation according to art representation by utilizing functionalnear-infrared spectroscopy (fNIRS). The fNIRS is a small sized, portable, near-infrared penetrationinto the frontal lobe of the study participants to determine the blood flow in the cerebrum and tomeasure the brain's activation state based on it. Art expression activities were carried out threetimes, for one minute and 30 seconds after wearing the fNIRS with four study participants, andindividual brain active images, and four average brain active images and graphs were extracted. Theanalysis confirmed that all four participants in the art representation activities were activated in theDLPFC area on the right side for visual work memory, Metacognition and FPC area for evaluationand reflection, and the OFC area for valuing and judgment. Based on the analysis results, thesuggestions and direction of art education were proposed. First, art activities involve the activitiesof the right and left brains together, but there is relatively more use of the right brain. Second,art expression activities are subjects that induce attention and motivation. Third, for self-evaluationand reflection in art expression activities, it is necessary to make a presentation and speech on theresults after the expression. Fourth, when presenting a topic in an art competition, it should bepresented with specific language and words, not vague and abstract topics. Based on this study, wehope that many scientific, objective, and empirical studies related to art textbooks will be conductedin the future, raising the status of art textbooks, and that better follow-up studies will be conducted. 본 연구의 목적은 기능적 근적외선 분광법인 fNIRS(functional Near-Infrared Spectroscopy)를활용하여 미술표현에 따른 뇌 활성화를 측정하는 것이다. fNIRS는 소형의 크기에, 휴대성이 용이하고, 근적외선이 연구참여자의 전두엽에 비침습적으로 침투하여 대뇌의 혈류량을 파악하고, 이를토대로 뇌의 활성화 상태를 측정하는 장비이다. K대학 소재의 연구참여자 4명을 대상으로 fNIRS를 착용 후 1분 30초씩, 총 3번에 걸쳐서 미술표현 활동을 진행하였고, 개별 뇌 활성 이미지와 4명의 평균 뇌 활성 이미지 및 그래프를 추출하였다. 분석결과 연구참여자 4명의 모든 미술표현 활동에서 시각적 작업기억을 담당하는 우측의 DLPFC영역, 메타인지와 평가 및 성찰을 담당하는 FPC영역, 그리고 가치 부여 및 판단을 담당하는 OFC영역이 활성화 되었음을 확인하였다. 분석결과를토대로 미술교육의 시사점 및 나아가야 할 방향을 제안하였다. 첫째, 미술활동은 우뇌와 좌뇌의활성이 함께 일어나지만 비교적 우뇌가 더 많이 활성화 된다. 둘째, 미술표현활동은 주의집중과목표지향적 행동, 동기부여를 유발하는 교과이다. 셋째, 미술표현 활동에서 자기평가와 성찰을 위해 표현 후 결과물에 대해 발표 및 소감문을 작성해 보는 시간이 필요하다. 넷째, 미술할동에서주제를 제시할 때 막연하고 추상적인 주제가 아니라 구체적인 언어와 단어로써 제시해야 한다. 본연구를 토대로 앞으로 미술교과와 관련된 과학적이고 객관적, 실증적인 연구가 많이 진행되어 미술교과의 위상을 높이고, 더 좋은 후속연구들이 이루어지기를 기대한다.