주제별 어휘학습 제안 : 다단어단위를 중심으로

유도형(Ryu, Dohyung) 새한영어영문학회 2016 새한영어영문학 Vol.58 No.1

The purpose of this paper is to make a suggestion about an effective way of helping L2 learners memorize as many multiword units or word combinations as possible at one time. In order to do this, the US TV drama Crossing Lines was divided into scenes which were based on themes or topics. Three graduate students in English participated. This case study investigated if similar themes or topics would include relevant lexical items, if such relevance would help L2 learners memorize lexical items and if such memory activities would result in acquiring a large amount of expressions which include multiword units or word combinations. To show this, three tests were administered. One was an immediate recall post-test and the other two were delayed recall post-tests. Each test was administered at three day intervals. The criteria this study used for measuring the participants’ memory abilities was 1) speed 2) small errors 3) big errors 4) pauses 5) help from a teacher. The results showed that all the participants were successful in memorizing and recalling scenes.

대학생 영어학습자의 자율성 증진을 위한 영화미디어 활용 사례연구

유도형 ( Do Hyung Ryu ) 한국멀티미디어언어교육학회 2015 멀티미디어 언어교육 Vol.18 No.1

Although theorists have defined learner autonomy in a variety of ways, it is important to realize that the concept of learner autonomy can rarely be captured in the real world classroom. The existing concepts have not considered aspects of language development and the role of the teacher in their definitions. In this study, learner autonomy is defined as the state of a learner’s control in promoting language development, based on output-based classroom procedures facilitated by a teacher. The purpose of this study is to determine the applicability of using film-media actively in the classroom, with the help of teachers using drama techniques, promoting learner autonomy. A case study of five low-level students was carried out with six in-depth observation periods, in-depth interviews and a grammar test. The results showed that drama techniques using films provided by the teacher helped learners to become actively involved in their own learning, to take control of learning independently and to experience the ownership of learning. In addition, these findings suggest that the feasibility of learner autonomy within the classroom can open the possibility of ultimate autonomy for learners in the long term.

언어,교육 : 노래 사용의 가능성과 효과: EFL 대학생 사례연구

유도형 ( Do Hyung Ryu ) 경희대학교 글로벌인문학술원 2015 비교문화연구 Vol.38 No.-

This paper is concerned with the effectiveness of songs in the acquisition of formulaic sequences in the college EFL classroom. The existing research mentions the use of songs in terms of the power of their melodies (Fonseca-Mora, 2000), linguistic features in song lyrics (Abbott, 2002), and the emotional basis of memory (LI & Brand, 2009). Learners` opinions about the use of songs has been ignored, however. In this paper, seven subjects with English ability ranging from advanced (one) intermediate-high (three), intermediate-middle (two), and intermediate-low (one) studied five different pop songs. The results showed that they did not agree with the existing research findings. Rather, they were negative about using songs in the classroom. Their complaints were the burden of using too many hours to memorize lyrics, few language expressions to learn, and too much emphasis on expressions about love and feelings. Students at all levels expressed similar negativity about the use of songs. When their complaints were discussed during interviews, however, their attitude changed from negative to positive. The case study in this paper was on a small-scale but it is suggested that through further research the use of songs could be activated in the EFL classroom. Considering college language learners disregard most existing EFL materials, it appears to be worthwhile to continue further with this kind of research.

영어출력능력 배양을 위한 생산적 어휘 습득연구

유도형(Ryu, Do-hyung) 한국외국어교육학회 2012 Foreign languages education Vol.19 No.2

An essential aspect of developing English language output proficiency is the acquisition and use of vocabulary. But the simple memorization of vocabulary can’t guarantee output proficiency. Existing studies have shown that learning productive vocabulary is more effective than learning receptive vocabulary and that productive vocabulary is both more useful and directly translates into developing productive language ability. However, little has been reported about effective methods of increasing productive vocabulary and transferring receptive vocabulary knowledge into developing productive language skills. The purpose of this study was to find out what vocabulary items students felt were difficult to produce, and to investigate which vocabulary items can influence and promote productive skills. Based on qualitative data from interviews and quantitative experimental data, this research suggests that verb phrases may be the critical category in productive vocabulary which can promote output proficiency. In addition, our findings suggest that productive learning of verb phrases can be effective for retention of vocabulary knowledge and for developing productive language skills.

어휘주석(glossing)활용 영어 학습에 대한 성인 만족도 연구

유도형(Ryu DoHyung) 한국영어어문교육학회 2016 영어어문교육 Vol.22 No.2

This paper represents that glossing is an effective tool to help adult EFL learners’ self-study of English. The current literature rarely mentions the characteristics of adult learners. Seven adult EFL learners participated in this research. Among them, five subjects had a full-time job while attending school, one subject only had a job and one subject only attended school. The teaching material was the movie Carnage text. A glossary consisted of information about seven different types of expressions in texts: word-meaning, collocations, phrasal vocabulary, synonym-antonym, translation from the context, grammar, and the spelling of the word. Two tests were administered - a written test which included seven sub-tests and report essays written by the subjects. In the first test, six of the subjects received good grades but one subject had a poor grade because her job did not allow her to study. In the report essays, all seven of the subjects reported they were satisfied with the use of a glossary while studying. From the results, it was found that the contents of a glossary can be an effective key element and that adult learners can save time depending on the contents of the glossary.

