With the advent of the 4th Industrial Revolution, changes in the market environment and employment environment are accelerating due to smart technological innovation, and securing professional manpower and developing human resources for domestic small and medium-sized enterprises is becoming very important. Recently, most of the domestic small and medium-sized enterprises are experiencing hiring difficulties, and the development and training of human resources to overcome this is still lacking in systemization, despite much support from the government. This reflects the reality that it is not easy to invest training costs and time to adapt new employees to small and medium-sized businesses. Based on these problems, the work-study parallel project was introduced to cultivate practical talent in small and medium-sized businesses. Work-study parallel training is carried out in the form of mentoring between corporate field teachers and learning workers in actual workplaces, and even if the training is the same, there are differences depending on the learner's attitude, learning motivation, and training achievement. Ego state is a theory that can identify personality types and has the advantage of being able to understand and acknowledge oneself and others and intentionally improve positive factors to induce optimized interpersonal relationships. Accordingly, the purpose of this study is to analyze the attitudes of learning workers, who are the actual subjects for improving the performance of work-study parallel projects and establishing a stable settlement within the company, based on their ego status. Through this study, we aim to understand the impact of the personality type of learning workers on training performance and to suggest ways to improve training performance through work-study parallelism.

This study investigated the effects of exposure frequency, depth of processing, and activity repetition types on vocabulary learning. In total, 78 South Korean fifth-grade students were divided into four conditions. Students in each condition were asked to read a passage with four of the eight target words (exposure: four times) and the other four words (exposure: once) for three days, and to perform the vocabulary activities assigned to each condition. According to the results, exposure frequency and activity repetition type had significant effects on vocabulary learning. Activity repetition type also had a significant interaction effect with exposure frequency and depth of processing. Notably, presenting a word 12 times (4x3) in reading intervals had a more positive impact on vocabulary learning than presenting it three times (1x3), particularly when different vocabulary activities were repeated. Meanwhile, when the same activity was repeated, an activity with a higher depth of processing was more effective for vocabulary learning.

본 연구는 교수자가 학습자를 위해 긍정적 가치탐색을 효과적으로 적용할 수 있도록 4D 프로세스 기반 학습모형을 개발하고 학습유형을 분류하여 연구하는 것을 목적으로 하였다. 긍정적 가치탐색 교육 방법은 학습자의 사고방식과 행동 변화에 효과적이다. 또한, 의미와 가치발견에 중점을 둔 강점 기반 접근을 통해 학습 참여를 증진하고 지속 가능한 학습 환경과 배움을 실현할 수 있다. 이러한 교육적 효과는 긍정적 가 치 탐색의 4D 프로세스를 토대로 한 활동으로 이루어진다. 교육 현장에서 긍정적 가치탐색 4D 프로세스 를 보다 유용하게 활용하기 위해서는 교육목표와 지향하는 역량개발에 따라 4D 프로세스에 적합한 학습 유형 분류와 체계적이고 구조화된 학습모형 개발이 필요하다. 본 연구는 4D 프로세스 기반 4가지 학습유 형을 구조화하여 학습모형을 개발하고 모형타당화를 진행하였다. 4D 프로세스 기반 학습모형 구성요소 도 출은 선행 문헌의 검토와 분석을 통해 이루어졌고, 구성요소의 구조화는 사례연구를 통해 진행하였다. 그 리고 해당 분야 전문가 검토를 통한 타당성 평가를 3차에 걸쳐 실시하였다. Discover, Dream, Design, Destiny 4D 프로세스는 탐색과 발견, 사고와 상상, 공유와 구성, 발표와 실천으로 개선되어 적용되었다. 학습에 적합하도록 보완된 4D 프로세스는 도달할 학습 목표와 개발할 학습자의 역량에 따라 탐구형, 창의 형, 과제해결형, 실천형으로 세분화하여 개발되었다. 개발된 학습모형에서의 학습유형은 다양한 교육 환경 에 맞게 긍정적 가치탐색 활동이 선택적으로 운영될 수 있다는 이점이 있다.

This study aims to analyze the types of cognitive process required to perform vocabulary learning activities in Middle School English textbooks. For this purpose, 26 middle school English textbooks were examined, including 13 for the first year and another 13 for the second year of middle school. The results indicated that vocabulary learning activities emerged in the phase of reading, and then were categorized into pre-reading vocabulary activities and post-reading ones. Eight types of cognitive process emerged in the pre-reading phase and three types in the post-reading phase. That is, the number of vocabulary activities in pre-reading phase was larger than that in the post-reading phase. In addition, the diversity of vocabulary activities in the pre-reading phase was higher than that in the post-reading phase. Based on these results, this study suggests a new model of vocabulary learning activity in middle school English textbooks. A few implications on how to teach new words in English classrooms are discussed.

