Earticle

노동과정 내 새로운 테크놀로지의 도입은 생산성의 향상이나 노동의 절 약과 같은 명분에서 이루어지지 않는다. 이 글에서는 테크놀로지의 도입 을 기존의 까다로운 노동계급의 저항에서 벗어나 새로운 임노동관계를 재 구성하려는 자본의 ‘도주’ 전략 중 하나로 파악한다. 특히 한국 방송산업 의 경우, 1997년 공황을 전후로 도입된 6mm 디지털 카메라와 편집 시스 템은 자본이 되기 위해 갖춰야 했던 새로운 임노동관계의 형성에 있어 중 요한 성찰의 지점을 제공해 준다. 이는 테크놀로지 도입이란 노동의 질적 저하와 탈숙련을 가져온다는 기존의 논의를 넘어, 비정규직과 같은 새로 운 임노동관계와 방송산업구조의 유연화라는 노동-자본 간 세력관계의 관 점에서 바라보아야 함을 뜻한다. 따라서 이 글에서는 1990년대 중반 이후 진행되어 온 한국사회 내 노동-자본의 세력관계 변동을 전제로 하고, 그 구체적인 표출로서의 방송산업 내 비정규직 노동계급의 구성을 역사적 맥 락에서 다루고자 한다. 이러한 접근은 무엇보다 사회적 서비스로의 방송 산업이 자본이 되어가는 과정에서 취해야만 하는 임노동관계의 형성 과정 에 대한 고찰뿐 아니라, 역으로 자본으로서의 방송이 어떠한 취약함을 보 여주는지를 드러내는 비판의 작업이기도 하다.

Broadcasting industry is not so much a particular sector of new economy as an instance of the circuit of capital in a society. In other words, broadcasting as a public service could be a new place for capital that is at stake. The capital’s flight to broadcasting sector have to need new wage-labour class because capital is not a thing such as money but an economic ‘form’ that historically specific capitalist class relation assumes. After 1990s, the expansion of Korea broadcasting industry means not only flexible production of programme contents but the explosive increase of irregular employment. The flexiblization and irregular employment in Korea broadcasting industry could be read in context of class struggle, as it were, the recomposition of class relation in Korea society. Digital media technology that had been introduced in mid-1990s was a very important apparatus to recompose the class relation in broadcasting industry. Most importantly, ‘digital 6mm camera’ that had come into wide use after economic crisis in Korea in 1997 caused great changes in the role and relationship between irregular labourer and regular labourer in production system. Due to low production cost, decrease in number of labourers resulted in intensifying labour and providing a chance of upskilling for irregular labourers.

본 연구의 목적은 여성 결혼이민자들의 취업을 돕기 위하여 취업에 필요한 내용으로 구성된 한국어 교육의 교수요목을 설정하고, ‘자기소개서 작성’을 예를 들어 실제로 수업을 구성하는 방안을 제시하는 데 있다. 취업에 성공하려면 먼저 취업이 어떠한 과정을 거쳐 이루어지는지 알아야 하고, 다양한 취업 준비 프로그램을 활용할 줄 알아야 한다. 무엇보다 자신의 적성에 맞는 직업을 선택하는 것이 중요하다. 일반적으로는 이력서나 자기소개서 등 필요한 서류를 작성하여 제출하고, 면접을 받아야 한다. 취업 후에는 직장 문화를 이해하고 이에 잘 적응해야 성공적인 직장생활을 할 수 있다. 따라서 취업 한국어의 교수요목은 현대사회와 직업, 적성과 직업 선택, 취업 교육 프로그램, 취업 성공 사례 나누기, 이력서와 자기소개서 작성, 면접, 모의 면접, 근로계약서 이해, 직장예절, 직무 실전 연습, 업무관련 서류 읽기 등으로 구성한다. 자기소개서를 장르 분석하면, 대략 ‘성장배경, 성격의 장단점, 관련 경험 및 특기, 지원 동기, 향후 계획 및 각오’의 틀로 이루어져 있다. 이를 ‘도입 → 과제 전 활동 → 과제 활동 → 과제 후 활동 → 마무리’로 나누어 단계별 수업 방안을 제시한다. 본 강좌를 마친 결혼이민자들은 취업을 준비하는 과정에서부터 취업 후 직장 생활에 적응하는 데까지의 과정을 이해하고, 취업에 필요한 기본적인 한국어 능력을 함양할 수 있을 것으로 기대한다.

