Earticle

이 연구는 이정모와 이재호(2004)에서 관찰된 성별표지와 언급순서의 상호작용 효과가 다른 실험 과제와 실험 조건에도 반영되는지를 확인하고자 하였다. 실험 1에서는 선행어가 고유명사이며 성별단서가 애매한 조건에서 명명과제를 적용하였다. 두 변인의 효과는 관찰되지 않았다. 실험 2에서는 선행어가 역할명사이며 역시 성별단서가 애매한 조건에서 명명과제를 적용하였다. 언급순서의 효과만 관찰되었다. 실험 3에서는 두 변인의 효과를 선행어가 고유명사이며 성별단서가 명료한 조건에서 문장읽기과제와 탐사재인과제를 적용하여 살펴보았다. 성별표지의 효과가 읽기시간에만 반영되었다. 세 실험의 결과는 대명사의 성별표지와 언급순서가 참조해결에 작용하는 제약들의 만족에 따라 역동적으로 상호작용할 가능성을 보였다.

Three experiments were conducted to explore the interactive effect of antecedent's gender marker and mention order on pronoun referential resolution. In Experiment 1, using proper name for antecedents, Participants were read the sentences by RSVP and naming to antecedent words. The results showed that any variable did not sensitive to naming time. In Experiment 2, Participants were read the sentences by RSVP and name to antecedent words. The results showed that the effect of mention order was found. The first mentioned antecedent faster than the second mentioned condition for naming time. In Experiment 3, using proper name for antecedents, Participants were read the sentences by self-paced and probe recognition to antecedent words in unambiguous gender cue and subject-subject condition. The results showed that main effects of antecedent's gender marker in self-paced reading time. The female marker condition slower than the male condition. using role name for antecedents, These results were discussed from a point of view of dynamically interactive models for pronoun resolution.

The latest mobile devices usually use multi-core technologies such as dual-core, quad-core or octa-core for high performance. Further, as the capacity of main memory in the mobile devices is growing, a lot of tasks are capable of running concurrently. With these trends, however, mobile devices run out of battery power faster than before. In recent years, next generation non-volatile memory technology (NVRAM) have developed significantly and considered as low-power main memory architecture. Traditionally, the bandwidth-aware multi-core task scheduling schemes have been studied in order to address the bandwidth saturation problem of shared main memory. In this paper, we propose a multi-core scheduling scheme considering DRAM/NVRAM hybrid main memory. The goal of the proposed scheme is to reduce the execution time of tasks by avoiding the memory bandwidth saturation as well as to improve the response time of interactive tasks. We have showed through trace-driven simulation that the proposed scheme outperforms the legacy scheduling schemes.

In this action research, the aspect of task-based learning (TBL) was spotlighted concerning its influence on students’ affective barriers in English language learning. Thirty-one students in a junior high school, located in a marginalized area in Busan, participated in this program over two and a half months, which mainly consisted of diverse tasks requiring constant interaction between learners, in and out of groups. To investigate the change in learners’ affective domains, questionnaire surveys were conducted at the beginning and end of the program, learners’ self-reflection notes written at every period were used, and a focus-group interview was conducted at the end of the program. After the program concluded, students showed an increased interest, confidence, and motivation in English language learning as well as a reduction in anxiety about learning English, and they suggested that interesting activities and active interaction were the main reasons for these changes. It is hoped that follow-up research will be conducted to explore these results that may be primarily affecting students’ autonomous and continuous learning by chasing their future behaviors.

This study examined the effect of explicit instruction on the acquisition of second language (L2) grammar when it is presented to L2 learners before carrying out an interactive language task. In particular, this study investigated the role of explicit instruction in drawing learners’ attention to the target linguistic form (i.e., noticing) during peer interaction and facilitating the learning of the relevant structure. The target grammatical structure was the object-of-preposition type of relative clauses (RCs). The current study employed a pretest-posttest design with 32 English as a Second Language (ESL) learners who were randomly assigned to either an interactive task with explicit instruction (+EI) group or an interactive task alone (-EI) group. Learners participated in a pretest, a treatment session, and a posttest. Learners’ implicit and explicit knowledge of the target structure was measured using a grammaticality judgment task and a sentence completion task, respectively. Results indicated that explicit instruction did not necessarily lead to greater instances of noticing and that explicit instruction was beneficial for acquiring explicit knowledge but not implicit knowledge.

