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몰입식 영어캠프에서의 교사와 학생들과의 상호작용에 관한 연구
진송화(Jin, Song-Hwa),장선미(Chang, Sunmee) 한국초등영어교육학회 2012 초등영어교육 Vol.18 No.1
The purpose of this study is to examine the interaction between a native English teacher and Korean students in an English immersion camp. The discourses between the subjects were analyzed with focus on the types of teacher's feedback. Interaction patterns in an English immersion camp class were analyzed in the pattern of IRF sequence. This study was conducted with one native English teacher and seventeen elementary school students who were in the third grade. The interaction between the teacher and the students were observed, videotaped, and recorded. Field notes were also taken. All the recorded videos and audio materials were transcribed. The transcribed teacher's feedbacks and students’ responses were analyzed in terms of explicit correction, recast, elicitation, repetition, praising, paralinguistic clue and clarification request. The results of this study show that the most frequent teacher's feedback pattern was praising and the least was paralinguistic clue. Despite it being the most frequent feedback from teachers, praising scored the highest rate of students’ 'no-uptake'. The reason that they were more interested in teacher's paralinguistic clue was that they were elementary school learners. This indicates that paralinguistic clues are the most effective feedback for elementary school students. In order toincrease the students' utterances, the teacher must try to encourage students to interact and also give students more time to speak out in the English camp immersion classes. Also, the teacher should try to include more group works and pair works in the lesson to enhance interaction between them.
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대학 영어 강독 수업에서의 요약하기 활동과 독해 전략에 관한 연구
진송화(Jin, Song-Hwa),권설녀(Kwon, Seul-Nyo) 팬코리아영어교육학회(구 영남영어교육학회) 2021 영어교육연구 Vol.33 No.2
This paper examines the differences in the use of English reading strategies by summarizing activities by upper, middle, and lower groups and the awareness of summarizing activities for first-year learners taking the required College English courses. During the period of the 14th weeks, activities were conducted to read and summarize the contents of the text of each class, and the survey was conducted on the topics related to the perception of English reading comprehension, summarizing activities, global reading strategies, problem-solving reading strategies, and support reading strategies. The results indicated that the perception of English reading activities of the learners in the upper and middle groups were more interested in reading English than those in the lower learners. Also, learners were highly aware of summarizing activities in all groups, but middle group learners were the most aware of and utilized summarizing activities. The upper group used more support reading strategies than other strategies, while the middle group used more global reading strategies. (161 words)
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중등학습자의 영어쓰기에서 나타난 오류분석과 원어민교사 피드백에 관한 연구: 영재 학습자를 중심으로
진송화 ( Song-hwa Jin ),장선미 ( Sun Mee Chang ) 한국현대언어학회 2016 언어연구 Vol.31 No.4
The Purpose of this study is to analyze the errors in gifted middle School students`` English writing and to investigate the effects of native English professor``s feedback on their errors. Twelve partivipants were selected and instructed to write 15 writing assignments in English. Their errors were classified into 7 grammatical categories and 3 meaning categories. The feedbacks from their native English professor were mostly relected o their revision. Direct feedback was preferred by the professor and the students and worked better than indirect feedback. Specifically, form-based feedback had more effects than content-focuse feedback. This study can be meaningful gecause it looks at a group of gifted students who are not often chosen for research on L2 learning. Their relatively higher English proficiency spawns data that is different from the one from other studies. The results of this study would be a good addition to previous studies. (Hoseo University)
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초등 영재들을 위한 영어 글쓰기 지도와효과적인 첨삭 방법에 대한 사례연구
김지나 ( Gi Na Kim ),진송화 ( Song Hwa Jin ) 대한언어학회 2015 언어학 Vol.23 No.3
The Linguistic Association of Korea Journal 23(3), 153-171. The purpose of this case study was to find out the perceptions of gifted elementary students on English essay writing and corrective feedback and to search for its effects in an EFL setting. After looking at 20 students’ essays and the feedback from their native English professor, it was found that some students respond to indirect feedback more than others. The results of the survey and analysis of students’ essay correction data showed that students who are more motivated to improve their English writing actually invested more time when writing their essays fully responding to both direct and indirect feedback. The findings indicated that motivated students gain more from the writing-feedback-rewrite process. Also, it is suggested when teaching English essay writing to gifted elementary students, teachers should be asked to give more indirect feedback than direct feedback.
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영어영문학 전공자들의 토익에 대한 인식 및 태도에 관한 사례 연구
김지나 ( Kim Gina ),진송화 ( Jin Song-hwa ) 한국현대언어학회 2017 언어연구 Vol.33 No.2
The purpose of this study is to find out English major students` perceptions and attitudes towards the TOEIC. A questionnaire with items to measure the attitudinal factors was administered to 99 students majoring in English at a university in Korea. The findings are as follows: Freshmen and sophomores had more positive perceptions towards TOEIC as a means to enhance/measure English than juniors and seniors. The English majors, regardless of their academic years, consider TOEIC as a societal need, agreeing that the test is necessary for getting decent jobs. They also thought that test-taking skills and pattern-practice based on TOEIC question types help them get higher scores. However, their actual TOEIC scores had no correlation with their perceptions on the test. (Hoseo University)
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