The aim of this study is to create a syllabus for teaching Korean language to female marriage immigrants, which is to be composed of the contents required for finding employment. In addition, it will also include a plan of a real class where the students would learn how to write a self-introduction as an example. In order to succeed in finding a job, the marriage immigrants first need to know the procedure of employment, and also understand how to use a variety of job preparation programs. Above all, it is important that they choose a job which suits their aptitude. In general, they need to start with filling out and submitting the required documents, such as a resume or a cover letter, and then have an interview. Once they are employed, they need to understand and adapt to the workplace culture in order to achieve success in their job. Therefore, the syllabus for teaching job-related Korean is composed of topics such as occupations in the modern society, aptitude and career choice, job preparation programs, sharing successful employment stories, writing resume and self-introduction, interview, mock interview, understanding contracts, workplace etiquette, real job practice, and reading work-related documents. When it comes to the self-introduction, it is composed of one’s background, pros and cons of personality, related experiences and talents, reasons for job application, and future plans and resolutions. The actual example class consists of five gradual steps: Introduction → Pre-task Activities → Task Activities → Post-task Activities → Closing. After completing this course, the marriage immigrants will be able to understand the full process of preparing for employment and adapting to their workplace after being employed, and also develop basic proficiency in job-related Korean.

In mainstream composition classes, students focus on translating and teachers correct them rather than the student being conscious of the reader. Recently, peer response has become a popular method of assessment; however, in Korea, there are many limitations. Utilizing Japanese readers who understand no Korean enables Korean students in that they cannot rely on their Korean abilities, and this motivates them to write better because they are more conscious of the reader. The knowledge that there will be a Japanese reader removes the limits of the peer response. In this study, Japanese students were remote tutors via Skype in a composition class. There were four benefits for the Korean students: freedom from translation, awareness of cultural differences, ability to internalize the writing process, and ability to write what they want to convey.

Byun, Ji-Hyun. 2014. Learner perceptions and reponses toward written feedback in English composition class. Journal of Linguistic Studies 19(3), 27-51. The main aim of this paper is to explore EFL college learners' perspectives toward written feedback in English composition class. In this study, the researcher offered L1 and L2 feedback to the participants' six different compositions. By doing this, the participants could experience both L1 and L2 feedback. Regarding data collection, survey, interview, classroom observation and field notes were applied. According to the result, the participants appreciated both L1 and L2 feedback and perceived both types of feedback as an important means to improve their English writing proficiency. At the same time, the participants suggested that teachers' feedback should be given to every stage of writing process in order to have productive outcome. The participants also mentioned that L2 feedback can be helpful in learning vocabulary. However, they stated that L2 feedback was not helpful in improving grammatical knowledge. (Hannam University)

본 연구는 체력관리 수업이 비만도가 각기 다른 여자 대학생들의 신체구성, 혈압 및 건강관련 체력에 미치 는 영향이 다른지에 대해 검증하는 것이다. 본 연구의 대상자는 본교 2012∼2016년 9학기 동안 체력관리 수업을 수 강한 여학생 317명을 대상으로 하였으며, 그룹 구분은 체질량지수와 체지방률(%) 기준으로 저체중, 마른 비만, 정상, 정상 비만 그리고 비만 그룹으로 구분하였다. 체력관리 수업은 저항성 운동과 유산소 운동의 복합운동으로 일일 75 분, 주 2회로 구성하여 진행하였다. 본교의 체력관리 수업은 비만 그룹을 제외한 네 그룹의 체중, 체질량지수, 체지 방율, 근육량 그리고 허리둘레를 긍정적으로 개선시키는 효과가 있는 것으로 나타났다. 하지만 혈압(SBP, DBP)과 건 강관련 체력에서는 다섯 그룹 모두에서 대부분 긍정적으로 개선되는 효과가 있었다. 따라서 체력관리 수업은 비만 여자 대학생의 신체구성의 개선을 제외하고 여자 대학생들의 신체구성과 혈압의 개선 및 건강관련 체력을 향상시키 는 것으로 나타났다.