This study investigates the claim that task-induced involvement load has an effect on vocabulary learning and examines the effect of task types and word concreteness on intentional vocabulary learning in the Korean EFL context. This study aims at testing whether productive word-focused tasks lead to equally effective vocabulary learning when the total involvement load index is equal but the distribution of index levels of each component (need, search, and evaluation) is different. The three productive word-focused task types are gap-fillig, sentence writing, and gap-filling through word transformation. In addition, in order to investigate the effect of word concreteness on vocabulary learning, two groups of target words were selected based on the level of word concreteness. In sum, the results of this study generally supported involvement load hypothesis (Laufer & Hulstijin, 2001) and test types and proficiency levels proved to be important variables that affect vocabulary learning. Moreover, the findings also indicated that word concreteness was not a major factor in vocabulary learning. The pedagogical implications and further suggestions are discussed.

In an effort to find a way to optimize the learning condition, this study examined the effects of two types of input frequency distribution, skewed-first distribution (SFD) versus balanced distribution (BD), and two types of focus-on-form techniques, input processing (IP) versus input enhancement (IE), on the learning of English participles by Korean middle school students. A total of 91 students participated in this study, divided into five subgroups: SFD + IP, SFD + IE, BD + IP, BD + IE, and Control. The learning outcomes and the generalizability of the learned knowledge were measured through scaled judgment tasks and picture description tasks, immediately after treatment as well as one week later. The results showed that the input frequency distribution factor did not have statistically significant effects on learning and generalizability, while the degrees of explicitness of focus-on-form techniques had statistically significant effects on both. The interaction effects of the two main factors were not statistically significant. More detailed findings are presented with some pedagogical implications for Korean EFL classrooms.

This study examines the claim that vocabulary learning and retention are dependent on a task's involvement load (i.e., need, search, evaluation), as proposed by Hulstijn and Laufer (2001a). The study aims at comparing the effects of task types and task involvement load on vocabulary retention for Korean EFL university students. More specifically, this study was designed to test whether differential levels of task involvement loads lead to equally effective results to vocabulary retention when the total involvement index being equal. Three types of productive word-focused tasks (gap-filling using a dictionary, writing original sentences, and gap-filling through word transformation) were used to examine the interplay of involvement index and task types. The result indicated that there were significant main effects of task types, test types, and proficiency levels. The results also indicated that there were significant interaction effects of task types on the retention tests, proficiency levels on the retention tests, and task types×proficiency levels on the retentions. The pedagogical implications and further research directions are discussed.

This study investigates the effects of working memory capacity (WMC) and the types of vocabulary learning, i.e., explicit vs. implicit, on the acquisition of English multi-word verbs. For this purpose, a total of 60 middle school students, divided into two groups (control and experimental), participated in the study. The participants in the control group were taught multi-word verbs in a traditional and explicit manner, whereas the participants in the experimental group were exposed to multi-word verbs with short passages. The results manifested that both of the instructional styles had positive effects on the learners’ acquisition of multi-word verbs in the short-term. Although there was not a significant interaction between WMC and the overall scores on the immediate post-test, according to the scores on the gap-fill tasks which tested learners’ productive knowledge, there were significant differences between the low-WMC and high-WMC groups. High-WMC students learned more target multi-word verbs than low-WMC students on average. The results also showed that WMC and the two different learning types did not affect the students’ acquisition of multi-word verbs in the long-term. Further, the interaction effect between WMC and learning type in the long-term was not significant.

The present study explored the effects of different task types on the autonomous vocabulary learning of EFL learners. To this end, two types of tasks with similar but slightly different levels of involvement loads were developed: a corpus-based task and a word map task. The participants of the study were 41 EFL students from a university in Seoul, Korea. They were divided into two groups: a corpus group (n=20) and a word map group (n=21). A total of 33 target words were selected and the experiment was administered during a period of five weeks. Major findings from the study were as follows: First, the corpus task proved to be more effective than the word map task in productive vocabulary learning, whereas the two tasks showed similar effectiveness in receptive vocabulary learning. Second, the two tasks varied in the effectiveness of vocabulary learning depending on the learners' vocabulary proficiency levels and the specific domains of vocabulary knowledge (receptive and productive). Lastly, the corpus group responded more positively than the word map group to their task and to the vocabulary learning. The findings indicate that the corpus task has advantages over the word map task and provide ‘residual’ empirical support for Hulstijn and Laufer’s (2001) involvement load hypothesis. Based on the findings, some pedagogical implications were made for the effective teaching and the autonomous learning of vocabulary.

