신제품 개발 프로세스에 대한 기획 역량이 신제품 개발성과에 미치는 영향

김정윤(Kim, Jung-Yoon),한주희(Hahn, Ju-Hee) 한국산학기술학회 2009 한국산학기술학회논문지 Vol.10 No.9

본 연구의 목적은 첫째, 프로세스 기획 역량이 신제품 개발 성과에 미치는 영향을 검증하고자 한다. 특히, 프로세스 기획 역량이 개별적인 프로젝트의 성과가 아닌 제품군 전체의 성과에 미치는 영향력을 검증하였다. 둘째, 개발 역량 간 상호작용이 신제품 개발 성과에 미치는 영향을 살펴보았다. 본 연구는 국내 103개 제조기업으로부터 수 집한 설문응답 분석에 기초하였다. 제품군 개발은 크게 두 가지 유형의 프로젝트 (플랫폼 및 파생제품 개발)으로 구 분된다. 본 연구에서는 두 가지 프로젝트 유형 중, 제품군 성공의 중심적인 역할을 수행하는 플랫폼 제품을 중심으로 분석하였다. 본 연구결과 제품군의 기술적 성과 및 상업적 성과 향상을 위해 우수한 프로세스 기획 역량이 필요함을 보여준다. 또한 기술개발 역량은 기술적 성과에 직접적으로 유효한 영향을 미치지는 않지만, 프로세스 기획 역량과 상호작용을 통해 기술적 성과 향상에 영향을 미치는 것을 확인하였다. The aim of the study is to look at the impact of 'NPD process planning proficiency' on NPD performance. In particular, the current study examines this effect at firm's level (NPD program), rather than at the level of individual project. This study investigate the impact of process planning proficiency considering other NPD proficiencies (i.e. marketing and technical proficiency). In addition to the main effect of process planning proficiency, the current study investigates the interaction effect between process planning proficiency and marketing proficiency (or technical proficiency). Based on a cross-industry sample of 103 Korean manufacturers, this study examines the impact of NPD process planning proficiency on product family performance. The current study focuses on platform projects which play a critical role on product family's successes. NPD process planning proficiency has significant impact on both NPD technical and commercial performance. Technical proficiency is not directly associated with NPD performance. However, this study finds the interaction effects of technical proficiency with process planning proficiency on NPD performance.

English Language Proficiency in Indonesia : Issues and Prospects

Willy A. Renandya,Fuad A. Hamied,Joko Nurkamto 아시아영어교육학회 2018 The Journal of Asia TEFL Vol.15 No.3

In this article, we discuss key issues about English language proficiency in Indonesia, focusing in particular on the level and kind of proficiency that English language teachers need to have to support their classroom teaching. We first define the concept of proficiency and how it is usually measured, and then present some data about teachers and students’ English language proficiency in Indonesia and the Asian region. The next section discusses research that helps us understand why a threshold of proficiency is required for effective teaching. As many teachers may not have reached a level of proficiency considered sufficient for effective teaching, we then discuss key theoretical principles from SLA that can be used as a basis for developing a training programme to help raise teachers’ proficiency. We conclude by calling all stakeholders (i.e., policy makers, language education providers and professional associations) to work together and find ways to support teachers in their effort to acquire a higher level of proficiency in English.

The Japanese EFL Learners’ Self-Regulated Language Learning and Proficiency

( Akiko Fukuda ) 범태평양 응용언어학회 2018 Journal of Pan-Pacific Association of Applied Ling Vol.22 No.1

