• 영어어문교육
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• 제16권3호
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• pp.59-80
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• 2010

The present study investigated what kind of form-focused instruction would yield better results for incidental learning of English verb patterns in two experiments. Experiment 1 compared the effectiveness of focus on form (reading + translation) and focus on forms (verb pattern list + translation) tasks in learning new English verb patterns incidentally in Korean EFL college classrooms. The results of Experiment 1 showed significantly higher results for the focus on forms group. Since it was revealed by Experiment 1 that the learners did not notice unknown target verb patterns, Experiment 2 was undertaken to examine whether the difference between the focus on form and focus on forms conditions found in Experiment 1 would be retained even after the isolated form-focused instruction or focus on forms aiming at teaching students how to recognize verb patterns was provided for the learners before the focus on form and focus on forms tasks were carried out. The results showed that the focus on form group yielded significantly higher incidental learning scores than the focus on forms group. The effectiveness rates of the focus on form in Experiment 2 were statistically higher than those of the focus on forms in Experiment 1. The results of the two experiments indicated that the combination of the isolated form-focused instruction and focus on form was significantly more effective in learning English verb patterns incidentally. In conclusion, form-focused instruction including both isolated form-focused instruction and focus on form is an effective way to incidental learning of English verb patterns.

• 영어어문교육
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• 제12권3호
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• pp.1-24
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• 2006

This study investigated differences in beliefs about English learning of 286 EFL college students and 52 English teachers in Korea. Data was collected using Horwitz's Beliefs About Language Learning Inventory and compared between students and teachers in beliefs. To address the research questions, the data were analyzed through descriptive statistics including frequencies, factor analysis, MANOVA, ANOVA, t-test, and reliability coefficients. The results showed four factors in student beliefs: Difficulty of learning English, nature of learning English, importance of correctness in learning English, and motivation and perceived importance of learning English. Clear differences were found in students and teachers' beliefs in English learning aptitude and importance of translation, error correction, and grammar rules. A few belief differences were also identified between Koreans and native-speaking English teachers related to the importance of vocabulary learning, pronunciation, and cultural knowledge. The findings of the study indicated that background variables such as gender and major field of study have an effect on student beliefs about L2 learning. The present study also provided pedagogical considerations to reduce mismatch between students and teachers beliefs and to improve the L2 planning and instruction.

• 영어어문교육
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• 제9권2호
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• pp.71-90
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• 2003

The purpose of this study was to analyze the improvement of students' interest and general proficiency of English through cultural understanding. To achieve this purpose, two classes of the 2nd grade in the informational high school were divided into the experimental class and the control class. The Grammar-Translation Method was used for the control class and a cultural learning - compare and contrast Korean culture and American culture - was taken for the experimental. After various cultural differences were studied, surveys of students' attitude and reading and listening test were taken. The results from this study were as follows: Firstly, students' interest in English was improved through learning the American culture that was related to the content of each lesson. Secondly, English reading and communicative skills were improved by learning about cultural aspects. Therefore, it can be said that teaching culture stimulates students' interest and motivation for learning English and helps students retain such affective attitudes. And English communicative skills were improved as well.

• 동양고전연구
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• 제49호
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• pp.461-486
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• 2012

이 논문은 한국고전문학의 영역(英譯)에 대해 논의한 것이다. 영역(英譯)에 대한 논의 범주를 소설에서 확장하여 인물전 작품의 영역(英譯) 양상과 번역 태도를 살피고자 하였다. 논의 대상으로 삼고 있는 "The Classical Novels of Korea"는 한국문화예술진흥원에서 발행한 한국문화예술에 대한 소개 시리즈 총서의 두 번째 책이다. 이 책에 5개의 작품이 영역되어 있는 데 그 가운데 이인전류 <장생전>, <검승전>, <오대검협전>을 논의하였다. 이들의 영역(英譯)은 번역 과정에서 나타나는 일반적 양상과 동일하였다. 생략과 첨가, 의역과 오역 현상이 나타났다. 보다 주목할 점은 이인전에 대한 번역 태도에 있다. 사건의 나열과 포폄의식으로 특징지어지는 전의 양식적 특징은 약화되고 이야기성이 강화되는 방향에서 서사성이 원텍스트 보다 더욱 강화되는 양상을 보였다. 이는 한국문학에 대한 흥미와 관심을 유발하고자 하는 "The Classical Novels of Korea"의 번역 목적에는 부합하는 것이다. 다만, 학습 및 연구 목적을 두고 이인전류가 영역(英譯)될 때는 전(傳)의 양식적 특징과 주제의식이 드러날 수 있도록 되어야 할 것이다.

