한자적(漢字) 특질

정양수 영남중국어문학회 1982 중국어문학 Vol.4 No.1

복수언어 독서(Diglot Reader)방법이 영어 어휘습득에 미치는 영향

정양수 한국영어교육학회 2000 ENGLISH TEACHING(영어교육) Vol.55 No.1

원어민 및 한국인 교수자가 진행한 영작문 수업에서학습자들의 쓰기전략 사용과 만족도에 관한 연구

정양수 충남대학교 인문과학연구소 2019 인문학연구 Vol.58 No.4

The purpose of this study is to find if there are differences in the types of writing strategies students use and satisfaction students felt about the strategies that they used in the English writing classes conducted by native and Korean instructors. For this study, questionnaires investigating the use of writing strategies and satisfaction they felt were used to 143 Korean “C” and “D” university students located in “D” city. As results of this study, followings were found. First, students who took the writing classes by Korean instructors used socio-affective strategies, cognitive strategies, and meta-cognitive strategies in order, while students by native instructors used cognitive strategy, meta-cognitive and socio-affective strategies in order. Second, in terms of satisfaction that student felt about the writing strategies they used, students who took the writing classes by Korean instructors showed the highest satisfaction about socio-affective strategy, cognitive and meta-cognitive strategies in order, while students by native instructors showed the highest satisfaction about cognitive strategy, meta-cognitive and socio-affective strategies in order. Third, generally positive correlations between satisfaction that students felt about each writing strategies they used and the general satisfaction that students felt about the writing process were found. Findings will be useful for instructors who are interested in planning the effective instructional designs of English writing classes. 영어쓰기 수업을 담당하는 교수자가 한국인 또는 원어민인지에 따라 학습자들이 사용하는 쓰기전략에서 차이가 있는지, 또는 쓰기전략을 사용한 후, 학습자들이 느끼는 만족도에서 차이가 있는지를 알아보기 위해 연구가 수행되었다. 이를 위해서 “D”시에 위치한 “C”대학교와 “D” 대학교 학생 143명을 대상으로 설문조사가 실시되었다. 설문조사지는 쓰기전략 그 자체와 관련하여 33문항, 그리고 쓰기전략의 훈련 및 전반적인 만족도 인식과 관련하여 3문항을 합하여 총 36문항이 개발되었으며, 각 설문 문항은 5점 척도의 Likert 방식으로 개발되었다. 연구결과에 의하면, 상위인지 전략 중, “계획하기”, 인지 전략 중, “글생성하기” 그리고 사회-정의적 전략 중, “불안통제” 등의 세부 전략에서 의미 있는 차이가 발견되었다. 그리고 만족도와 관련해서는, 상위인지 전략 중, “계획하기”와 “자기평가”, 그리고 인지 전략 중, “글생성하기”와 “수정하기”, 그리고 사회-정의적 전략 중에서는 “불안통제” 등의 세부 전략에 의미 있는 차이가 있는 것으로 발견되었다. 또한, 학습자들이 각 세부 쓰기 전략을 사용한 후 느낀 만족도와 수업 후, 쓰기 과정에 대해서 느낀 전반적인 만족도 간에도 대체적으로 긍정적인 상관관계가 발견되었다. 본 연구의 결과는 향후 원어민 및 한국인 교수자의 쓰기 수업을 보다 효과적 설계하고, 효과적으로 학습자들의 쓰기를 지도하는데 중요한 함축성을 제시할 수 있을 것으로 사료된다.

황화수소에 대한 후각감지역치 및 구취, 흡연, 성 그리고 월경주기에 의한 영향

정양수,안형준,최재갑 대한안면통증∙구강내과학회 2002 Journal of Oral Medicine and Pain Vol.27 No.4

Hydrogen sulfide is the major component of oral bad breath. This study was performed to determine the olfactory detection threshold for hydrogen sulfide in Korean subjects and to evaluate the effect of bad breath, smoking, gender and menstrual cycle on the olfactory detection threshold for hydrogen sulfide. Twenty male smokers, twenty male non-smokers, and ten female non-smokers were included for the study. A 15-step dilution series of hydrogen sulfide gases were prepared by half-log step from -4 log concentration ppb to 3 log concentration ppb. The olfactory detection threshold for hydrogen sulfide was measured by two-alternative forced-choice single-staircase detection threshold procedure in a double-blinded condition. The geometric mean of the last four staircase reversal points of a total seven reversals was used as the threshold. The threshold values produced by this method were compared by bad breath, smoking, gender and menstrual cycle. The results were as follows; 1. The olfactory detection threshold for hydrogen sulfide in Korean was in the range from 35.5 ppb to 49.0 ppb. 2. There was no significant difference in the olfactory detection threshold for hydrogen sulfide according to the level of oral volatile sulfur compound at the concentration range of no clinical bad breath. 3. There was no significant difference in the olfactory detection threshold for hydrogen sulfide between male smokers and male non-smokers. 4. There was no significant difference in the olfactory detection threshold for hydrogen sulfide between male non-smokers and female non-smokers. 5. Although statistically not significant, the olfactory detection threshold for hydrogen sulfide tended to be lowest in the follicular phase of menstrual cycle.

