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Vocabulary Learning in a Content-Based ESL Classroom: An Interactional Perspective
임인재(Injae Lim) 한국외국어교육학회 2005 Foreign languages education Vol.12 No.1
The present study attempted to describe the process of I.2 vocabulary teaching and learning in a communicative, content-learning English classroom, with particular attention to the features of participants' interaction and the learning context. To this end, a multi-ethnic ESL class from a U. S. public elementary school was observed and recorded via non-participant observation. The results showed that learners' pick-up and use of L2 words and phrases were greatly influenced by peer's lexical choices as well as subsequent teacher reactions. The learners were active monitors of the ongoing class interaction and fast adopters of the seemingly favored L2 expressions, who kept testing out the meaning and usage of those words in similar situations. More importantly, the instructional goal of the lesson and teaching activities, the context of preceding interactions, and learners' knowledge about the topic were also important factors to determine their comprehension and the use of English expressions in a given context. From these results it was implied that future studies should incorporate more information on the interactional aspects of the learning process that occur in a communicative classroom context as a means to describe the nature as well as the effect of L2 vocabulary learning and instruction.
Teaching Vocabulary in a Second Language Classroom : A Critical Review
임인재(Injae Lim) 한국영미어문학회 2005 영미어문학 Vol.- No.76
The purpose of the present paper is to review the effectiveness of different teaching approaches and the role of related variables in L2 vocabulary learning process as an attempt to help classroom teachers devise an appropriate method for their own teaching environment. Beginning with the practical issues involved in the definitional approach, it examines the theoretical principles and empirical findings of the semantic field approach, the contextual approach, and the keyword mnemonics approach Then, with regard to the inconclusive results from comparative studies, other intervening factors than the presentation and practice methods -such as target word features, learners' overall proficiency, and background knowledge of the learners- are discussed. Also highlighted is the critical role of classroom teachers to adopt each method for the characteristics of their learners. Finally, arguing that recent research has paid relatively less attention to developing productive knowledge and skills, the pedagogical value of teaching collocations and the lexical approach are explored as alternatives for a more appropriate and communicative use of L2 vocabulary.
A Development of an Interpretation Course for EFL Undergraduate Students
임인재(Injae Lim) 한국외국어교육학회 2005 Foreign languages education Vol.12 No.3
The purpose of this study was to develop an appropriate teaching model for a newly implemented English-Korean interpretation course in a four-year college in Seoul. For being a non-major track class which required no pre-screerung process for students, its curricular goals and teaching methods were to be differentiated from those for professional programs. Thus, following that students' primary goal of taking this course was to enhance overall proficiency in English, the methodological orientation of the model became to incorperate some integrated L2 learning activities into interpretation training. In addition, by placing purticular emphasis on comprehending and conveying the meaning of given texts, it also attempted to achieve the most basic principle of L2 learning and bilingual interpretation. At all phases of the lesson development, active student roles in and reactions to the learning process were encouraged. Not only were they invited to select lesson topics and materials, their opinions of the contents, structure, and teaching activities of the lesson were also reflected in the initial design and then revision of the model. The main text of the study reports the actual process of the lesson development, including the layout of the model as weIl as the results from three different student surveys regarding the focus and direction of the lesson, effects of different activities in light of their objectives, and ideas for future revision.
코메트릭스(Coh-metrix)를 이용한 중학교 1학년 개정 영어 교과서의 코퍼스 언어학적 비교 분석
전문기(Jeon, Moongee),임인재(Lim, INjae) 팬코리아영어교육학회(구 영남영어교육학회) 2009 영어교육연구 Vol.21 No.4
We analyzed eight popular first grade middle school English textbooks with Coh-Metrix, and automated Web-based software tool designed to evaluate text and discourse based on many linguistic and psycholinguistic measures For this, we created a corpus which consists of 101 Unicode text files These text files contained reading materials presented in eight middle school English textbooks Coh-Metrix was applied to investigate differences among the textbooks and differences among the chapters of each textbook in terms of some representative Coh-Metrix measures selected for this study Our findings showed that there were differences among the textbooks in the basic count, word frequency, readability, syntactic complexity, lexical diversity, co-referential coherence, and semantic coherence measures There were also differences among the chapters of each textbook in those Coh-Metrix measures Our findings imply more systematic criteria as well as practical evaluation measures are needed for the design of school English textbooks, they can serve as specific guidelines for textbook writers and later help English teachers select the most appropriate teaching materials for their teaching context
융합 커뮤니케이션 어포던스 구현을 위한 메타버스 공간의 창출
박윤정(Youjung Park),임인재(Injae Lim),김소영(Soyoung Kim),이세영(Seyoung Lee),금희조(Hee Jo Keum) 한국HCI학회 2023 한국HCI학회 학술대회 Vol.2023 No.2
Covid-19 로 인한 팬데믹이 인류 고유의 커뮤니케이션 방식인 대면 커뮤니케이션을 차단하면서 다양한 온라인 커뮤니케이션 도구가 등장하였다. 그 중 메타버스는 기술 집약적 커뮤니케이션 미디어로서 시각 및 청각적 정보를 전달하는 데에 효과적인 특성을 가지고 있어 대면 커뮤니케이션을 대체할 수 있는 도구로서 부각되었다. 본 연구에서는 50 명 이상의 집단 커뮤니케이션에서 융합 미디어로서 적합한 가상현실 메타버스 디자인을 제안하고자 하였다. 이를 위해 가상 현실 메타버스 컨퍼런스 공간을 직접 제작하였으며 공간 내에 설치된 부스에서는 부스에 구현된 프리젠테이션 아이템은 강의실에서 발표하던 방식이 그대로 이어지도록 구현하였다. 특히 집단 내에서 이루어지는 음성 채팅 역시 현실의 공간처럼 멀리 떨어져 있는 참가자에게는 들리지 않고 아바타를 이용하여 가까이 가야만 들리도록 하였다. 1 회의 연습 시행과 1 회의 본 실행 후 컨퍼런스 메타버스에서 취재진의 역할을 담당한 참가자들을 대상으로 메타버스의 사용성을 평가한 결과 아바타의 외양적 특성보다 메타버스 내에서의 아바타의 행동과 자신의 행동에 대한 일치도가 높았으며 메타버스 공간을 현실적 공간으로 인식하고 있다는 것을 확인할 수 있었다. 또한 본 연구는 융합 커뮤니케이션 미디어로서 메타버스 공간을 디자인하여 실제 구현하였고 59 명의 사용자가 동시 접속하여 각자의 역할을 성공적으로 수행하게 했다는 점에서 그 가치성을 보이고 있다.
김승현(Kim, Seunghyun),임인재(Lim, Injae) 한국응용언어학회 2010 응용 언어학 Vol.26 No.1
The main goal of this study was to explore whether and to what extent L2 teachers" own learning styles affect their teaching. 48 pre-service English teachers were surveyed on their learning styles and prereferred class activities in 4 dimensions; left brain vs. right brain, introvert vs. extrovert, global vs. analytical, and closure-oriented vs.openness-oriented. The results showed, unlike common expectation that the activities and tasks L2 teachers use in class would be heavily affected by their learning styles, the participants chose the activities that would benefit students’ learning and minimize the possibility of their personal traits to be reflected in their teaching. The participants seemed to have successfully opted out the activities that would be naturally of their preference due to the knowledge and awareness gained from teaching training. The significant role of a teacher education system in helping L2 teachers balance out their teaching against their personal traits is discussed.