• 영어어문교육
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• 제1호
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• pp.159-187
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• 1995

The purpose of this study is to investigate common errors made by Korean learners in English composition and to find out what is an effective and appropriate teaching method of English composition in Korea. For these purposes, 197 students on the third grade in high school were selected as the subjects of this research. The students were tested by way of the immediate translation of 31 simple Korean sentences into English which are supposed to be easy for those students to write without any difficulty. About 2 minutes were given for testing each sentence. The results are as follows : First. the whole sum of errors made by 197 students was 2,972 and these types of errors were classified into 13 categories by Duskova's grammatical method and James'. The errors with comparatively high frequency were prepositional errors(17.2%), verbal errors(15.4%), and the errors with low frequency were article errors(1.9%), to-infinitive errors. Second, when Korean students learn English as a target language, overgeneralization(33.6%) and reduction(17.5) influenced the learners much more greatly than language transfer(22.2) did. But the influence of language transfer including interference & overgeneralization(l5.2%) and interference & reduction(10.7%) was no less than 48.1%. The statistics shows that the learners have a tendency to analyze, systematize and regularize the target language when they start to learn a new language.

• 한국과학교육학회지
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• 제33권6호
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• pp.1119-1138
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• 2013

국내 과학교육연구 문헌에서 argument와 argumentation이 소개되고 연구되어온 지 거의 10년이 되었고, 그 용어가 크게 세 가지 단어로 번역이 됨을 관찰할 수 있다. 이 연구의 목적은 국내 과학교육 문헌에서 두 용어가 어떻게 정의되고 있으며, 어떤 상황에서 사용하는지를 고찰하여 다양하게 번역된 용어들의 의미를 명료화하는 것이다. 이를 위해 번역의 다양성에 관한 철학적 관점에서 외국 과학교육 문헌에서 argument와 argumentation의 정의와 그 연구 맥락을 검토하고, 국내의 관련 문헌을 고찰하였다. 고찰된 문헌은 2000년 이후 제목에 argument와 argumentation을 포함하는 79개의 외국 주요 과학교육저널에 실린 논문과 그 두 용어의 번역어를 제목에 포함한 37개의 국내 과학교육 논문이다. 분석 결과 국내 연구자들은 연구 맥락에 따라 argument와 argumentation을 일반적인 상황에서의 정의 또는 탐구의 한 측면과 같은 구체적인 상황에 기인한 정의를 제시하는 것으로 드러났다. 대부분의 국내 과학교육 논문에서 번역 용어의 다양성에 관해 명시적으로 언급하지 않았으며, 언급한 경우에도 하나의 예외를 제외하고 선택한 번역용어를 사용한 이유를 제시하지 않았다. 또한 argument 또는 argumentation의 정의를 위해 여러 연구자들이 동일한 외국 문헌을 고찰하였음에도 불구하고 연구자마다 서로 다른 번역어를 사용하였다. 이는 그 용어의 정의와 특정 번역어의 사용은 연구자들에게는 관련이 없음을 보여주었다. 반면, 특정 연구 집단이 특정 번역어를 일관되게 사용하는 것으로부터 번역이 실천적 습관일 수 있다고 분석하였다. 연구결과로부터 번역 용어의 결정에 관한 입장을 연구 전문성과 연구집단 간의 의사소통의 측면에서 제시하였다.

• 영미문화
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• 제18권2호
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• pp.79-104
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• 2018