This study investigated the effect of fitness management class on body composition, blood pressure and health-related fitness in college women. The subjects were to target college women of the 317 people to take nine semesters 2012-2016 school fitness management class, group division were divided underweight, thin-obesity, normal, normal-obesity and obesity by body mass index(BMI) and body fat(%). Fitness management classes consist of combined exercise(resistance and aerobic exercise) was conducted to exercise twice a week 75 minutes a day. Four groups except for the obese group, Fitness management class have a positive improvement effect on body weight, BMI, BF(%), muscle mass and waist circumference. In addition, five groups were positive improvement on blood pressure and health-related fitness variables. In conclusions, except for improving body composition in obese college women, fitness management classes had a positive improvement effect on body composition, blood pressure and health-related fitness in college women.

This study is carried out with a view to grasping the characteristics of the space composition of the upper class houses in Yangdong Village formed in Chosun Dynasty. In order to attain the successful research, we put on emphasis on the analysis, with the possibly prospective form of the original building at the time of its construction and several field investigations, on the types of house plan and composition of Anchae(section for housewife) and Sarangchae(section for husband). And also analyzed on the sited orientations of both parts as well as on the plan types according to the ways of approach into the An-madang(inner yard).

본 연구는 S 대학교 건강체력관리 교양 체육 수업을 수강하는 남․여(20명) 대학생을 대상으로 12주 동안 주 2회 유산소운동과 코어안정화운동을 수행하여, 신체조성 및 근력(악력, 배근력, 각근력), 심폐지구력(12분 달리기), 평형성 (눈감고 외발서기), 유연성(좌전굴, 어깨유연성) 등의 건강관련체력에 미치는 영향에 대해 검증하고자 하였다. 12주간 의 건강체력관리 수업은 남․여 대학생들의 체중, 체지방율을 감소시켜 신체조성에 긍정적인 영향을 가져왔으며, 근력, 심폐지구력, 유연성, 평형성을 개선하여 건강관련체력에도 긍정적인 효과를 가져왔다. 따라서 12 동안 주 2회 실시하는 건강 체력관리 수업은 대학생들의 신체조성과 건강관련체력을 긍정적으로 변화시켜 대사증후군 및 생활습관병 등 각 종 질환 예방에 효과적인 역할을 할 것으로 생각되며, 나아가 대학생들의 올바른 운동습관 및 부족한 운동량 확보를 통하여 대학시기 뿐만 아니라 성년기 이후의 삶을 건강하게 유지하는데 도움을 줄 것으로 기대된다.

This study conducted aerobic exercise and core stabilization exercise twice per week for 12 weeks with 20 men and women who attended a general physical education course for health and body shape care in S University. The purpose was to investigate the effects of the class on health fitness such as body composition and muscle strength(grip strength, back strength, and leg strength), cardiovascular endurance(12-minute run), balance(standing on one leg with eyes closed), and flexibility(trunk forward flexion and shoulder flexibility). Finally, the following conclusions were drawn. The health fitness care class for 12 weeks reduced weight and body fat percentage and had a positive effect on body composition in college men and women. It also improved muscle strength, cardiovascular endurance, flexibility, and balance and had a positive effect on health fitness. Therefore, the health fitness care class conducted twice per week for 12 weeks will positively change body composition and health fitness in college students and play an effective role in preventing diseases such as metabolic syndrome and lifestyle diseases. Moreover, it will be helpful for college students to enjoy healthy life after adulthood as well as during college by building up correct exercise habit and supplying insufficient exercise volume.

This study aims to investigate how types of physical education class have effects on the body Composition(height, weight, body fat percentage), the Factors Relation to growth(growth plate, growth hormone; GH, insulin-like growth factor-1; IGF-I) of second grader boys in middle school to establish the direction of a new class model in school, and to make the best use of physical education class. The subjects of this study are healthy students who don't have any special exercise experiences or medical diseases based on medical checkup, whom I divided into three groups : individual exercise group of 12, collective exercise group of 12, and controlled group of 12. The exercise programs are done to each group : individual exercise group and collective exercise group for 45 minutes a day, three times a week, for 12 weeks. The data processing of this study is done by comparing the average and standard deviation of each group using SPSS version 19.0K statistical research program. The meaningful difference among the comparison of each group average is verified by analysis of covariance which is a measure of how much the preliminary examination feature and post examination feature change, and then by a way ANOVA about equal variance. The level of significance of every statistic is p<.05. The conclusion deducted by this research is as follows. First, in body Composition, the height of individual and collective groups increased more(p<.05) than that of the controlled group, body fat percentage decreased more(p<.011) in the individual and the collective groups, but increased a little in the controlled group. Weight didn't show the difference among the groups. Second, in the Factors Relation to growth, the width of growth plate decreased more(p<.001) in the collective and individual groups than in the controlled group, and the secretion rate of GH hormone and IGF-I hormone increased more(p<.001) in the collective and individual groups than in the controlled group. Putting all these results together, it can be possible for middle school boys in their growth period to make the best use of physical education class, and to improve their lives in body Composition the Factors Relation to growth, and mental health.