The purpose of this study was to explore the relationship between learners’ self-regulated language learning and proficiency and to examine the differences in characteristics of self-regulated learning (SRL) between low- and high-proficiency learners. SRL is a learning process throughout setting goals, monitoring tasks, and reflecting on performance, which includes both cognitive and affective aspects. Participants were 97 Japanese university students of English. Based on their proficiency, 67 out of them were assigned to the L group and 30 to the H group in order to compare the difference of their SRL skills. They all took the Motivated Strategies for Learning Questionnaire (MSLQ) online to measure their SRL skills and reported their latest TOEIC scores to determine their English proficiency. The MSLQ includes 81 items that were administered on the website for ease of access. Exploratory factor analyses determined five motivational and six learning strategy factors. Based on these factors, multiple regressions and t-tests were performed. Multiple regressions examining the influences of SRLs on proficiency subsequently showed that three learning strategy factors in SRL―metacognitive strategies, effort regulation, and coping with problems―significantly predicted the variance in learners’ proficiency; no motivational factors predicted it, even though correlations between three out of five factors and proficiency were found, namely, self-efficacy, intrinsic goal orientation, and test anxiety. Later t-tests, however, showed significant differences in SRL between low- and high-proficiency learners in the following motivational and learning strategy factors: self-efficacy, intrinsic goal orientation, test anxiety, metacognitive strategies, effort regulation, and coping with problems. The findings suggest that although they did not directly account for learner proficiency, yet motivational factors were evidently related to English proficiency level. Based on these results, the characteristics of less proficient learners compared to those of more proficient learners are discussed.

한글능력검정시험의 문항 유형과 중급단계 학습자의 한국어 숙달도에 관한 연구 - 3급 필기시험 결과분석을 중심으로 -

김혜진 국제한국언어문화학회 2015 한국언어문화학 Vol.12 No.1

한글능력검정시험은 일본에서 실시되는 한국어 숙달도를 평가하는 시험으로 일본어 모어 화자를 대상으로 한다. 1993년 6월에 제1회 시 험이 실시된 이후에 수험자 수는 매년 증가하는 추세이며, 2006년에 는 한국어 학습자들의 실전적인 커뮤니케이션 능력을 높이기 위하여 새롭게 출제기준과 출제형식도 개정되었다. 그러나 아직까지 한글능 력검정시험에 관한 연구는 그다지 이루어지지 않은 상태라 할 수 있 다. 본 논문은 한글능력검정시험(제41회) 3급의 필기시험 문제의 평가 항목을 유형별로 [음운현상], [단어와 관용표현], [한자어 읽기], [동사 와 형용사의 활용형], [대화문 완성], [번역], [조사], [장문독해]의 총 8 부문으로 분류하고, 한글능력검정시험에서 중급레벨에 해당하는 3급 을 응시한 일본 대학생들의 시험결과를 통하여 중급 학습자의 한국어 숙달도에 관하여 고찰하였다. Journal of the International Network for Korean Language and Culture 12-1, 53-77. The Korean Language Proficiency Test is a test of Korean language proficiency organized by the Korean Language Proficiency Association in Japan for people with the Japanese language as their mother tongue. The number of examinees has increased since the first test was held in June of 1993. Qualification items and methods were newly revised in 2006 to upgrade practical communication among Korean language learners. However, it may be said that there are not many studies on question types or learning phases of the Korean Language Proficiency Test, even though it examines Korean language proficiency. The purpose of this study is to consider the contents and types of questions in the Korean Language Proficiency Test (grade 3), which objectively assesses Korean language proficiency, and investigate which parts are difficult for Japanese learners through test results. Grade 3 of the Korean Language Proficiency Test is for intermediate level learners with questions consisting of understanding Korean phonological phenomena, words and common expressions at the intermediate level, how to write Chinese characters with Korean letters, completing conversations, translating Korean to Japanese and vice versa, selecting markers and predicate application at the intermediate level, reading long sentences and understanding meaning. In addition, the study analyzes the percentage of correct answers for each question and type in reference to the test results of Japanese students who took level 3 of the 41st Korean Language Proficiency Test to assess the learning capability of students who took Korean language classes in colleges and universities and investigates the Korean language proficiency of Japanese learners at the intermediate level. (Tohoku Gakuin University)

Study on the Question Types of the Korean Language Proficiency Test and Korean Language Proficiency of Learners at the Intermediate Level: Focusing on analysis of the grade 3 written test

