노인의 영성, 사회적 지지, 우울이 죽음불안에 영향을 미치는 경로분석

윤현숙(Hyunsook Yoon),임연옥(Yeonok Lim),고윤순(Yunsoon Koh),범경아(Kyoungah Beum) 한국지역사회복지학회 2015 한국지역사회복지학 Vol.0 No.53

본 연구는 노년기 죽음불안과 영성, 사회적 지지, 우울 간의 관계를 이론 모형으로 제시하고, 검증된 이론 모형을 바탕으로 노년기 죽음불안을 경감시키기 위한 개입 방안을 제안하고자 시도되었다. 선행연구 고찰을 통해 영성, 사회적 지지, 우울이 죽음불안에 영향을 미치는 관계를 연구모형과 경쟁모형으로 설정하고, 이를 한림고령자패널 3차 자료 중 춘천노인 540명을 대상으로 하여 검증하였다. 연구결과 여성 노인의 죽음불안, 우울과 영성이 남성 노인에 비해 더 높았고, 연령이 높아질수록 사회적 지지를 덜 받는 것으로 지각하였다. 영성이 우울과 죽음불안에 영향을 미치는 경로를 삭제한 경쟁모형이 연구모형에 비해 실제 자료에 더 부합하는 것으로 나타났다. 그리고 영성과 죽음불안 간의 관계에서 사회적 지지가 매개역할을 함과 동시에 사회적 지지와 우울이 이중매개를 함을 확인하였다. 이러한 결과를 통해 죽음불안과 관련 변인들 간의 관계를 통합적으로 설명하는 이론 모형을 제시하고, 이론 모형을 바탕으로 죽음불안을 경감시키기 위해서는 실제적인 죽음준비와 함께 영성 수준을 높이기 위한 영성계발 프로그램을 병행해야 효과적일 수 있다는 죽음준비교육 프로그램의 방향성을 제안하였다. This study examined the direct, mediated effects of spirituality, social support, depression to death anxiety among older adults. The sample was 540 elderly living in Chuncheon, which were came from the 3rd wave data of Hallym Aging Study. Based on the literary reviews, the theoretical model and an alternative model are proposed. The results show that women had more death anxiety, higher level of depression than men. The alternative model was accepted. For the accepted model, spirituality had indirect effect to increase death anxiety through social support. Spirituality had dual mediated effect to death anxiety through social support and depression. We suggest the integrated model with relationship of four variables and the intervention program to decrease death anxiety among older adults by promoting spiritualty through social support and depression.

한국 학생들의 영어 작문에 나타난 생산적 어휘에 관한 분석

윤현숙(Yoon Hyunsook) 한국영어학회 2010 영어학 Vol.10 No.1

Vocabulary use can be an important indicator of writing quality. With the importance of vocabulary use in writing, various measures have been used to evaluate productive vocabulary. Among them is Lexical Frequency Profile (LFP), which classifies the words of writing into four frequency levels and thus provides more detailed information about vocabulary use depending on the writer's proficiency. There has been, however, a lack of research on LFP, thus revealing contradicting results among studies. Therefore, the purpose of the present study is to examine the characteristics of LFP in Korean learners' productive vocabulary use by considering variables such as different topics, multiple writing drafts, and timed/untimed writing. The results revealed that unlike the argument in the literature, LFP was influenced by different topics, while LFP in multiple drafts and timed writing revealed the similar patterns shown in the literature. Implications for teaching vocabulary in writing class are also discussed.

L2 Student

윤현숙(Hyunsook Yoon) 한국외국어교육학회 2005 Foreign languages education Vol.12 No.3

The importance of collocation has gained wide recognition in foreign language education. It is argued that collocation-based learning can facilitate fluency, naturalness, and effectiveness in L2 use. While collocation is by no means a recent topic in L2 pedagogy, the growing interest in corpus linguistics has brought to the fore the importance of collocation. However, although collocation is at the heart of the corpus approach, corpus use and collocation are often addressed separately in L2 research, and the link between the two is missing. This study aimed to address the link. The purpose of this study was to investigate the influence of corpus use on students' collocation learning and shed some light on the importance of collocation in L2 teaching. Data were collected in an ESL writing course during an academic quarter by using qualitative methods. The analysis of the data revealed that corpus use helped to enhance the students' awareness of the importance of collocation in L2 writing and promoted their L2 learning. This paper concludes that collocation is an integral part of L2 proficiency, and thus, due attention should be paid to the collocational field in L2 pedagogy.