This study is that the Japanese teaching materials which were made with an investigation of a misuse common to a Korean learner at the session. And its effect was checked. When these teaching materials studied Japanese through a questionnaire survey, it was examined whether it was effective. And learner's consciousness to these teaching materials was asked. And it was considered focusing on 3 of future's improvement points. A result of the investigation showed that this handbook is useful for Japanese learning and that it becomes the hint which finds the cause of the learner's misuse when correcting composition. And it became clear from a result of the questionnaire survey that it was very useful for improvement of composition and improvement of Japanese ability. It was lacking in the quantity of the explanation and the example for a learner as improvement points. When correcting the mistakes from now on, there are more possibilities which become the teaching materials which can feel the effect for a learner.

본 연구에서는 배양시간에 따른 Thraustochytrium aureum ATCC 34304 균체 내부에 저장하는 지질의 지방산조성 및 균체 막에 축척하는 지질 내의 지방산조성의 변화 과정을 정량적으로 규명하였다. 건조균체량은 배양 5일째에 3.94g/L를 나타내었으며, 균체당의 지질 함량은 배양 3일째에 최대값 25.0%를 나타내었다. 균체 내의 triacylglyceride (TAG)량은 배양 3일까지는 증가하였으나 그 이후에는 거의 일정한 값을 유지하였다. 반면 세포막을 구성하는 phospholipid (PL)의 함량은 3일까지는 감소하나 그 이후에는 일정한 값을 나타내었다. TAG를 구성하고 있는 다중불 포화지방산의 함량은 배양 초기 60.3%이였으나 배양 5일 후에는 45.3%까지 감소하였으며, DHA는 42.1%에서 33.9% 까지 감소하였다. 포화지방산의 함량은 배양 초기에는 24.9%이었으나 배양 5일 후에는 27.8%까지 증가하였다. PL 내의 불포화지방산의 함량은 배양시간에 따라 48.0%에서 17.5%까지 크게 감소하는 경향을 나타내었으나, 포화지 방산의 함량은 오차범위 내에서의 감소 경향을 나타내었다. 본 연구 결과에 의하면 배양시간이 경과하여 배양액내의 영양 환경이 열악하게 되는 경우 균주는 포화지방산보다 불포화지방산을 에너지원으로 우선 사용한다고 해석할 수 있다.

The heterotrophic marine algae Thraustochytrium aureum ATCC 34304 produces substantial amount of polyunsaturated fatty acids (PUFAs), especially docosahexaenoic acid (DHA). In this study, changes in the lipid and fatty acid compositions of Thraustochytrium aureum ATCC 34304 were investigated according to the growth stage. The major lipids of Thraustochytrium aureum ATCC 34304 were found to be composed of triacylglyceride (TAG), phospholipid (PL), and sterol (ST). The content of triacylglyceride increased during the exponential phase of cell growth, but the content of phospholipid decreased. The composition of total polyunsaturated fatty acids decreased from 60.3% to 45.3% and that of docosahexaenoic acid from 42.1% to 33.9% in the triacylglyceride. The composition of total saturated fatty acids, however, increased from 24.9% to 27.8%. The content of total polyunsaturated fatty acids decreased greatly from 48.0% to 17.5% but the decrease in the content of saturated fatty acids was slight in phospholipid.

