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        검색결과 500

        141.
        2015.12 KCI 등재 구독 인증기관 무료, 개인회원 유료
        This study investigated the effects of different gloss locations in extensive reading readers on English reading abilities of elementary students. It examined four groups of sixth graders in an elementary school and an extensive reading class was conducted over sixteen weeks. The four groups were given graded readers with four different types of glosses, such as non-gloss, marginal gloss, footnote gloss, and endnote gloss. To verify the effects of this experiment, pre- and post-reading ability test for the cognitive domain and pre- and post-questionnaire for the affective domain were administered to see if there were any achievement in reading ability and affective domain. The findings were as follows: (1) The four groups showed improvement in the reading ability tests. This result indicates that extensive reading was effective in improving students' reading ability; (2) The footnote gloss group showed the greatest change. This result indicates that footnote glosses influenced the most in improving students' reading ability; (3) All the groups showed positive results in the affective domain including attitude, self-confidence, interest, expectation, and value. In conclusion, extensive reading made a positive effect on all four groups and footnote glosses proved to be the most effective in both cognitive and affective domain.
        6,000원
        142.
        2015.12 KCI 등재 구독 인증기관 무료, 개인회원 유료
        The aim of the present study was to examine factors affecting Korean university EFL learners' English reading comprehension across two reading tasks (i.e., literal vs. inferential reading). To this end, five latent factors (linguistic, cognitive, affective, social, and English reading) were targeted, and the structural relationships among these five factors were analyzed through structural equation modeling (SEM) technique. Results of the present study demonstrate that for literal reading comprehension task, linguistic, cognitive, and social factors made a significant and direct impact on Korean university students' English reading performances, whereas the effect of affective factor was not significant. Regarding the inferential reading task, only linguistic and cognitive factors were significantly and positively associated with Korean university students' English reading comprehension. Implications for pedagogy as well as for future research directions were also provided.
        5,800원
        143.
        2015.09 KCI 등재 SCOPUS 구독 인증기관 무료, 개인회원 유료
        The purpose of the study was to investigate the causal relationships among factors affecting L2 reading achievement using a structural equation modeling (SEM) analysis. A total of 327 Korean EFL high school students completed a questionnaire on L2 reading motivation and strategies. The students’ L2 listening and reading comprehension abilities were measured by scores on the practice test for Scholastic Aptitude Test (PSAT) and self-assessed listening and reading proficiency. The study results showed that the students’ L2 reading efficacy, L2 reading strategy use, and L2 listening skills were significant predictors of their L2 reading achievement, while L2 reading motivation showed no significant relation with reading achievement. The nonsignificant path loading between reading motivation and reading achievement implies that reading motivation alone is not sufficient to promote students’ L2 reading proficiency. The final SEM model indicated a relatively strongest contribution of L2 listening ability over L2 reading efficacy and strategy use to L2 reading achievement. Pedagogical implications based on the findings are discussed.
        5,400원
        144.
        2015.09 KCI 등재 구독 인증기관 무료, 개인회원 유료
        타우베스의 바울 독해는 정통 신학적 바울 이해와 차별화된다. 바울의 새관점 학파 등장 이후에 바울을 유대인의 배경에서 이해하고자 하는 시도가 있어 왔다. 타우베스는 이런 전통에서 철학적 바울 이해를 추구한다. 슈미트의 영향 아래 바울을 정치신학으로 해석한 타우베스는 바울을 유대인으로서 메시아적 소명에 따라 이방인의 사도가 된 인물로 해석한다. 이런 정체성을 가진 바울이 유대인과 로마제국의 노모스 신학에 대항해 새로운 정치신학을 제시하고 있다고 강조한다. 로마서 독해를 통해서 타우베스는 바울이 프네우마의 원리에 따른 종말론적 정적주의를 지향한다고 강조한다. 이런 타우베스의 바울 독해는 세 가지 근대적 해석 프레임을 기반으로 하고 있다. 첫째, 로마서에 나타난 저자의 의도와 텍스트의 심층구조를 분석하는 해석학적 방법론이 근대적이다. 둘째, 유대인 대 반유대인의 대립 구도를 드러내는 인종주의적 인식 프레임이 근대적이다. 셋째, 정치신학적 테제가 근대군주론적 담론을 기반으로 하고 있어 근대적이다. 이런 해석학적 프레임에도 불구하고 타우베스의 바울 독해는 탈근대적 바울 담론의 주요 텍스트 중의 하나로 다뤄지고 있다는 점에서 연구 가치가 있다
        5,700원
        145.