Chung Ji Yong is a well-known poet in the Japanese Occupation Period firstly as a lyrical and traditional poet as a member of the literary journal Simunhak(Poetry Literature) along with Park Yong Chul and Kim Young Rang and later as a prominent modernist poet in the late years of the Period. He is always highly estimated as a poet of pictorial images and lyricism, but his ardor for translations, especially Walt Whitman has been neglected so far. Before him, Ju Yohan, Yi Kwang Soo, Yi Un Sang, Kim Hyung Won and many other poets and critics had been interested in Whitman's democratic ideas and his poems. Chung Ji Young also translated Whitman's three poems in the hard days of 1930s. After the Imperial Japan surrendered to the Allied forces on 15 August 1945, ending 35 years of Japanese occupation, Korea was under the American forces and Russian troops. In this critical days of Korean's debating only one korea or separated Koreas, strangely enough, Chung ji Yong fully immersed in translating Whitman's poems only for four years as an English literature professor just before being abducted by North Korean Army, while almost discarding his own poetic ability and sense of duty as a leading poet in the literary circle with only just a few exceptions. Why did Chung Ji Yong focused on the translation of Whitman's poems in this important period as a poet and intellectual in the newly independent country? He may want to warn people too much ideological conflicts or at least express his frustration through translating Whitman's poems. Until now, academic endeavors on Chung Ji Yong's poems and life are focused on his lyrical and modernistic works of the Japanese Occupation Period and naturally little interested in the days of Independence period and his true motivations on translating Whitman's poems. As a proposal, this short article can be a minor trigger for the sincere efforts of Chung Ji Yong's last days.

• 대한간호학회지
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• 제29권5호
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• pp.1147-1154
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• 1999

The Profile of Mood States (POMS) is the most widely used self-report instrument for the measurement of affect or mood in clinical and nonclinical populations. This paper reports on the translation and testing of a Korean version of the POMS. The translation involved three steps: translation, checking agreement, and panel discussions to arrive at consensus. Then, the Korean version of the POMS was tested with a sample of 47 healthy Koreans who lived in the U.S.; they completed the instrument in the morning, at the beginning of work and in the evening, at the end of work. Internal consistencies for the total scale and subscales were high (alphas ＝ .93 and .94). Face and content validity and the cultural relevance of the Korean version of the POMS were tested through review by five bilingual Korean nursing scholars who were familiar with Korean culture and with the current literature on affect, feeling or mood in both English and Korean. The Korean version of the POMS was then compared with the Haeok Fatigue Behavior Check-list and demonstrated with concurrent validity (r ＝ .87, p ＜ .001). Construct validity was established by demonstrating significant differences between the scores on the Fatigue and Vigor subscales (p ＜ .001) at the beginning work and at the end of work.

• 한국문헌정보학회지
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• 제49권1호
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• pp.379-403
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• 2015

저자 전거 관리는 저자 정보에 대한 관리뿐만 아니라, 저자명의 이형을 모아 접근점을 제공한다는 점에서 이용자에게 유용하다. 본 연구는 한국문학번역원의 한국문학 작가명 데이터베이스(문인DB)와 한국과 미국, 일본의 국립도서관이 구축한 한국인 저자 전거레코드의 구축 현황을 비교 분석하여 한국인 저자 전거의 현황과 문제점을 살펴보았다. 연구 결과, 문인DB는 번역출간도서의 정보가 상당수 기입되지 않았고 미의회도서관과 일본 국립국회도서관의 전거레코드는 저자명 누락, 잘못된 저자명 기입, 출생년과 사망년의 미표기 등 항목 누락과 오기가 발견되었으며, 국립중앙도서관은 영문 이형 및 한자 이형이 기입되지 않았다. 이러한 문제를 해결하기 위해 문인DB 정보의 수정 및 갱신, 국립중앙도서관의 전거레코드 공개, 한국문학번역원과 국립중앙도서관 등 주요 기관을 중심으로 한 국제전거 파일(VIAF)의 참가를 개선방안으로 제안하였다.

• 영어어문교육
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• 제16권4호
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• pp.239-265
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• 2010

This study investigates the effects of corpus-based vocabulary tasks on the acquisition of English vocabulary in an attempt to explore the influence of corpus use on EFL pedagogy. For this to be realized, a total of 40 Korean high school students participated in the study over a 4-week period. An experimental group used a set of corpus-based tasks for vocabulary learning, whereas a control group carried out a traditional task (i.e., the L1-L2 translation) for vocabulary learning. To assess learning gains, the students were asked to complete the pre- and post-treatment tests measuring the word form, meaning, and use aspects of target lexical items. Results of the study indicate that in the experimental group the corpus-based vocabulary tasks were beneficial for the learning of word forms and use. In particular, corpus-based benefits were greatest in the low-proficiency EFL learners' collocational aspects of vocabulary use. On the other hand, in the control group, the traditional vocabulary tasks benefited the meaning aspects of target vocabulary items the most. In addition, survey results revealed that most students were positive about the corpus-based learning experience although some expressed reservations about the heavy cognitive load and the time-consuming nature of the analysis of corpus data primarily due to learners' lack of language proficiency.