이 연구의 목적은 여학생 합기도 호신술 교실 참여가 신체조성과 기초체력, 그리고 스포츠자신감에 미치는 영 향을 체계적으로 분석함으로써, 호신술 프로그램의 효과와 가능성을 입증하고자 한다. 이 연구의 대상자는 D광역시 B구의 S합기도장의 여학생 합기도 호신술 교실 참여자로 11세 이상 여학생 15명을 대상으로 선정하였다. 본 연구의 결과는 다음과 같다. 먼저, 신체조성 모든 변인에서는 통계적 유의차가 나타나지 않았다. 반면 기초체력의 경우 근력 (t=-8.919, p= .371), 근지구력(t= -8.503, p<.001), 유연성(t= -8.348, p<.001), 순발력(t=-5.564, p<.001), 민첩성(t= 4.883, p<.001) 항목에서 피험자들의 유의한 변화가 나타났다. 또한 스포츠 차신감의 경우 하위항목인 능력입증 (t=-9.539, p<.001), 코치 지도력(t=-6.808, p<.001), 신체적․정신적 준비(t=-7.472, p<..001)에서 모두 통계적으로 유 의한 차이가 나타났다. 이상의 결과를 종합하면 여학생의 호신술 교실 프로그램 참여는 기초체력 및 스포츠 자신감 향상에 긍정적인 영향을 미친다고 판단된다. 특히, 합기도의 종목 특성상 호신술 교실 참여는 다양한 신체 능력을 조 화롭게 발전시키는 데 기여할 수 있으며 여학생들의 스포츠 자신감 향상을 통해 신체활동 참여에 긍정적인 영향을 미칠 것이라 사료된다. 본 연구가 향후 여학생을 대상으로 한 체육 교육 프로그램 개발 및 무술 기반 운동의 보급에 유용한 기초 자료로 활용될 수 있을 것이라 판단된다.

The purpose of this study was to analyze the effect of female students' participation in the Hapkido Self-Defense Class on body composition, basic physical strength, and sports confidence. To achieve this purpose 15 female students aged 11 or older were selected as participants in the Hapkido Self-Defense Class at the S Hapkido Hall in B District, D City. First, participation in the Hapkido Self-Defense Class did not significantly affect the body composition of the subjects. On the other hand, for basic physical strength, there were significant changes in subjects in the items of muscle strength (t=-8.919, p=.371), muscle endurance (t=-8.503, p<.001), flexibility (t=-8.348, p<.001), quickness (t=-5.564, p<.001), and agility (t=4.883, p<.001). In addition, in the case of sports self-confidence, statistically significant differences were found in all sub-items such as ability verification (t=-9.539, p<.001), coach leadership (t=-6.808, p<.001), and physical and mental preparation (t=-7.472, p<.001). Considering the above results, it was empirically confirmed that the self-defense classroom exercise program had a positive effect on the improvement of basic physical strength of female students. Participation in the self-defense class, in particular, can contribute to harmonious development of various physical abilities due to the nature of the hapkido event, and it is thought that it will have a positive effect on female students' participation in physical activities by improving their sports confidence. It is judged that this study can be used as basic data useful for the development of physical education programs for female students and the dissemination of martial arts-based exercises in the future.

본 연구의 목적은 일본에서 실천되고 있는 사회과 문화유산 학습을 분석하여 그 구성 원리를 구명하는데 있다. 이를 위해 일본의 문화유산 학습의 세 유형(공감적 이해형, 의사결정력 육성형, 교양-감상형) 중 의사결정력 육성형에 해당하는 수업 실천 사례를 분석한 결과, 다음과 같은 네 가지 구성 원리가 밝혀졌다. 첫째, ‘문화재에 대한 학습’에서 ‘문화 행하기’로 진전하는 단원 계획으로 구성되어 있다. 둘째, 교사의 문화유산에 대한 신념을 일방적으로 학생에게 전달·주입하는 것이 아닌, 복안사고를 통해 문화유산에 대한 의사결정을 하도록 구성하고 있다. 셋째, 내용과 방법적인 측면에서 열린 문화유산 학습의 구조를 지니고 있다. 넷째, 실제 수업에서 문화유산에 대한 학생들의 인식이 다양한 형태로 변용해가는 것을 볼 수 있다. 이러한 일본의 문화유산 학습은 지나친 교과서 의존형 수업으로 인하여 ‘문화 행하기’로 이행하는데 어려움을 안고 있으며 현재와 단절된 과거 이해 중심의 문화유산 학습, 그리고 유형 문화유산 중심의 경도된 문화유산 학습이 주로 전개되고 있는 우리나라 문화유산 학습의 과제를 극복하는데 중요한 단초를 제공한다는 점에서 큰 의의가 있다.