        2015.09 KCI 등재 구독 인증기관 무료, 개인회원 유료
        본고는 교육과정에 제시된 ‘독해’영역의 내용을 토대로 평가요소를 추출하고 평가요소에 따른 평가 문항을 검토하여 새로운 ‘독해’영역의 평가문항의 개발 방향을 모색하는데 목적이 있다. 새로운 평가문항 개발 방향의 모색을 위해 2007 개정교육과정, 2009 개정교육과정에 제시된 내용체계에 제시된 내용을 바탕으로 평가요소를 추출하고, 추출된 평가요소에 따라 국가수준의 대학수학능력시험 평가 문항과 학교수준의 평가문항을 검토하였다. 문항의 검토를 통해 장단점을 확인하고 새로운 평가유형 개발에 반영하기 위해서였다. 하지만 평가의 유형이 지필평가 문항에 제한되어 교육과정상에 제시된 다양한 평가요소들이 문항으로 실현되지 못하는 한계를 확인할 수 있었다. 아울러 평가문항의 유형과 평가의 내용이 다양하지 못했으며, 다양한 글감을 통해 ‘독해’영역을 평가하지 못하는 문제 또한 확인할 수 있었다. 이와 같은 내외적인 문제의 해결점은 교육과정 내용 및 평가 요소에 대한 정치한 분석을 통한 이론의 정립과 다양한 한문교육 주체의 적극적인 참여를 통한 평가문항의 개발과 같은 실천적인 접근에서 찾아야 할 것이다.
        5,500원
        146.
        2015.08 KCI 등재 구독 인증기관 무료, 개인회원 유료
        William Butler Yeats’s poem “Among School Children” is a meditation on love, essence, and change. This paper attempts to relate the Buddhist theories of essence and change to the core philosophical premises of the poem itself. Furthermore, through two specific Buddhist texts, Milindapanho by Nàgasena and Mūlamādhyamikakārikā by Nagarjuna, the paper illustrates similarities in terms of imagery and philosophical ideas in the specific stanzas of the poem, highlighting a philosophical foundation in musings on love and essence as they emerge in the poem.
        4,500원
        147.
        2015.08 KCI 등재 구독 인증기관 무료, 개인회원 유료
        William Trevor’s “Two More Gallants” is not only a parody of Joyce’s “Two Gallants” but a serious intertextual response to the problems of realism and modernism acutely felt in Joyce’s work. Drawing on recent theoretical discussions that focus on the unsettled borderline between realism and modernism, this paper explores the nature of the intertextual and historical relationships between Joyce and Trevor.
        4,900원
        149.
        2015.06 구독 인증기관·개인회원 무료
        Consumers and sources are embedded in cultural contexts that influence how those sources are read. We examine how consumers stigmatized for being fat collectively read advertisements for luxury fashion brands featuring plus-sized sources. We unveil individual and cultural resources stigmatized consumers rely on to collectively develop readings of advertising sources.
        150.
        2015.06 KCI 등재 구독 인증기관 무료, 개인회원 유료
        The present study explored a reading-based speaking task for its potential to develop EFL students' fluency. Based on an L1 speaking model by Levelt (1989, 1993), the task was developed in a way that students can maximize their fluency in a scaffolding-rich condition: one in the stage of message generation and the other in linguistic encoding. The use of reading texts for the development of speaking fluency was also hypothesized to induce authentic interaction among interlocutors. How the reading-based speaking task functions as hypothesized was tested with five Korean college students who participated in a 4-week reading-based speaking program. The analysis of the group activity transcripts and interviews revealed that scaffolding in message generation took place in three types of language episode: a personal experience episode, a vocabulary-related episode, and a contentclarification/ elaboration episode. Linguistic encoding in L2 speaking was scaffolded via shared context, which enabled the participants to develop and utilize a paraphrasing skill. Finally, the participants’ engagement in speaking activities increased, affecting their willingness to communicate and their motivation to improve speaking.
        6,600원
        151.
        2015.06 KCI 등재 구독 인증기관 무료, 개인회원 유료
        Five years Diaosheng statue has a sentence called because Diaosheng gave shao Jiang five silk scarfs and a pair of pots. It has always been a variety of interpretations. This paper thinks, Yi(以) word is a preposition. Shuai(帥) word can be interpreted a Silk scarf. The sentence can be explained because Diaosheng gave shao Jiang five silk scarfs and a pair of pots.
        4,300원
        152.