With an effort to verify the involvement load hypothesis, this study investigates the effects of three different vocabulary learning tasks - reading, filling in blanks, and sentence writing - on learners' short and long term memory when they are provided with the theoretically identical level of involvement tasks. It is also to examine whether there are any differences of learning effects between input and output vocabulary learning tasks. The experiments were conducted with 86 Korean middle school students grouped by three different task types. Pre-/post-tests and delayed tests were administered and analyzed. It was found that three vocabulary tasks with theoretically identical levels of involvement do not have the same learning effects: the involvement load hypothesis was not completely proved in the case of Korean students' vocabulary learning. The findings implied that (i) the difference of vocabulary learning tasks should be considered even though they have the same involvement load; (ii) given that EFL students learn new words in a limited amount of time in class, the reading task using a dictionary is found to be very helpful; and (iii) it is important to study target vocabulary repeatedly during class and to expose the vocabulary with different tasks to enhance students' retention of the newly learned vocabulary.

This study investigates the effects of syntactic priming on the learning of the ditransitive construction by 49 Korean elementary school English learners. In this study the effects of syntactic priming were scrutinized more in detail by implementing it in three different input frequency conditions: Skewed-first distribution, balanced distribution, and the control. Results indicated that syntactic priming overall had facilitative effects on the oral production performance of the participants. When it comes to the participants’ comprehension of the target construction, however, it was only in the skewed-first distribution that priming had a substantial learning effect. It is concluded that priming combined with the skewed-first type of input distribution would have generalizable and durable learning effects.

This study investigates the effects of collocation task types on Korean high school students' collocation learning and learning attitudes. A total of 118 Korean high school students participated in the experiment, and they were divided into four groups: control group, receptive treatment group, productive treatment group and combination treatment group. In order to investigate the effects of collocation task types on students' English proficiency, each group of students was classified into a high proficiency group and a low proficiency group. The students took a pre-test before the experiment and a post-test after the experiment. After the post-test, the post-questionnaire survey was conducted to examine the students' learning attitudes. The results of the study were as follows: (1) The three types of collocation tasks were effective in learning receptive and productive collocations; (2) in the delayed retention test, it was revealed that the effect of the three types of collocation tasks on both receptive and productive collocation learning lasted; and (3) the result of post-questionnaire survey showed that learning collocation through collocation tasks had positive influence on most students in terms of raising their interest and increasing their self-confidence.

The purpose of this study was to investigate the effects of vocabulary learning activity types via smart-phones on vocabulary learning and the attitude of Korean college students. The participants were 56 college students, who were divided into 4 groups: a competitive and self-paced group (Group 1), a competitive and controlled-paced group (Group 2), an individual and self-paced group (Group 3), and an individual and controlled-paced group (Group 4). Vocabulary tests were administered before and after the experiment. The analyses of the post-test results showed that Group 3 had improved most and Group 1 earned the second highest score, indicating that competition can make a positive effect on vocabulary learning via smart-phone applications. The results also revealed that there was no statistically significant difference in the post-test scores between self-paced and controlled-paced groups. In addition, vocabulary learning via smart-phone applications improved the participants’ attitudes toward vocabulary learning.

In order to promote social responsibility, a company reads to engage in various activities to increase their competitiveness to ensure stable and continuous development. One of the activities is to input human/material resources in order to draw and develop the core abilities of member for the productivity improvement of the company. This study is concerned with capability improvement of members in relation to core company performance, the focus of the study is to identify how education training in a company may contribute to team performance by leaning transfer through empirical study. As a result of this study, it was found that the personality of members, as well as the training programs, within the company can be a significant factor for improving productivity and performance of the company. In addition, team members noted that learning transfer take place when effectively lead through the leadership of a boss and identified that this leadership ultimately has a significant effect on team performance.

이 연구의 목적은 지각 변동을 학습하는 과정에서 나타나는 중학생들의 중간 언어의 유형을 도출하는 것이다. 서울의 한 중학교 2학년 2학급에서 18명의 학생들을 선정하였다. 각 학생들은 총 네 차례에 걸쳐 개별 면담을 실시하였으며, 수집된 자료는 의미 관계와 주제 구조를 중심으로 분석되었다. 연구 결과, 일상 언어를 자원으로 하는 경우, 과학 어휘와 일상 어휘를 병용하는 경우, 그리고 과학 언어를 활용하지만 불충분한 경우와 의미 관계가 부적절한 경우를 합하여 총 8개의 중간 언어 유형이 도출되고 서술되었으며, 이를 바탕으로 조사된 중간언어의 함의를 토의하였다.