This study aimed to analyze cultural heritage learning in Japanese social studies and investigate its composition principle. To that end, an analysis was conducted on a case study that falls into the type to develop the decision-making ability among the three types of Japanese cultural heritage learning: empathic understanding, development of the decision-making ability and cultural appreciation) and the following four composition principles were found as a result: First, the lesson is composed of the unit plans from ‘learning of cultural heritage’ to ‘practicing culture’. Second, encouragement for the students to make decisions on cultural heritage based on insightful thinking is suggested rather than a unilateral delivery or cramming of teacher’s principle to the students. Third, it has an open structure to study cultural heritage from the aspects of content and methods. Fourth, it is possible to observe the students’ conceptual change of cultural heritage into various forms in the actual class. Such Japanese cultural heritage learning holds significance in providing an important clue to overcome the challenges of cultural heritage learning of South Korea.

本研究の目的は、日本の社会科における文化遺産学習の分析を通して、その構成原理を明らかにすることである。そのため、日本の文化遺産学習の三つの類型（共感的理解型、意思決定力育成型、教養 - 鑑賞型）のうち、意思決定力育成型に当てはまる授業の実践事例を分析した結果、次の四点の構成原理が明らかになった。 第一に、「文化財に対する学習」から「文化をする」学習へ進む単元の計画で構成されている。第二に、教師の文化遺産に対する信念を一方的に子どもに伝達・注入するのではなく、複眼思考を通して文化遺産に対する意思決定をするように構成されている。第三に、内容や方法的な側面から開かれた文化遺産学習の構造になっている。第四に、実際の授業で文化遺産についての子どもの認識が様々な形で変容していくことが見られる。 このような日本の文化遺産学習は、韓国の文化遺産学習の課題、すなわち過度な教科書依存の授業のため「文化をする」学習へ移行しにくい問題、現在と切り離された過去の理解中心の文化遺産学習、そして有形文化遺産を中心とした傾いた文化遺産学習が主に展開されている様々な課題を克服するための重要な手がかりを提供しているという点で大きな意味があると言えよう。

본 연구는 만5세 구름반 역할놀이 영역을 구성하고 운영할 때에 연구자가 인식한 문제점을 바탕으로 역할놀이 영역의 구성 및 운영 방안을 모색하고 실행하는 과정에서 교사와 유아가 어떻게 변화되었는지 살펴보는데 그 목적이 있다. 이를 위해 참여관찰, 연구자의 저널 작성, 유아면담, 지도교수와 동료교사의 면담 및 협의, 문서수집, 사진과 비디오 촬영 등의 방법으로 자료를 수집하였고, 수집된 자료는 질적 연구의 주제 분석에 따라 주의 깊게 읽고 범주화하였다. 역할놀이 영역의 구성 및 운영을 위한 실행과정으로는 ‘편안한 쉼과 아름다움이 공존하는 공간으로 꾸미기’, ‘다양하고 총체적인 역할놀이 영역으로 변신하기’, ‘역할놀이 영역의 통합적 운영’ 이었다. 실행하는 과정에서 교사는 실천적으로 반성하고 적극적으로 탐구하는 실행주체자로서 역할놀이를 좋아하고 즐기며 역할놀이 영역 운영에 대한 어려움을 긍정적인 도전과 자극으로 받아들이는 태도를 보여주었다. 또한, 유아는 역할놀이를 통해 자신의 감정을 마음껏 풀어내며 정서적으로 안정된 모습을 보여주었고, 역할놀이 영역을 자유롭고 창의적인 놀이터로써 즐기며 또래와 함께 어우러져 협력하는 태도를 보여주었다.

The purpose of this study is to examine the changes of teacher and children for the composition and management of role-play area of western age of five in Cloud Class. Accordingly, research questions are as follows. What are problems of role-play area composition and management in Cloud Class of western age of five? How are the process for the role-play area composition and management? What are changes of children and teacher when they are taking the process? For this study practice has completed in Cloud Class of western age of five from Jan. 1, 2012 to Jul. 23, 2012. Action for effective composition and management of role-play area both teacher and children were changed as follows. Great pressure of teacher's role-play area have been an inspiration for positive challenge and stimulus. Teacher planted herself off isolation and dependence with a sense of ownership. Also, teacher could understand children from the heart more responsive for children. Children showed their feelings, enjoyed role-play area as a free and creative playground and they were facilitated their vocabulary and language development cooperating with peer.

The present study aims to explore the effectiveness of flipped learning environments on L2 writing. In particular, the focus of the study is on whether the flipped learning approach has a positive influence on college EFL students’ ability to fluently write complex sentences in English. Two different modes of instruction were given to the students: the traditional classroom-based writing instruction (control group) and the flipped learning writing instruction (experimental group). Writing samples were collected from a total of twenty students (ten in the control group and ten in the experimental group). The results showed that students in the flipped learning classroom write complex sentences, using more words than those in the traditional classroom do. In addition, the students in the flipped learning classroom presented better writing fluency than those in the traditional classroom.