        2015.06 KCI 등재 구독 인증기관 무료, 개인회원 유료
        The purpose of the study was two-fold: to investigate the effects of a group-based book reading plus self-efficacy and outcome expectancy intervention on reading amount, perceived reading ability, reading behavior, and social cognitions and to examine influencing factors of book reading behaviors. Sixty-three sixth graders completed a ten-week book reading intervention in two experimental conditions: one with book-reading activities only and the other with a book-reading plus social cognition intervention. The control group (n=32) studied English in their regular English classes. Questionnaires were administered three times to assess the participants' social cognition, reading behavior, and perceptions of reading English books: right before and right after the intervention, and at eight weeks post intervention. The results showed positive effects of the intervention on reading amount, perceived reading ability, and reading behavior. Of the two experimental groups, the group that had received the book-reading plus social cognition intervention showed more positive results. At eight weeks post intervention, intervention effects on goal efficacy, reading behavior, and attitude toward reading were maintained. Social cognition was found to affect reading amount and behavior for the experimental groups. Research and practical implications are suggested.
        6,600원
        153.
        2015.03 KCI 등재 SCOPUS 구독 인증기관 무료, 개인회원 유료
        The present study examines L2 reading proficiency effects on the relative contribution of vocabulary knowledge and grammar knowledge to L2 reading comprehension for Korean high school EFL learners. To this end, 200 high school students were asked to take a vocabulary knowledge test, a grammar test, and a reading comprehension test. The participants were divided into three sub-groups by L2 reading ability in order to examine L2 proficiency effects. Multiple regression analyses for the sub-groups indicated the relationships among the three variables as distinctive. The results showed that syntactic knowledge had a predictive power for reading performance in the high reading group, but vocabulary had the same quality in the intermediate reading group. For the low reading group, neither vocabulary nor grammar could significantly account for the L2 reading variance. Theoretical implications and directions for further studies are discussed.
        5,800원
        154.
        2015.03 KCI 등재 SCOPUS 구독 인증기관 무료, 개인회원 유료
        The aim of this study is to explore the relationships between EFL learners’ reading motivation, proficiency, and strategy use. Fifty-seven students at a Korean university participated in the study. Two self-report questionnaires and a reading comprehension test were used to measure the learners’ motivation to for reading in English, reading proficiency, and reading strategy use. No significant correlation was found between reading motivation and reading strategy use or between reading motivation and reading proficiency. However, students’ performance on the test was positively related to their reported reading strategy use, showing a moderate correlation. In addition, the study found that although proficient students and less proficient students used almost the same kinds of strategies to support their reading comprehension, more proficient students used strategies more frequently than less proficient students.
        5,200원
        155.
        2015.02 KCI 등재 구독 인증기관 무료, 개인회원 유료
        This study was aimed at integrating English novels into a Korean high school English curriculum. To accomplish the objective, the study adopted diverse post-reading activities using an English novel, The City of Ember by Jeanne DuPrau. Data were collected from diverse sources such as students’ worksheets, transcripts of students’ presentation, answers to survey questions, and the teacher’s field note. The results of the study are as follows: First, there were some educational effects when an English novel with diverse post-reading activities was used in high school English classrooms. Students showed a positive attitude toward the class and expressed satisfaction in terms of classroom management. Second, students responded to the novel through diverse post-reading activities. For example, students had opportunities to reflect on their lives, became active in solving problems, and deepened their thoughts through discussion. Based on the results of this study, suggestions for future studies are provided.
        6,900원
        156.
        2015.02 KCI 등재 구독 인증기관 무료, 개인회원 유료
        This study aimed to examine English oral reading fluency of 5th and 6th grade students. Twenty three 5th graders and 22 6th graders at an elementary school in Daejeon participated in the study. Four texts were prepared: a 5th grade equivalent dialog text, a 5th grade equivalent narrative text, a 6th grade equivalent dialog text, and a 6th grade equivalent narrative text. The students were asked to read them aloud at the end of the first semester and the second semester. Comprehension check-up questions were given immediately after they read the texts. Their reading rate was measured in the number of words they read correctly per minute (WCPM). At the end of the school year, the 5th graders read their grade level dialog text at 103 WCPM on average, and the narrative text at 97 WCPM on average. The 6th graders read the dialog text 111 WCPM on average, and the narrative text at 99 WPCM on average. The correlations between reading rates and comprehension were moderate; .60 at the first administration and .58 at the second administration.
        6,600원
        157.