On the voyage into exploring a research question: Where is an interactional interface to interrelate a focus on form to a specific task in designing a task-based syllabus?, this study identifies three problems, i.e., the learnability, the performability, and the interactionability problem from the reviews of the research on task-based syllabuses (Ellis, 2003; Prabhu, 1987; Snow, Met, & Genesee, 1989) to be settled in designing a task-based syllabus. In order to search for a possible solution to these problems, it proposes an interactive approach to a task-based syllabus called the Ability-Task Function (ATF) Model. The ATF constitutes a linear function, ‘y=ax+b’, in which ‘y’represents the levels of language abilities on the Parallel Developmental Sequence (Kim & Kwon, 2007) and ‘x’ the hierarchies of task performances on the target language use domain continuum (Kim, 2006c). Hence, the vertical y axis (i.e., the levels of language abilities) and the horizontal x axis (i.e., the hierarchies of task performances) comprise the ATF Coordinate or Map on which we are able to explore a possible answer to the three problems. Finally, this study demonstrates how the ATF fades the three problems out, and hence comes to a conclusion: The ATF is,in a sense, a kind of metric by which not only we are able to plot, analyze, and evaluate all the pedagogic tasks on the line (i.e., y=ax+b, a=1, b=0), but also select and sequence them along the line on which they are all in direct proportion of the levels of language abilities to the hierarchies of task performances. Thus, the ATF Model can provide a conceptual framework for designing an interactive abilitydifferentiated task-based syllabus.

This study explored how task complexity and working memory could influence recast-driven second language (L2) development by synthesizing findings from 22 empirical studies. Through a thematic synthesis approach, findings were categorized into three core dimensions: the influence of task complexity on recast-mediated L2 outcomes, the moderating role of working memory in processing and internalizing recasts, and the dynamic interplay of task complexity and working memory in recast-driven L2 development. Results indicated that while higher task complexity could enhance linguistic engagement and promote recast uptake by directing attention to form, it might also impose cognitive demands that could hinder the noticing and internalization of recasts. Notably, although learners with greater working memory capacity tended to benefit more from recasts, findings remained inconsistent. Likewise, the interaction between task complexity and working memory yielded various results across studies, depending on task types and measurement tools. A key research gap lies in the limited exploration of how task complexity and working memory interact with recasts in task-based instructional contexts, where cognitive demands and feedback processing converge. This review underscores the need for comprehensive examination of the triadic interaction through robust task designs, consistent working memory measures, and longitudinal studies to advance pedagogically effective task-based language teaching.

본 연구의 목적은 첫째, 과제 중심의 협동적 영어 글쓰기를 통한 상호담화 사용과 languaging 활동이 학습자의 목표언어에 대한 문법 지식 습득과 언어 사용정확도에 미치는 영향을 확인하는 것과 둘째, 이러한 수업 활동이 학습자의 글쓰기에 반영된 정도를 살펴보는 것 그리고 셋째, 이에 대한 학습자의 인식과 태도의 변화를 분석하는 것이다. 연구참여자들은 항공대학 재학생 36명으로 각 그룹 구성원을 3명씩 배정하였다. 본 연구실험을 위한 수업 활동을 세 단계로 나누어 진행하였는데, 과제수행 전 단계에서는 참여자들이 수행할 과제를 전달받고 관련된 정보 수집 및 계획을 수립하였다. 과제수행 단계에서는 글쓰기 과제별로 다르게 진행하였는데, essay writing의 경우 브레인스토밍하여 실제 글쓰기를 한 후 서로 피드백을 교환하였고, dictogloss의 경우 텍스트를 듣고 재구성글을 작성한 후 협의를 통해 수정하여 최종안을 완성하였다. 그리고 과제수행 후 단계에서는 언어규칙과 관련해 학습한 내용을 정리하여 발표하고 languaging을 작성하였다. 모든 참여자를 대상으로 사전·사후 평가 및 설문조사와 함께 인터뷰를 실시하였다. 연구 결과에 따르면, 협동적 글쓰기를 통한 상호담화 사용과 languaging 활동이 대체로 학습효과가 있었으며, 이러한 활동 중에 발생한 어휘중심 에피소드와 구조중심 에피소드의 빈도수가 가장 높았으며 실제 글쓰기에도 가장 높게 반영된 것으로 나타났다. 또한 수업 처치 후에 학습자의 인식과 태도에도 큰 변화를 보여 긍정적인 평가를 하였다. 본 연구 결과는 협동적 글쓰기와 languaging 활동이 한국의 EFL 교실에서도 충분히 활용할 가치가 있으며, 이러한 활동을 확대할 필요가 있음을 시사한다.