정보화 교육이 노인의 온라인 사회관계에 미치는 영향

윤현숙(Hyunsook Yoon),이은경(Othelia Lee),범경아(Kyoungah Beum),김영자(Yeongja Gim) 한국콘텐츠학회 2015 한국콘텐츠학회논문지 Vol.15 No.5

본 연구는 노인 대상 정보화 교육이 노인이 온라인상에서 형성하는 사회관계에 어떠한 영향을 미치는지 분석하는데 목적을 두고 있다. 이에 서울시 소재 노인복지관과 종합복지관에서 정보화 교육(컴퓨터반, 인터넷반, 스마트폰반)을 받는 60세 이상 노인 114명을 실험집단으로 하고, 정보화 교육을 받은 경험이 없는 노인 30명을 통제집단으로 하여 프로그램 실시 전후를 비교분석하였다. 온라인 사회관계의 측정을 위해서는 사회자본척도(결속형과 가교형)를 사용하였다. 연구 결과 첫째, 실험집단의 온라인 결속형 사회관계는 연대능력영역을 제외한 모든 하위 영역에서 통계적으로 유의미한 차이가 나타났으나 통제집단에서는 유의미한 차이가 나타나지 않았다. 둘째, 실험집단의 온라인 가교형 사회관계는 모든 하위영역에서 통계적으로 유의미한 차이가 나타났으나 통제집단에서는 유의미한 차이가 나타나지 않았다. 연구결과 노인 대상 정보화 교육은 노인의 온라인 사회관계(결속형, 가교형)를 확장시켰으며, 노인의 사회관계 형성과 확장 및 사회참여를 촉진하기 위해 정보화 교육이 필요함을 제시하였다. The study examines the effect of IT education on on-line social relationship of older adults. The study group composed of 114 older adults who received IT education (computer class, internet class, and smart-phone class) at two community welfare centers in Seoul. In order to compare the effect of IT education of the study group, the control group who did not receive any IT education was recruited (N = 30). Social Capital Scale was used to measure on-line social relationship. The on-line social relationship was composed of social bonding type and social bridging type. Results showed that the study group significantly higher scores than did the control group on three subscales (emotional support, access to scare or limited resources, and out-group antagonism) of social bonding type except one subscale (ability to mobilize solidarity). With regard to social bridging type of social relationship, the study group significantly higher scores that did the control group on all four subscales (outward looking, contact with a broad rage of people, a view of oneself as part of a broader group, and diffuse reciprocity with a broader community). The findings highlight the importance of IT education for older adults to expand and increase social bonding and social bridging of social relationship.

개정 중학교 영어교과서에 쓰인 구어 장르 텍스트에 대한 다차원 분석

윤현숙(Yoon, Hyunsook) 한국영어학회 2012 영어학 Vol.12 No.4

Several researchers have employed corpus findings to critically examine English textbooks, but few investigations have attempted to differentiate registers or genres in the analysis of the textbooks. The purpose of the study was to illuminate characteristics of oral genres in the revised English textbooks and further suggest an analytic framework for the genres by use of Biber’s corpus-based multi-dimensional model. The results of the study showed that the uses of linguistic features in the textbook oral corpus were not comparable with the oral functions of the language in the native corpus in terms of the six textual dimensions. That is, the oral genres in the textbooks did not adequately represent the aspects of oralness in the native corpus, indicating that the language used in the textbook tended to show a more written style of language. Then the students’ learning based on the textbooks might lead to their uses of bookish English and give them a double burden to learn real English again outside the school. The study can provide important insights into the evaluation and development of future textbooks.

노인의 온라인 사회관계가 우울에 미치는 영향

윤현숙(Hyunsook Yoon),이은경(Othelia Lee),범경아(Kyoungah Beum),김영자(Yeongja Gim) 한국콘텐츠학회 2016 한국콘텐츠학회논문지 Vol.16 No.5

본 연구는 노인의 온라인 사회관계가 우울에 미치는 영향을 분석하는 데 목적이 있다. 서울 소재 복지관 2곳의 정보화교육프로그램(컴퓨터 기초반, 스마트폰반, 인터넷반)에 참여한 60세 이상 노인 총 144명을 대상으로 설문조사결과를 분석하였다. Williams(2006)의 사회자본척도(On and Off the ‘Net’ Scales for Social Capital in an Online Era)를 사용해 노인의 온라인 사회관계를 측정하였으며, 온라인 사회관계가 우울에 미치는 영향을 확인하기 위해 위계적 회귀분석을 실시하였다. 연구결과 인구사회학적 변수, 건강관련 변수, 스트레스 변수를 모두 통제한 상태에서도 온라인 결속형 사회관계는 노인의 우울에 영향을 미치는 것으로 나타났다. 이러한 연구결과는 지역 내 온라인 결속형 사회관계 강화 프로그램이 필요하며, IT교육 프로그램을 통해 온라인 결속형 사회관계를 강화시키는 것이 노인의 우울감소에 도움이 됨을 시사하고 있다. This study examined the importance of social capital in facilitating older adults’ learning and adaptation of information technology as well as alleviating depressive symptoms. At two senior community centers in South Korea, 144 adults aged 60 and older were recruited to participate in 12 week-long technology classes to learn computers, smart phone, and internet skills. At the baseline interviews were conducted to assess their health status, depression, and online social relationships. Online and offline social capital (bonding vs. bridging) was assessed (Williams, 2006). Four-step Hierarchical Linear Regression analysis was conducted to examine the effects of online social relationship on depression. Findings suggested that depressive symptoms were associated with being widowed, being unemployed, and perceiving poor health status. Adding social capital variables in the final step, older adults who perceived less stressors, greater level of subjective health and high online bonding capitals had less depressive symptoms. Only online social bonding was significant in alleviating depression. This final model explained 48% of the variance. Computer/Internet training for older adults need to consider the significant role bonding social capital can play. The findings of this pilot study provided a preliminary base of knowledge about acceptable community-based interventions for older adults.