        2015.02 KCI 등재 구독 인증기관 무료, 개인회원 유료
        The present study sought to examine the continuity of the English textbooks of the elementary school 6th grade and the middle school 1st grade by analyzing the readability and vocabulary difficulty of their reading passages. It investigated the continuity between textbooks of the two grades and among chapters of each textbook. For the analysis, Flesch-Kincaid Grade Level Index was used to measure the readability of reading passages, whereas vocabulary difficulty was measured in terms of TTR (type-token ratio) and frequency by using VocabProfile. The results showed that the readability of middle school textbooks was one point higher than that of elementary school textbooks. Given that the readability index is based on the American school system, the increase in readability index between grades can be seen as large gap. In terms of vocabulary difficulty, the total amount of vocabulary in the middle school textbooks was three times as much as that of the elementary school textbooks. Second, readability index fluctuated across the chapters of each textbook, while the TTR was found to be higher in the former chapters than in the latter chapters in elementary school textbooks. All these could lead to learning difficulties for students. Pedagogical implications are discussed.
        6,100원
        158.
        2015.02 KCI 등재 구독 인증기관 무료, 개인회원 유료
        The purpose of this study was to explore the relationship between prosody and reading comprehension of elementary school students in Korea. To achieve the purpose of the study, 114 fifth and sixth graders were selected from three schools of Seoul city and Gyeonggi province, and their prosody, word recognition and comprehension were assessed. In order to measure their prosody, students were asked to read a reading text orally for one minute, and the teacher checked their reading rate, decoding accuracy, and prosody. Students’ prosody was measured through Clay and Imlach’s (1971) method. The results of this study showed that while most students gained higher score in word recognition and reading rate, their prosodic features was found comparatively weak. It also revealed a correlation between the three sub-categories of prosody and reading comprehension. Based on the results of this study, it could be concluded that prosodic reading features of Korean EFL students have co-relations with comprehension, even if their prosodic feature is weak. Finally some ideas for enhancing prosody in L2 students’ reading instruction were suggested.
        6,000원
        159.
        2015.01 구독 인증기관 무료, 개인회원 유료
        우리 법제는 상표법 제2조 정의 조항의 ‘상표’ 와 ‘상표의 사용’의 개념 표징을 등록 단계에서부 터 침해소송까지 적용하는 입법형식을 취한다. ‘상 표의 사용’은 상품 또는 그와 관련한 포장, 광고 등 에 상표를 물리적, 가시적으로 표시하는 행위로서, 수요자는 이러한 사용 행위를 통하여 상품에 부착 된 표장을 그 상품의 출처표시로 인지하게 된다. 이러한 ‘상표의 사용’은 침해소송에 있어 그것이 수요자에게 제시되는 것으로 충분한 것인지, 아니 면 상표로서 공중의 관심을 끌기 위한 출처표시로 사용되었음이 증명되어야 그 사용 요건을 구비하 는 것인지에 따라 원고의 주장 및 증명 내용이 달 라질 수 있다. 이와 관련하여, 미국에서는 ‘상표로 서 사용(as a mark)’이 침해소송의 최소요건인지 에 관한 논의가 있었고, 상표로서의 사용은 침해소 송의 최소요건이 아니라는 연방제2항소부의 Kelly-Brown v. Winfrey 판결이 있었다. 이 판결은 ‘상표 사용’이라 통칭되는 개념을 ‘상표의 사 용(use of a mark)’과 ‘상표로서 사용(use as a mark)’으로 구별하여, 상표침해소송에서의 사용의 의미는 ‘상표의 사용’으로서 상거래와 관련하여 수 요자에게 제시되는 것으로 족하고, ‘상표로서 사용’ 여부는 공정사용 항변으로 밝혀질 성질의 것이라 고 판시하였다. 이 사건에서 공정사용항변의 요건 중 하나인 ‘상표로서 사용되지 않았을 것’이라는 요건은 피고가 이를 충분히 밝히지 못하여 배척되 었고, 결과적으로 상표 사용의 개념에 관한 이 사건 에서는 등록상표권자인 원고 청구가 인용되었다.
        4,500원
        160.
        2014.12 KCI 등재 SCOPUS 구독 인증기관 무료, 개인회원 유료
        Despite the general understanding of the prominent role of basic reading sub-skills, such as decoding abilities and reading fluency, in the reading comprehension of younger and proficient first and second language readers, little is known about the role of these skills in older and less skilled readers in foreign language contexts. The present study was designed to investigate how decoding skills and reading fluency relate to the reading comprehension of such readers, and to identify the relative strengths between the two. Two hundred twenty two Korean high school students participated, and their performance on decoding, reading fluency, and reading comprehension tasks was analyzed. The results showed that both decoding skills and reading fluency were strongly correlated to reading comprehension. Moreover, between the two fundamental reading sub-skills, decoding skills outperformed reading fluency in explaining reading comprehension, making a unique contribution beyond the effects of reading fluency. These findings suggest that a basic skill like word decoding still deserves instructional attention even at the secondary schools in EFL contexts.
        5,700원