김혜진 국제한국언어문화학회 2015 한국언어문화학 Vol.12 No.1

The Korean Language Proficiency Test is a test of Korean language proficiency organized by the Korean Language Proficiency Association in Japan for people with the Japanese language as their mother tongue. The number of examinees has increased since the first test was held in June of 1993. Qualification items and methods were newly revised in 2006 to upgrade practical communication among Korean language learners. However, it may be said that there are not many studies on question types or learning phases of the Korean Language Proficiency Test, even though it examines Korean language proficiency. The purpose of this study is to consider the contents and types of questions in the Korean Language Proficiency Test (grade 3), which objectively assesses Korean language proficiency, and investigate which parts are difficult for Japanese learners through test results. Grade 3 of the Korean Language Proficiency Test is for intermediate level learners with questions consisting of understanding Korean phonological phenomena, words and common expressions at the intermediate level, how to write Chinese characters with Korean letters, completing conversations, translating Korean to Japanese and vice versa, selecting markers and predicate application at the intermediate level, reading long sentences and understanding meaning. In addition, the study analyzes the percentage of correct answers for each question and type in reference to the test results of Japanese students who took level 3 of the 41st Korean Language Proficiency Test to assess the learning capability of students who took Korean language classes in colleges and universities and investigates the Korean language proficiency of Japanese learners at the intermediate level.

유아의 운동능력이 놀이몰입에 미치는 영향

서경화,부성숙,설수영 한국스포츠학회 2019 한국스포츠학회지 Vol.17 No.2

본 연구의 목적은 유아의 운동능력이 놀이몰입에 미치는 영향을 규명하여 유아 운동능력증진의 중요성과 가치 를 평가하는데 있다. 이를 위해 경상남도 ○○시에 소재하고 있는 어린이집과 유치원에 재원 중인 만 5세 유아 162명을 연구대상으로 선정하였고, 일대일 면접과 설문지를 통해 자료를 수집하였다. 수집된 자료는 SPSS 20.0 프로그램을 사 용하여 기술통계, 신뢰도분석, 상관분석, 중다회귀분석을 실시하였다. 연구결과, 첫째, 유아의 운동능력과 놀이몰입의 수준은 비교적 높은 것으로 나타났다. 둘째, 유아의 운동능력과 놀이몰입 간 통계적으로 유의미한 정적 상관관계가 있 는 것으로 나타나, 유아의 운동능력이 높을수록 놀이몰입이 높은 것으로 나타났다. 셋째, 유아의 운동능력이 놀이몰입 에 미치는 영향력을 살펴본 결과, 유아의 비이동 및 이동 운동 능력 모두 유아의 놀이몰입에 유의미한 정적 영향을 주는 것으로 나타났고, 유아의 놀이몰입에 대한 설명력은 이동 운동능력(25%)이 비이동 운동능력(14%) 보다 더 높은 것으 로 나타났다. 그리고 비이동 운동능력의 하위요인인 한발로 균형 잡기와 이동 운동능력의 하위요인인 앙감질하기의 수 준이 높을수록 놀이몰입이 높은 것으로 나타났다. 이러한 연구 결과는 놀이몰입에 대한 유아 운동능력의 영향력을 보여 주는 것으로 유아기 운동능력 증진의 중요성과 가치 및 이동운동능력의 필요성을 밝혔다는 점에서 의의가 있다. The purpose of this study was to investigate the effects of young children's motor proficiency on play flow and assess the importance and value of improving young children's motor proficiency. To do this, this study selected five-year-old 162 young children at a daycare center and kindergarten located at OO city in Gyeongsangnam-do as participants and collected data from face-to-face interview and questionnaires. Collected data was used in descriptive statistics, reliability analysis, correlation analysis, and multiple regression analysis by using SPSS 20.0. First, results showed that young children's motor proficiency and level of play flow were comparatively higher. Second, a static correlation was identified as statistically significant between young children's motor proficiency and play flow and play flow were higher as young children's motor proficiency rose. Third, the effects of young children's motor proficiency on play flow revealed that their non-locomotive and locomotive motor proficiency gave significantly static impacts on their play flow. Locomotive motor proficiency(25%) showed the higher explanatory power of their play flow than non-locomotive motor proficiency(14%). In addition, play flow turned out higher as food balance as a subfactor of non-locomotive motor proficiency and the level of hopping as a subfactor of locomotive motor proficiency were higher. These results revealed the influence of young children's motor proficiency on play flow and have implications that it showed the importance of enhancing young children's motor proficiency and the necessity of locomotive motor proficiency.