학습자 언어 수준에 따른 외국어 작문에서의 어휘다발 사용에 관한 연구

윤현숙 ( Yoon Hyunsook ) 한국외국어대학교 외국어교육연구소 2017 외국어교육연구 Vol.31 No.1

The importance of multiword units has been widely recognized in foreign language learning and use. Lexical bundles, which are usually studied by a corpus-driven approach, refer to recurrent sequences of multiwords. The purpose of this study was to investigate the relationship between L2 proficiency and the use of lexical bundles in L2 writing. A learner corpus of argumentative essays at three different proficiency levels was analyzed to determine the frequency and structural and functional uses of lexical bundles by levels. The results showed that the types and tokens of lexical bundles increased with writing proficiency. In terms of structural types, higher level writers used more noun and preposition phrases while lower level writers used more verb phrases. Regarding functional types, the results revealed a decrease in the use of stance bundles and an increase in the use of discourse organizing bundles with higher levels. Pedagogical implications were discussed.

어휘 군집 방법이 중학교 영어 학습자의 어휘 습득에 미치는 영향

하봄이 ( Ha Bomyi ),윤현숙 ( Yoon Hyunsook ) 한국외국어대학교 외국어교육연구소 2018 외국어교육연구 Vol.32 No.3

This study aimed to investigate the effects of different word clustering on middle school English learners’ vocabulary acquisition and the relationship between the learners’ perceptions on the effectiveness of different types of word clustering and actual test scores. A total of 32 students participated in vocabulary learning sessions with four different types of word clustering: unrelated, semantic, and two types of thematic clustering. The two thematic clusters were selected based on the degree of learners’ familiarity with topics. The results showed that the three types of clustering, which are unrelated and two types of thematic clustering, were equally effective, but semantic clustering was less effective than the other three types in both short-term and long-term vocabulary learning. Also, topic familiarity resulted in no significant difference in the effectiveness of vocabulary learning, and no meaningful relationship was found between the learners’ perception on the effectiveness of clustering types and the actual test scores. Implications for teaching vocabulary are discussed based on the results.

온라인과 오프라인 영어 수업에서 초등학생의 의사소통의지에 관한 비교 연구

전하성 ( Hasung Jun ),윤현숙 ( Hyunsook Yoon ) 한국외국어대학교 외국어교육연구소 2022 외국어교육연구 Vol.36 No.4

Individual learners’ communicative inclinations in online classes are gaining more and more attention. However, there has been little comparative analysis on how learners’ willingness to communicate (WTC) in English varies in offline and online classes. This study aims to compare elementary school students’ L2 WTC in the two class situations and analyze the difference in relation to the learner’s individual differences. Forty-two students participated in six sessions of English speaking classes: three sessions via Zoom video conference and the other three in face-to-face classes. Three rounds of the survey were carried out after the classes to measure their L2 WTC (online & offline) and the other five learner variables: communication anxiety, English learning motivation, international posture, self-perceived communication competence, and frequency and amount of communication in English (online & offline). Then interviews were conducted with a focus group of three pairs of students. The results found that their L2 WTC was lower in online classes than in offline classes. The thematic analysis of the interviews revealed that limited interaction patterns, less social presence, limited nonverbal communication, and technological issues reduced online L2 WTC. In addition, correlation analysis showed that each learner variable had a stronger correlation with WTC in offline than in online classes. The results of the study suggest that online classes should be used as an auxiliary for face-to-face classes and that interaction patterns suitable for individual learners should be used to overcome the limitations of online classes and increase students’ WTC.

세 가지 다른 회상 활동이 한국 성인 영어학습자의 동사-명사 연어 습득에 미치는 영향: 언어 간 차이와 학습자 능숙도 차이의 영향

박소담 ( Sodam Park ),윤현숙 ( Hyunsook Yoon ) 한국외국어대학교 외국어교육연구소 2021 외국어교육연구 Vol.35 No.2

The purpose of this study is to investigate how different types of retrieval activities affect the deliberate learning of collocations that are more challenging compared to learning single words to EFL learners. Also, the study examined how the learners' L2 proficiency and L1 (in)congruity of the collocations mediate the results of learning. Thirty adult EFL learners were randomly assigned to a receptive, productive, or receptive-productive retrieval group to study 20 verb-noun collocations. The results found no significant difference between the treatment groups, including the interaction with L1 (in)congruity and the learners' L2 proficiency. However, the study found significant learning gains within each of the three retrieval groups. The productive and receptive-productive groups scored higher than the receptive group in all measures, which suggests meaningful implications for teaching collocations, emphasizing the effectiveness of using productive retrieval activities.