http://chineseinput.net/에서 pinyin(병음)방식으로 중국어를 변환할 수 있습니다.
변환된 중국어를 복사하여 사용하시면 됩니다.
김재민, 박추원 대한영어영문학회 2002 영어영문학연구 Vol.28 No.3
Jae-MinPark, Choo-WonThe purpose of this paper is to investigate the acquisition of English dative constructions on the basis of Pinker's(1989) Narrow-range Rules. There was a meaningful and unique pattern between particular dative verbs and particular semantic structure types formed in the lexicon of the Korean learners' interlanguage. As learners' proficiency in English increases, the association between dative verbs and semantic structures produced became closer to English as a target language. The subjects strongly favored the use of NP PPs over NP NPs. On the basis of the above, the study concluded that learners acquired English dative structures by following the learning principles suggested by Pinker(1989).<Chonbuk National University>
김재민 ( Kim Jae-min ),박추원 ( Park Choo-won ) 대한영어영문학회 2002 영어영문학연구 Vol.28 No.3
The purpose of this paper is to investigate the acquisition of English dative constructions on the basis of Pinker's(1989) Narrow-range Rules. There was a meaningful and unique pattern between particular dative verbs and particular semantic structure types formed in the lexicon of the Korean learners' interlanguage. As learners' proficiency in English increases, the association between dative verbs and semantic structures produced became closer to English as a target language. The subjects strongly favored the use of NP PPs over NP NPs. On the basis of the above, the study concluded that learners acquired English dative structures by following the learning principles suggested by Pinker(1989). < Chonbuk National University >
전병만(Jeon Byoungman),장경숙(Chang Kyungsuk),박추원(Park Choowon) 한국외국어교육학회 2006 Foreign languages education Vol.13 No.4
The present study aims to develop a web-based model for English teacher evaluation, which purports to encourage a teacher to get actively involved in his or her own professional development through critical reflection upon teaching. The evaluation model using portfolio is based on the assumption that the teacher should play a key role in the evaluation process in order to bring about change in teaching. Another theoretical premise of the model is that data on teaching should be gathered from multiple sources such as observation, student performance and self-appraisal. The web-based model encourages stakeholders, e.g., administrators, headteachers, parents, to take part in the evaluation process. The model reflects the findings of a questionnaire survey on teachers’ perceptions on teacher evaluation and their needs. It is suggested that a number of factors related to administration, technology and content should be considered for the effective application of the model. Some suggestions are also made concerning evaluator training, time constraints, institutional support, and further research.