텍스트도식화 활동이 고등학생들의 영어 읽기에 미치는 영향

윤웅진(Yoon Woong-Jin) 팬코리아영어교육학회(구 영남영어교육학회) 2007 영어교육연구 Vol.19 No.2

  This study examines the effects of text diagramming activities on Korean high school students’ reading comprehension. To investigate the effects of text diagramming activities, 112 students of the 11th grade were sampled from a high school in Busan, Korea. They were divided into two groups: the experimental group (56 students) and the compared group (56 students). Experimental group students were given the task which was composed of the blanks in the text-based diagram. Experimental group students were supposed to fill in the blanks. Sometimes they made their own diagram as a task in the class. The text diagramming activities were conducted 10-15minutes, 20 times for 10 weeks. The findings of this study were: (1) the text diagramming activities had no significant effects on their reading comprehension ability, and (2) the text diagramming activities had no effects on the readers’ comprehension of English text not only between low-level groups but also between high-level groups. The results said that this experiment had not found significant effects of the text diagramming.

담화구조 표시어가 영어독해에 미치는 영향

전은경(Jeon Eun-Kyoung),윤웅진(Yoon Woong-Jin) 팬코리아영어교육학회(구 영남영어교육학회) 2006 영어교육연구 Vol.18 No.3

  The purpose of this study is to examine the effects of discourse markers on Korean high school students’ English reading comprehension. To this end, two classes in the second grade of a girls’ high school were chosen as subjects. One class was assigned to experimental group and the other to control group. The experimental group was divided into two proficiency levels(a higher and a lower level group) by a pretest. This group had been taught the functions of discourse markers in English texts and the control one had not. The training lasted for five months, three times a week for about fifteen minutes each. The findings were as follows: ⑴ The experimental group showed higher reading comprehension than the control group. ⑵ Among the experimental group, it was more effective to the lower level group than the higher one. ⑶ In the experimental group, students’ attitude toward English reading had been desirably changed and positive effects on their interest in English had been led to. The conclusion from the findings was that the effect of the training for the use of discourse markers was closely related to the EFL learners’ reading comprehension, level of language proficiency, and affective attitude toward English.

읽기 전 활동이 중학생의 영어 독해력에 미치는 영향에 관한 연구

황숙현(Hwang Suk-Hyeon),윤웅진(Yoon Woong-Jin) 팬코리아영어교육학회(구 영남영어교육학회) 2006 영어교육연구 Vol.18 No.1

This study examines the effects of pre-reading activities on middle school students’ reading comprehension of English texts. The pre-reading activities were limited to two types including teaching vocabulary and showing information through the internet. It states as its specific research questions: (1) Do the pre-reading activities have any influence on the readers’ comprehension? (2) If so, what types of pre-reading activities affect reading comprehension? In order to answer the questions, three classes in the third grade of a middle school were chosen as subjects of this research. Two classes were assigned as experimental groups and the other as a control group. The experimental groups performed each pre-reading activity (teaching vocabulary or showing information through the Internet), before reading the texts. The findings of this study were as follows: (1) The pre-reading activities led the readers to improve their reading comprehension significantly. (2) The reading comprehension was not affected by the types of pre-reading activities. According to the findings, it can be concluded that overall pre-reading activities related to the learners’ reading comprehension have a desirable influence on reading.

공손성을 고려한 초등영어교육과정 구성 및 지도방안

장은숙(Jang, Eun-Sook),윤웅진(Yoon, Woong-Jin) 한국초등영어교육학회 2012 초등영어교육 Vol.18 No.3

The purpose of this paper was to suggest the method of designing the primary English curriculum and teaching English considering politeness appropriate to situation. In order to achieve this purpose, the strategies of softening face threatening acts(FTAs) were reviewed in terms of Goffman(1967) and Brown and Levinson(1987). In this respect, the strategies of softening the FTAs are classified into bald on record, positive politeness, negative politeness, off record, and don’t perform the FTA. If an FTA has to be performed, then the speaker has to choose one of the strategies. The strategies should be taught in the primary classroom activities to communicate effectively and appropriately. Also, “the examples and functions of communication” and “linguistic form needed for communication” in the 2009 National Curriculum were analysed, and teacher’s classroom activities were diagnosed in the aspect of politeness. The results indicated that the curriculum and teaching methods based on politeness should be devised and implemented in the primary English classroom.

독해에서 Linguistic Connectives의 역할에 대한 연구

윤웅진 부산대학교 사범대학 1992 교사교육연구 Vol.24 No.-

The aim of this paper is to survey the role and importance of linguistic connectives in reading comprehension. They may be defined as a syntactic structure siganlling underlying logico-semantic relations. The ability of a reader to detect the underlying organization of discourse is important for the comprehension and memory of what is read. In this sense, linguistic connectives might facilitate comprehension and memory for discourse by making logical, semantic relationships more explicit.