CMC 기반의 영어학습에서 과제형태에 따른 상호작용의 유형에 관한 연구

정양수 한국영어학학회 2009 영어학연구 Vol.- No.27

The purpose of this study is to examine what types of interaction patterns students used while they were conducting two different tasks in the CMC based language learning situation. Self-assessment method using 7-point Likert scale was employed to collect the data. To conduct task 1 requiring the individual efforts, students used socio-affective and cognitive interaction patterns more. On the other hand, to conduct task 2 requiring the cooperative efforts, students used cognitive and instructional interaction patterns more. But it was commonly found that students used meta-cognitive interaction patterns less compared to other 3 interaction patterns. The results of this study could provide the useful information to instructors who are designing the effective interactions in the CMC based language learning situations.

교수자에 따른 영어쓰기 피드백의 유형과 효과에 관한 학습자들의 인식 연구

정양수 현대영미어문학회 2017 현대영미어문학 Vol.35 No.1

The purpose of this study is to explore whether students’ perceptions toward feedback types, ways of receiving feedback and their effectiveness on their English writing can vary depending on native English-speaking or Korean instructors. 68 students who received the feedback from the native instructors and 50 students from Korean instructors participated in the survey. Even though students reported that instructors’ feedback were useful for improving their English writing, significant differences between the native instructor group and the Korean instructor group in feedback type, ways of receiving feedback, and their effectiveness on their writing samples were found. Generally, students thought that feedback frequency, feedback specificity, and text-based feedback were useful for improving their English writing. On the other hand, students who received the feedback from native instructors seemed to have difficulty in communicating with instructors due to language problems. .

영어쓰기 평가 방식의 차이가 학습자들의 영어쓰기 능력과 태도에 미치는 효과 연구

정양수 한국언어연구학회 2016 언어학연구 Vol.21 No.1

The purpose of this study is to examine the effects of differentiated evaluation method on students' English writing ability and attitude. 78 students were participated in this study, and they were divided into 3 groups. In control group, the instructor evaluated the writing samples of students, and in two experimental groups students rated other students' writing samples individually or cooperatively, respectively. The results show that the experiences of peer review on other students' writing samples had more positive effects on improving students' writing ability as well as on their attitude toward the process of English writing compared to the control group in which instructor evaluated students' writing samples. Especially, the experimental group(2) who conducted the peer review sessions cooperatively with their teammates had more positive effects on improving their writing ability and attitude toward English writing than the experimental group(1) who conducted the peer review sessions individually. The results of this study suggest the important pedagogical implication for those who are planning the instructional design of learner-centered English writing class.

고등학생의 자유주제 영작문에서 나타난 오류분석 연구

정양수,박성철 현대영미어문학회 2010 현대영미어문학 Vol.28 No.4

The purpose of this study is to examine if high school students produce interlingual transfer or intralingual transfer errors, and to find out which of linguistic, affective, and cultural factor is the strongest factor that students experienced difficulties in the process of English writing. For this study, students conducted 40 minutes' English writing task and a questionnaire with 15 items was employed. Results showed that students produced more intralingual transfer errors than interlingual transfer errors. And it was also found that students were experiencing difficulties caused by linguistic and affective factors rather than cultural factors. That is, the lack of linguistic knowledge and fear of producing errors made students feel difficulty in English writing. The results of this study will be useful information for teachers who teach English writing to students.

전자충돌에 의한 메탄의 해리이온화 단면적

정양수 한국물리학회 2009 새물리 Vol.58 No.5

Absolute cross sections of the electron impact ionization and of the dissociative ionization of methane have been measured for energies ranging from 50 to 1000 eV by using a time-of-flight (TOF) method. Full detection of the product ions was achieved by applying a large enough electric field in the collision area so that the energetic ions were completely extracted into the drift tube. The cross sections were compared with other experimental data and the results of a theoretical model. The present data agree reasonably well with the previous results, which were claimed to be for a complete collection of product ions. 전자충돌에 의한 메탄의 해리이온화 단면적을 비행시간 방법을 사용하여 50에서 1000 eV의 충돌에너지 영역에서 절대측정하였다. 충돌지역에서 생성된 높은 에너지의 이온들을 모두 표류관에 넣기 위해 충분한 전기장을 가하여 생성이온을 완전히 검출하였다. 이 연구의 결과 단면적을 다른 실험, 그리고 이론적인 모델과 비교하였고, 생성이온을 완전히 검출했다고 주장하는 이전의 결과와 대체로 잘 맞는 것을 확인하였다.

CMC기반의 언어학습 환경에서 행해진 영어 쓰기활동이 영어 말하기 능력에 미치는 효과

정양수 한국현대언어학회 2005 언어연구 Vol.21 No.2

The purpose of this study is to examine whether written competence gained from CMC based written communication could be transferred to students' oral proficiency and could promote positive attitude. To test the research hypothesis, the effects of three different types of written practice were studied. In this study, it was found that the experimental group who conducted CMC based written communication outperformed other groups in oral proficiency and attitude. These findings support the idea that CMC components provide circumstances of facilitating interactions between student and student. Since CMC based written communication is asynchronous, it allows for a moderation of ideas, phrasing, and rephrasing of ideas before expressing them. Thus, more writing practice resulting from using CMC components is believed to foster students' oral proficiency, expecially in the areas of vocabulary selection, fluency, and logical development.