2007년 개정 한문과 교육과정은 7차 교육과정에 비하여 내용체계에 있어서 큰 변화가 있었다. 이 때문에 새롭게 추가된 내용 영역의 학습 요소에 해당하는 목표 를 세부적으로 진술하고 이 영역에 맞는 평가 문항의 다양한 개발이 필요하다. 한문과 평가문항에서 목표를 이원적으로 분류하는 근거는 무엇인가? 새로운 교 육과정에서 새롭게 추가된 내용을 평가문항에 어떻게 반영하고 문항화할 것인가? 이 두 가지 논의를 기초로 각 요소별 실제 문항의 유형을 정리하고자 하였다. 연구자는 평가 문항을 제작하기 이전에 교육과정의 내용 영역과 Bloom이 제시 한 인지적 영역의 단계별 행동 영역, 다양한 문항 형식을 잘 조화하는 것이 새로 운 학습 요소에 적절한 문항 유형을 만드는 이론적인 기초라고 판단하였다. 즉, 새롭게 제시된 학습 요소를 Bloom이 제시한 지식, 이해, 적용, 분석, 종합, 평가의 각 단계로 목표를 세분화하고 이에 해당하는 문항을 기존에 개발된 문항과 자체 개발한 문항으로 예시하였다. 이를 통해 새로운 학습 요소에 어울리는 평가 문항 을 유형별로 정리하여 평가의 전문성을 향상시키고자 하였다.

This study examines the effects of learning conditions (implicit learning condition and explicit learning condition) and task types (comprehension and production task) on the learning of an easy rule (subject-verb inversion in the sentence with location adverbial) and a hard rule (pseudo-cleft clause). One hundred thirty first-year university EFL students with low proficiency were divided into four groups based on the combination of learning conditions and task types. After that, pre-and post-test data on the grammaticality judgement test and controlled written test were analyzed by using the two-way Multiple Analysis of Covariance (MANCOVA). Results showed that the effects of learning conditions are not statistically different on the comprehension of easy and hard grammatical rules whereas the explicit learning condition has more effects on producing easy and hard rules than the implicit learning condition does. They also revealed that the effects of task types are statistically different on the learning of an easy and a hard rule. In addition, production task has more effects on the learning of both an easy and a hard rule than the comprehension task. It could be suggested that the results of this study could be applied in designing more effective instructional condition for the EFL adult learners with low proficiency.

본 연구에서는 면대면(FTF) 환경과 컴퓨터 매개 의사소통(CMC) 환경 사이의 차이를 과학 학습 성취도와 만족도 관점에서 비교 분석하였다. 또한 이러한 분석은 교수자-학습자(TS)와 학습자-학습자(SS) 상호작용 유형들 간의 차이에 대하여도 함께 실시되었다. 자료수집을 위하여 충북 충주 소재의 C여자 고등학교 1학년 여학생 3개 반 학생을 대상으로 2002년 5월 정규수업과 병행하여 3주 동안 학습 활동을 한 후에 학업 성취도와 만족도 검사를 다음의 네 집단에 대하여 실시하였다; CMC-TS, CMC-SS, FTF-TS, FTF-SS. 각각 5문항과 13문항으로 구성된 학업성취도와 만족도 측정을 위한 검사지는 통계 분석되었다. 각 집단간 학업 성취도의 평균 점수는 CMC환경을 이용한 집단(CMC)과 교수자-학습자 상호작용을 한 집단(TS)에서 높았다. 변량분석에 의하면, CMC환경에서의 학업 성취도 및 만족도는 학습자-학습자 상호작용(CMC-SS)에 비하여 교수자-학습자 상호작용을 강조한 학습활동(CMC-TS)에서 유의미하게 높았다. 한편면대면 (FTF) 환경에서도 TS 활동 (FTF-TS)이 SS 활동 (FTF-SS) 에 비하여 높은 만족도를 나타내었다. 또한 만족도에 대한 문항별 분석의 경우에 환경에서는 CMC환경이, 그리고 상호작용에서는 TS 활동이 효과적이었다. 따라서 컴퓨터 매개 의사소통 환경하에서 교수자-학습자 상호작용을 강조한 활동이 과학 교수 학습과정에서 학습자의 학업 성취도와 만족도를 증진시키는데, 상당히 유용하다는 것을 시사한다.