이동의 동기와 조건에 관한 연구

윤웅진 부산대학교 사범대학 1988 교사교육연구 Vol.16 No.-

The aim of this paper is to find out the sources of different conditions of Move-α(exceptional cases of bounding node and governing barrier) and prove our hypothesis that those differences may be related to different behaviour of main verbs. For the aim, first of all, we will prove the necessity of the abstract underlying structure different from the surface structure Secondly, we will define the conditions and motivation of Move-α and then will specify more conditions by bounding theory. Next, we will argue that complement construction should be classified into VP complement and NP complement, and then underlying structure of NP complement clause should have the form Δ+S instead of it+S. Finally, we will apply the Δ+S construction to the bounding theory and governing theory. From this application, we will see the cause of exceptional cases in bounding nodes and governing barriers. And thus we will make a single function node S, NP as bounding node and governing barrier in English. To conclude, through our discussion, we will prove and argue the relation between syntactic behaviours of verbs, i.e., the exceptional cases in bounding nodes and governing barriers may be correlated to the different underlying structure of complement clauses.

Sentence Connector가 이해의 과정에 미치는 영향

윤웅진 부산대학교 사범대학 1991 교사교육연구 Vol.22 No.-

The aim of this paper is to survey the function and comprehension effect of sentence connectors. Coherence is semantic relation between the underlying propositions. Thus we can not explain it only in the surface structures. There are three ways linguistically representing the coherence relation, cohesion(signalling through lexicon(s) and grammar), sentence connector, and Φ(null marker). The function of sentence connector is defined as explicitly expressing the illocutionary value existed between successing sentences, whereas in the case of cohesion, we should infer illocutionary value through the cohesion. Therefore, in reading, comprehending the semantic relationship is easier through sentence connectors than through cohesions. This is the reason why sentence connectors are more frequently used in the expository text than in the narrative text. Because expository prose typically consists of "difficult" semantic material, whereas story material tends to consist of easy semantic content. hlowever, readers are generally not conscious of this function of sentence connectors. In this respect, students need to use sentence connectors effectively when reading their expository text.

영어 사역화 동사의 의미자질

장은숙,윤웅진 신한영미어문학회 1997 새한영어영문학 Vol.36 No.-

The purpose of this study is to examine the event structure expressed by causative verbs and the features determined by thematic roles in causative sentences, and to testify semantic features causing causativization. It argues that the vocabulary basically included many kinds of conceptual constituents (EVENT, STATE, THING, PLACE, PATH, MANNER, etc), features defining predicates for kinds of events/state, place functions(at, in, on, around, over, under, near), and path functions(to, from, toward, away-from). The event structure considering conceptual constituents and features can explain relationship between causative sentences and thematic roles. In this study, the causativization process must not be expressed by syntactic transformation limited to verbs, but by aktionsart as well as properties of noun phrases and adverbial phrases.

EFL 독자의 대명사 해석책략

윤웅진 부산대학교 언어연구교육원 1997 언어연구 Vol.15 No.1

This paper examined 1) the relationship between EFL reader's overall comprehension and their comprehension of coreferential pronouns. 2) effects of pronoun identification processes on overall comprehension. and 3) their various strategies for different structures of coreferential ties. Subjects were 74 high-level EFL students from a girls' high school in Pusan. Overall comprehension was measured by a immediate recall protocols, and coreferent comprehension was measured by coreferent-identification task corelationship was found between overall comprehension and the comprehension of coreferential pronouns. Surprisingly. no effects of pronoun identification processes on overall comprehension were evidenced. Finally, subjects were found to use various strategies for different structures of coreferential ties. Results suggest that the EFL reader should use various strategies to identify the referent of pronoun used in different context.

어휘상을 이용한 담화의 시간구조 해석

윤웅진,김진석 부산대학교 사범대학 1996 교사교육연구 Vol.33 No.-

The purpose of this paper is to survey the relationship between temporal structure and tenses in establishing temporal structure such as reference time decided by temporal adverbs, and to propose temporal structure considering the interaction between temporal system and lexical aspect. It argues that several prior frameworks proposed by Dismore(1982). Couper & Kuhler(1987), Spejewsky & Carlson(1993), and Lo Cascio(1986) tried to explain temporal relation in English discourse by using reference time. The reference time has an important role in progressing a sequence of events. In this respect, the establishment of the reference time must be explained in discourse. It also argues that the framework proposed by LoCascio(1986) needs to be revised due to excluding lexical aspect which is an indispensable element in determining temporal relation. In this paper, the revised framework adding LoCascio(1986)'s framework to features of lexical aspect is proposed and the theoretical validity of the frame is testified in discourse.