고등학생의 영어 읽기 전략, 영어 학습 동기, 영어 읽기 성취도 간의 상관관계 연구

안희선 ( Heesun Ahn ) 한국중등영어교육학회 2010 중등영어교육 Vol.3 No.2

The purpose of this study is to analyze the correlation among English reading strategies, English learning motivation and English reading proficiency of high school students. The summary of the results were as follows. First, reading strategies and learning motivation according to reading proficiency showed high frequency in order of high reading proficiency in all the factors excluding SUP (Support Reading Strategies), PER (Personal Reading Strategies), and extrinsic motivation that didn``t show meaningful differences. Second, in the results of the correlation between learning motivation and reading strategies, reading strategies had correlation with four factors of learning motivation. Third, the effects of learning motivation on reading strategies had the results: GLOB (Global Reading Strategies) was affected by intrinsic, integrative, instrumental motivation in order, PROB (Problem Reading Strategies) by integrative, extrinsic, instrumental motivation in order. Also, the higher integrative and intrinsic motivation were, the higher SUP showed. When it comes to PER, intrinsic motivation greatly affected it followed by integrative and instrumental motivation. Forth, the correlation among reading strategies, learning motivation, and reading proficiency showed that three factors of reading strategies excluding SUP and all the factors of learning motivation were correlated with reading proficiency. In addition, the effects of reading strategies and learning motivation respectively on reading proficiency showed that in reading strategies, the higher GLOB was, the higher reading proficiency was, whereas the higher SUP was, the lower reading proficiency was. In learning motivation, the higher integrative and instrumental motivation were, the higher reading proficiency was. Lastly, the effects of reading strategies and learning on reading proficiency showed that reading proficiency was more affected by reading strategies than learning motivation. GLOB had an effect on reading proficiency followed by SUP, integrative motivation, and intrinsic motivation. Also, the higher SUP and intrinsic motivation were, the lower reading proficiency was.

On the Relationship between Socio-cultural Factors and Language Proficiency (Case Study: Shiraz University MA Students)

( Language Proficiency ) 범태평양 응용언어학회 2009 Journal of Pan-Pacific Association of Applied Ling Vol.13 No.2

The primary objective of the present study was to investigate the relationship between language proficiency and socio-cultural factors among the Iranian MA students registered and entered at Shiraz University in 2008. The second objective was to explore whether or not one or a combination of socio-cultural factors are predictors of language proficiency. Finally, the study aims at investigating the effects of gender, age and major on language proficiency. To fulfill the objective, a 100- item language proficiency test (30 items for grammar, 40 items for vocabulary and 30 items for reading comprehension) and a questionnaire including socio-cultural factors were distributed among 510 male and female Iranians taking part in the MA Placement Test at Shiraz University. The data gathered were analyzed descriptively utilizing central tendency measures (mean and standard deviation). Moreover, the collected data were analyzed inferentially using correlation, regression analysis, ANOVA and independent t-test. As such, the following results were obtained: a) although the descriptive statistics showed that females outperformed males in language proficiency, the independent sample ttest revealed that the difference is not significant; b) a significant difference was found between the participants`` language proficiency in terms of their majors and their social classes; c) a moderate significant relationship was observed between the participants`` language proficiency and their age; d) among various cultural factors, mother``s literacy and using films/CDs predict language proficiency to a great extent.