일상영어와 학업영어 융합에 대한 제안

유도형(Ryu, Do Hyung) 미래영어영문학회 2016 영어영문학 Vol.21 No.1

The purpose of the study is to make a suggestion about the integration of practical and academic English through the concept of discourse community, defined as “a group of members that share goals and communicate with other members to pursue those goals”(Borg, 2003). Basically practical English has a social function and academic English has a message-oriented function (Boers & Lindstromberg, 2009). In this paper, the TV drama Crossing Lines was chosen as material in that the drama is more message-oriented and consequently functions like academic English. Three college students majoring in English participated. The participants chose characteristic language forms from the drama scenes, which were divided into discourse communities. The findings showed that participant A chose specific words and expressions used only in the relevant communities, participant B chose less specific words and expressions in the relevant communities, and participant C preferred general vocabulary to expressions, ignoring specific or technical words. In spite of their differences, what they showed in common was that their choices were message-oriented thanks to the concept ‘discourse community’. It was found that the participants developed awareness of discourse community. It is believed that such awareness leads to putting practical and academic English in a continuum, not to their separation into the discrete categories ‘practical’ and ‘academic’.

영화 담화의 화용적 특성이 기억력에 미치는 영향

유도형 ( Do Hyung Ryu ) 대한언어학회 2015 언어학 Vol.23 No.1

It has been getting popular to use film dialogues in the learning and teaching of English. Even though films have conununicative and pragmatic features of value, it has been shown that the use of film dialogues is limited only to the teaching of linguistic knowledge such as vocabulary, grammar and useful expressions. On the contrary to conversation textbooks, film dialogues carmot be said to be different from naturally occurring dialogues. This paper argues that it is the conversational implicature that makes film dialogues authentic and meaningful. Almost every utterance has its intended and implied meaning from what is literally said, based on the context and the thoughts and feelings of interlocutors. A munber of examples and case analyses are presented with conversational implicature in film dialogues. The aspects and conditions of conversational implication in films are identified and diagnosed. In addition, the concepts of promoting pragmatic competence using film dialogues are suggested.

영화영어에서 EFL 학습자들이 선호하는 현저성과 항목 유형에 관한 연구

유도형(Ryu, Dohyung) 영상영어교육학회 2021 영상영어교육 (STEM journal) Vol.22 No.3

The purpose of this paper is twofold: (1) to observe EFL learners’ preferred types of salience in Movie English and (2) to examine which language categories are mainly salient. The types of salience are based on Schmid and Günther’s (2016) 4 types of salience, with categories of grammar, individual words, chunks, and messages. This is a case study of five college students majoring in English all with TOEIC scores higher than 800. The study was divided into a self-heuristic group of three students and a category-presented group of two students. The self-heuristic group was instructed to find out what they found salient and noticeable in a movie, without the terms salience and category being mentioned. The category-presented group was directed to find out what they found salient and noticeable in the movie, based on given categories. The results showed that the two groups preferred surprise and novelty. Both groups preferred different categories, however. The self-heuristic group mostly focused on chunks, with a preferred order of chunks, grammar, words, and messages. The category-presented group mainly focused on words, with a preferred order of words, chunks, messages, and grammar. Pedagogical implications will be discussed in more detail in this paper.

영화영어에서 고유명사의 역할에 관한 연구

유도형(Ryu, Do Hyung) 영상영어교육학회 2022 영상영어교육 (STEM journal) Vol.23 No.1

The purpose of this paper is to investigate how L2 learners recognize and utilize proper names when they are instructed. Proper names have been researched linguistically but have not been considered as the subject of second language acquisition research. As well as encyclopedic knowledge that includes cultural information, proper names facilitate the association of narrative contents with language forms. Based on Hoey(2013)’s theory of lexical priming, this maximizes the retention of language forms, and helps with the understanding of pragmatic contexts. This case study of three students shows the educational value of proper names in the field of English education using movies. The study consisted of an oral memorization test and a written test about proper names followed by an oral interview about the participants’ experiences of proper names. The results show that learning proper names can help with memorization, suggesting it would be promising to teach encyclopedic information in the classroom through proper names. The results further indicate that the participants understood the importance of proper names in remembering a storyline and as a help for memorization. The participants subconsciously used proper names as primes which gave salience to the target utterances. Such salience led the participants to successful memorization.

정형화 배열을 활용한 통합적 어휘교육 제안

유도형(Ryu Do Hyung) 한국영어학학회 2015 영어학연구 Vol.21 No.1

This paper suggests a way to use formulaic sequences in order to facilitate an integrated English education in the EFL classroom. For this, it first describes how concerns have changed historically from individual words to formulaic sequences. Second, a brief and inclusive definition of formulaic sequences is introduced with examples of various types of formulaic sequences that include content information or language information or both according to each type. Third, it mentions why formulaic sequences are worth teaching in the EFL classroom. After this, an integrated model is suggested through The Freedom Writers Diary (2009), an approach which is considered appropriate in teaching formulaic sequences. Theoretically, this model is based on Content-based Language Teaching and the concept 'noticing.' Two important points are made in relation to this model. The first is that a teacher's primary concern should be with content information and their secondary concern with language information. Second, he or she should be aware that both information types are important and one or the other should not be neglected. Lastly the comments of one college student, who was taught using this model, are introduced.