Despite the social turn in literacy studies, few empirical studies have investigated the practical applications and learning experiences of multimodal composition pedagogy. Using a qualitative research approach, this study examines undergraduates' experiences in producing multimodal texts. Findings report that students' experiences in a multimodal composition class epitomize enjoyable learning. Students enjoyed their learning process because (a) the multimodal literacy curriculum filled the pedagogical gap between the conventional school-sponsored alphabetic literacy pedagogy and widespread out-of-school multimodal literacy practices and (b) the usefulness of the curriculum helped students enhance their intrinsic motivation to learn and compose. By questioning fundamental assumptions about what counts as knowledge in the current ecology of literacies, the authors argue for a dynamic view of literacy into practice.

This study investigates timed writing among English as a Second Language (ESL) students that was used to place the students into mainstream composition courses in a U.S. academic institution. The student essays were analyzed using Martin and White’s (2005) appraisal framework evolved within a Systemic Functional Linguistics (SFL) paradigm. Data consist of graded timed essays written by twelve ESL students representing five different countries (China, Japan, Korea, Saudi Arabia, and Vietnam). This analysis was compared with written comments by the institution’s first language (L1) compositionist (the first-year writing program director, the so-called “gatekeeper”). The results, similar to major appraisal research findings (Hood, 2006; Lee, 2007), reveal distinctive differences in the utilization of appraisal resources between students with passing grades and those with failing grades. In addition, subtle differences were found between students with passing grades and those with borderline passing grades in their use of explicit versus implicit values of ATTITUDE resources within the appraisal system. The study concludes with pedagogical as well as theoretical implications of appraisal theory that are potentially valuable tools to facilitate L2 writing and research.

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This study aims to qualitatively explore the characteristics of more skilled writers and less skilled writers as shown in the process of writing in English. The researcher describes the features in depth based on the analysis of four college students’ writings and questionnaire responses. The two groups showed quite different aspects in weaving the outline of writing, choosing writing materials, clarifying ideas, giving appropriate examples, and drawing impressive conclusions. More skilled writers planned to write in detail and comprehensively in the brainstorming stage, and they wrote a high-quality first draft based on the writing plan. On the other hand, less skilled writers did not have a detailed and comprehensive writing plan in the brainstorming stage, and hence the level of writing quality in the drafting stage was relatively low. Due to these differences in the writing process, the less skilled students had to revise not only the form but also the content in the revision stage; the more skilled students just focused on revising the forms. This study offers a few implications for writing learners and instructors.

This study explored the role of L2 proficiency level in explaining the different ways ESL college students integrated sources from reading texts into their written products. The patterns of selecting, organizing, and allocating the source information were analyzed using a written text analysis coupled with interview data. The results revealed that students in different proficiency groups differed widely in the way a source material was incorporated into their writings. Specifically, the students in higher proficiency groups tended to allocate source information to the body part of an essay by restructuring a source and to use it as supporting evidence in their writings. Conversely, the students in lower proficiency groups often inserted a part of the source into their writings in the form of direct quotation. Such patterns of using sources were explained by the behavior of producing written intermediate text, which served as a means to develop students’ own ideas during the composing process. The present study argues for L2 proficiency level as a key construct to understand ways of using source information in L2 composition classrooms.

Peer review has been considered one of the promising instructional methods to help students understand the social nature of writing and the importance of revision. However, given our students’ linguistic inability and inexperience in English writing, some supportive measures need to be taken to take advantage of this invaluable learning experience to their writing ability development maximally. This study assumes that presenting them a checklist with important points to be discussed with peers is critical for the successful implementation of the activity in the classroom. When it is being developed, the instructor must reflect on the unique characteristics of her class and integrate them into the development. To demonstrate how it can be built, writing samples of students in a beginning English writing class in a four-year university and their peer review practices were studied. As the first step of the development, the students’ writing proficiency was assessed at the beginning and end of the course to establish the course objective that was defined as a proficiency level in the IELTS Writing Band Descriptors. Then, the descriptors was analyzed to identify writings features to be included in the checklist. Finally, their competence manifested in their papers and comments was studied to select suitable writing features for their proficiency and the course objective.