여성결혼이민자의 한국어읽기능력과 관련 요인

양숙자,안지숙,한은주 한국자료분석학회 2013 Journal of the Korean Data Analysis Society Vol.15 No.5

The purpose of this study was to investigate level of Korean reading comprehension proficiency and its related sociodemographic characteristics among married immigrant women in Korea. Data was collected from 193 married immigrant women who came from China, Vietnam, the Philippines, and other countries. Korean reading comprehension proficiency was measured using 30 items of reading section from Test of Proficiency in Korean (TOPIK) (Cronbach’s α=.886) by National Institute for International Education. The average score of Korean reading comprehension proficiency was 70.71. Married immigrant women from Japanese and Mongolia (F=5.51, p<.011), with longer time since immigration (F=24.54, p<.001), higher educational attainment (F=12.79, p<.001), more number of family (F=5.30, p=.006), and more number of parity (F=8.93, p<.001) reported greater levels of Korean reading comprehension proficiency. Also, married immigrant women with higher level of subjective Korean speaking proficiency (F=29.30, p<.001), subjective Korean listening proficiency (F=28.63, p<.001), subjective Korean reading comprehension proficiency (F=27.82, p<.001), and subjective Korean writing proficiency (F=27.93, p<.001) reported higher score of Korean reading comprehension proficiency. These findings can be used for community health care providers to develop health education programs or information materials about health promotion and management for married immigrant women. 본 연구는 여성결혼이민자를 대상으로 한국어읽기능력과 이와 관련된 요인을 파악하기 위한 서술적 조사연구이다. 연구대상은 한국인 남성과 국제 결혼하여 국내 거주하고 있는 여성결혼이민자 193명이었으며, 한국어읽기능력은 한국어능력시험 공인기관인 국립국제교육원의 한국어능력시험(Test of Proficiency in Korean, TOPIK)의 읽기영역 30개 문항으로 평가하였다. 연구 대상자의 한국어읽기능력은 70.71점(100점 만점)이었으며, 문항유형별로 평균 정답률은 문맥에 알맞은 말 찾기가 87.8%로 가장 높았으나, 맥락에 맞는 어휘 고르기는 45.6%로 가장 낮았다. 한국어읽기능력은 거주지(F=6.77, p=.001), 출신국(F=5.51, p<.001), 한국체류기간(F=24.54, p<.001), 교육수준(F=12.79, p<.001), 동거가족수(F=5.30, p=.006), 자녀수(F=8.93, p<.001)에 따라 차이가 있는 것으로 나타났다. 주관적 한국어능력의 말하기(F=29.30, p<.001), 듣기(F=28.63, p<.001), 쓰기(F=27.93, p<.001), 읽기(F=27.82, p<.001)를 잘 한다고 할수록 한국어읽기능력이 더 높은 것으로 나타났다. 여성결혼이민자의 사회문화적응 수준의 지표인 한국어읽기능력에 대한 정보는 이들의 언어 수준에 맞는 건강유지․증진 및 건강관리에 필요한 건강정보 자료를 개발하는데 유용하게 활용될 것이다.

Korean College Students` Vocabulary Profiles as Predictors of English Reading and Writing Proficiency

( Sung Yeon Kim ),( Young Sook Ryoo ) 한국멀티미디어언어교육학회 2009 멀티미디어 언어교육 Vol.12 No.3

The present study aims to identify the association between Korean students` vocabulary profiles and their reading and writing proficiency. For the purpose of the study, 107 college students from two universities in Seoul were asked to write an argumentative essay on the following two topics: English Only Classes (EOC) and the Additional Point System for conscripts (APS). In addition to the writing tasks, the students took a reading comprehension test. Then based on their scores on the reading test, the students were assigned to a high proficiency group (n=17) or a low proficiency group (n=17). The students were also classified into a high (n=26) or a low proficiency group (n=29) based on their performance on the first writing task (EOC). A Lexical Frequency Profile (LFP) was then used as a measure of vocabulary knowledge to examine the relationship with other variables, such as writing topic, writing proficiency, and reading proficiency. The findings indicate that the students` written essays on the two topics displayed significantly different vocabulary profiles. Interestingly, the students` vocabulary profiles did not differ according to their writing proficiency whereas their use of academic words differed according to their reading proficiency. The findings are discussed in greater detail, along with pedagogical implications.