The purpose of this study is threefold: to explore whether interactive discourse and languaging through task-based collaborative writing are effective in learners’ achievement of grammatical knowledge and in their accuracy for English language use; to identify how these activities are reflected in learners’ writing; and to find out changes in their perceptions and attitudes toward these activities. For this study, there were 36 students participated, who were placed into groups of three members. The class activities were divided into three phases. In the pre-task phase, participants were introduced how to perform their tasks, activated background knowledge about the tasks, and planned their tasks. During the task phase, for the essay writing task they brainstormed ideas on the topic, wrote essay, and gave feedback to each other. For the dictogloss task they listened to the text, reconstructed the text, and analyzed and corrected their errors for the final version. In the post-task phase, they retrospected the tasks regarding the linguistic forms, gave presentation to the class, and wrote languaginng. All the student participants completed pre/post tests and questionnaires, and they were interviewed after the post test and questionnaire. The present study showed the effects of interactive discourse and languaging through task-based collaborative writing on learners’ grammatical achievement and their linguistic accuracy. In addition, the study indicated that interactive discourse and languaging were reflected the most in their writng with respect to lexis-oriented LREs and syntax-oriented LREs. The study also revealed positive changes in learners’ perceptions and attitudes towards the class activities. The results of the study imply that collaborative writing and languaging activities should be worth utilizing in an Korean EFL classroom and that these activities need to be expanded.

본 연구는 온라인 강의에서 과제 중심 교수법을 통한 논어 인성 교육 사례를 소개하고, 온라인 강의의 단점을 보완할 수 있는 상호작용 활성화 방안을 모색하고자 하였다. 이를 위해 2020년 1학기 온라인 강의로 진행된 D 대학 ‘독서와 토론’ 교과목 수강생 58명을 대상으로 ‘개인적인 경험 공유하기’ 과제의 3가지 유형인 ‘질문 성찰형’, ‘행동 실천형’, ‘가치 존중형’를 제시하였다. 그 결과 학습자들은 논어의 핵심 덕목을 기계적으로 수용하지 않고, 자기 성찰을 통해 고전을 통찰적으로 바라보는 자세를 기를 수 있었다. 이와 더불어 온라인 수업임에도 불구하고, 자기 성찰의 기회를 가질 수 있었다는 점, 지루하지 않고 흥미로운 수업이었다는 점, 소통하는 분위기였다는 점은 긍정적인 측면으로 꼽혔다. 이를 통해 온라인 강의에서의 효과적인 고전 수업의 가능성을 탐색하고, 활발한 상호작용을 촉진할 수 있는 구체적인 실행 방안을 제시했다는 측면에서 의의가 있다.

The purpose of this study is to introduce the case of theory education through a task-oriented teaching method in online lectures to seek a way to activate interactions that can compensate for the shortcomings of online lectures. To this end, with 58 students taking the 'Reading and Discussion' course at D University, which was held as an online lecture in the first semester of 2020 as the subject, three types of the task of ‘sharing personal experiences’, ‘question-reflection type’, ‘action practice type’, and ‘value respect type’ were presented. As a result, learners were able to develop an insightful view of classics through self-reflection, rather than mechanically accepting the core virtues of the Analects. In addition, even though it was an online class, the fact that it was possible to have an opportunity for self-reflection, that it was an interesting class without boring, and that it was an atmosphere of communication, were considered as positive aspects. It is meaningful in that this study explored the possibility of effective classical classes in online lectures and presented concrete action plans to promote active interaction.