목적 : 본 연구의 목적은 가상현실 기반 주방 과제 수행 시 나타나는 수행오류의 종류와 인지기능과의 상 관관계를 알아보고자 함이다. 연구방법 : 신경학적 결함이 없는 만 60세 이상 건강한 노인 38명을 대상으로 가상현실 환경 내에서 주방 과제를 수행하였다. 주방 과제는 잼 버터 샌드위치 만들기를 시행하였다. 주방 과제를 수행하는 동안 나타나는 수행오류 의 종류를 2명의 작업치료사가 각각 평가하였다. 아울러 캠브리지 전산화 신경 심리평가(Cambridge Neuropsychological Test Automated Battery; CANTAB)의 Stocking of Cambridge(SOC), Executive Function와 Spatial Working Memory(SWM)평가를 실시하였다. 주방 과제 시 보이는 수행오류의 빈도수와 각 인지 영역의 점수 간의 상관관계를 분석하였다. 평가자 간 신뢰도는 SPSS 12.0을 통해 분석하고, 상관관계 분석은 Python을 사용하였다. 결과 : Omission 오류는 SOC의 움직임 횟수와 SWM의 전략 사용과 통계적으로 유의미한 양의 상관을 보였다(p < .05). 반면 commission 오류는 SOC의 움직임 횟수와 통계적으로 유의미한 양의 상관관계 를 보였다(p < .001). 주방 과제를 수행하는 데 걸린 시간과 총 수행오류는 SOC의 움직임 횟수와 통계 적으로 유의미한 양의 상관관계를 보였다(p < .05). 결론 : 가상현실 기반 주방 과제에서 나타나는 수행오류는 작업기억 및 집행기능과 상관관계가 있고, 생태 학적 타당성이 높은 집행기능 평가로써 임상적으로 활용 가능성이 크다. 향후 연구에서 환자 그룹을 대 상으로 인지기능에 따른 수행오류의 특성을 더욱 면밀하게 연구해나갈 필요가 있다.

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.

The present study investigated students’ preferences for the types of tasks used to assess English speaking performance. It further examined whether students’ task type preferences affected their perceptions of test effectiveness. One hundred eighty-two high school students responded to a self-report questionnaire. A series of frequency analysis and paired samples t-tests were used for the analysis. The results showed that students’ most preferred task types and their least preferred ones overlapped with each other, suggesting that the task types of English-speaking performance tests used in schools are limited. The four key reasons determining students’ task type preferences were identified, including task difficulty, emotional comfort, practical value, and interest. In addition, the results indicated that students’ task type preferences could affect their perceptions of task effectiveness. Overall, the results suggest the need for developing more varied task types for English-speaking performance tests as well as helping students become familiar with English speaking performance tasks. Pedagogical implications were discussed along with study limitations.

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.

Cho Hye-jin. 2016. “Negotiation of Meaning in Computer-Mediated Communication in Relation to Task Types”. The Sociolinguistic Journal of Korea 24(1). 271~309. The present study aims to explore how negotiation of meaning occurs in a task-based CMC among ESL students. Paired with one another, 18 ESL students were asked to engage in online discussion once a week for 3 weeks in order to complete 3 types of language task: jigsaw, information-gap, and decision-making tasks. The finding shows that only a few examples (11%) contributed to negotiation routines. Twenty-one percent of the negotiation routines were identified as modified interactions. The information-gap task elicited the most negotiation routines. However, what the students perceived was different from the numerical results regarding task types. They reported that the jigsaw was the most intriguing and beneficial task rather than the information-gap. Relatively little negotiation routine can be attributed to learner perceptions of tasks. Learner behaviors such as not asking questions, their eagerness to proceed with the task, and face-saving action were observed as efforts to maintain social communication. Sending segmented messages instead of complete sentences was found as a face-saving action as well.

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 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.

본 연구는 상사의 부정적인 행동 중 최근 가장 주목 받고 있는 상사의 비인격적인 행동에 초점을 맞추었고, 상사의 비인격적인 행동이 구성원의 과업성과에 어떤 영향을 미치는지를 확인하였다. 기존 일부 연구에서는 상사의 비인격적인 행동이 구성원의 과업성과에 부정적인 영향을 미친다고 보고하였지만, 실제현장에서는 과업성과에 긍정적인 영향을 미치는 사례도 발견된다. 따라서 본 연구는 상사의 비인격적인 행동과 과업성과 간의 관계가 일관되지 않은 이유를 살펴보고 그 관계를 실증하고자 하는 것이 주된 목적이다. 이를 위하여 상사의 비인격적인 행동을 하나의 요인 즉, 대인관련 요인으로만 간주한 기존 연구와는 달리 상사의 비인격적인 행동을 과업관련 행동과 대인관련 행동으로 구분하여 각각의 행동이 과업성과에 미치는 영향을 검증하였다. 분석을 위한 설문조사는 민간표본에서는 상사와 구성원 192쌍, 군표본에서는 상사와 구성원 175쌍으로부터 설문지를 회수하여 분석하였다. 분석결과 상사의 비인격적인 행동은 과업관련 행동과 대인관련 행동으로 구분되었으며, 상사의 비인격적인 행동의 직접효과는 대인관련 행동만 과업성과에 부적(-)인 관계가 유의하게 나타났다. 추가분석에서 과업관련 행동과 대인관련 행동의 상호작용효과를 분석한 결과 의미 있는 결과가 나타났다. 따라서 이에 대한 연구의 시사점과 한계점 및 향후 연구방향을 제시하였다.

This study investigates the effects of the types of tasks and feedback on Korean adult EFL learners' fluency, accuracy, and complexity. A qualitative approach was also added to determine the perceptions that learners and teachers have about task-based instruction (TBI) and feedback types with learning journals, interviews, and stimulated recall. Although the experiment had the limitations of a small size of subjects and short length, certain findings are worth noticing. For both levels of group learners (lower intermediate and higher intermediate), fluency was highest in the descriptive tasks receiving implicit feedback. For accuracy, the rate was highest when both groups performed descriptive tasks receiving explicit feedback. For complexity, only higher intermediate level learners showed substantially higher rates in narrative tasks with explicit feedback. Planning time and the freedom to choose the topic (picture to describe) presumably might have affected fluency and accuracy in descriptive tasks. Accuracy was found to have been more affected by explicit feedback that primarily provided corrections on morphosyntactic errors. In addition, the qualitative research on the perceptions that L2 learners and teacher had about their experience with TBI and feedback provides insightful perspectives that are hoped to contribute to designing more effective TBI and interactional corrective feedback. (201)

This study reports on a classroom observation of the language produced by intermediate EFL learners in a Korean university, especially in terms of negotiation of meaning. Negotiation of meaning during task interactions makes certain that task participants receive comprehensible input and produce comprehensible output, which have been argued as essential elements for foreign language learning. Task type is also considered important, with those tasks requiring an exchange of information most likely to facilitate the negotiation of meaning. The purposes of this study was to compare successful meaning negotiation in four types of task(information gap, jigsaw, problem solving, and sharing personal experiences tasks) in terms of qualitative meaning negotiation. For this study, I recorded eight different tasks involving twenty-four students, a total of around five hours of learner interaction. This study showed that qualitative meaning negotiation is more important than the mere evidence of meaning negotiation indices for foreign language development. In terms of task type, open tasks such as problem solving and sharing personal experiences tasks may facilitate a higher qualitative negotiation than information gap tasks and jigsaw tasks, especially in intermediate or advanced English classes.

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.

주의집중은 수행력을 결정하는데 필수적인 요인이다. 주의집중의 핵심은 필요한 단서에 주의의 초점을 맞추면서 불필요한 정보를 차단하는 것이며, 전문가일수록 적절한 주의집중을 사용하여 최상의 수행을 경험 한다. 선행연구에서는 무용학과 대학생을 대상으로 집중력과 무용수행력의 관계를 밝히고 있으나 전문무용수들을 대상으로 한 주의집중 연구는 시도되지 못하고 있다. 본 연구는 전문무용수들을 대상으로 무용 과제유형에 따른 주의집중 단서를 탐색하는데 목적을 두었다. 이를 위해 전문무용수 7명(남:4명, 여:3명)을 연구 참여자로 선정하였고, 개인별 심층면접을 실시하여 자료를 수집한 후 귀납적 내용분석을 실시하였다. 연구결과 전문무용수들은 과제와 관련된 주의집중 단서는 수용하고 있었으며(중심축과 균형, 협응과 타이밍, 시선, 자신만의 감, 표현요소), 부적절한 주의형태는 배제하고 있었다(공연불안요인, 많은 생각, 안 좋은 습관). 이 결과는 Boutcher(2002)의 정보처리관점에서 심층 논의하였고 후속연구에 대한 제언을 제시하였다.