Earticle

This paper starts with a question: what is background knowledge in translation? Even though its importance has been emphasized in various studies, the scope or elements of background knowledge remains vague. To take one step to the concept of background knowledge, this paper focuses on a translation process and analyzes the decision-making process of a translator in non-linguistic areas. In translating 『The Biblical World - An Illustrated Atlas』(2007, National Geographic Society) from English into Korean the translator had to choose a Korean bible out of six versions for translating biblical quotes; deal with incorrect quote sources given in the English text; search concepts and information in the fields of biblical studies, geography, history, archeology etc.; convert imperial unit system of measures and weights into metric unit system. Tentative conclusion of this study is as follows: background knowledge includes the knowledge about readers' background knowledge; background knowledge may be information cumulated continuously in the process of translation rather than knowledge entity prepared in advance.

The purpose of the current study was to explore the effects of background knowledge, time pressure, and involvement on reading comprehension. One hundred and twenty college students read three passages and answered comprehension questions in eight different experimental conditions: activated vs inactivated background knowledge, with vs without time pressure, and high vs low involvement. The results showed main effects of background knowledge and involvement on reading comprehension, indicating essential roles of background knowledge in facilitating the processes of reading comprehension in Korea’s EFL educational contexts. In addition, the study found an interaction effect of background knowledge and time pressure on reading comprehension. Pedagogical implications are suggested.

The purpose of this paper is to examine the effects of vocabulary, reading strategies and background knowledge on English reading ability in determining the reading ability Major findings are as follows: Among three factors a significant co-relation(p<0.01)reveal between the reading ability and vocabulary. So vocabulary is the most important factor in determining the reading ability. A significant co-relation(p<0.05) reveal between the reading ability and reading strategies. Reading strategies are the second important factor in determining the reading ability. Background knowledge is not strongly related to English reading ability. The findings of this study suggest that the relationship between English reading ability and vocabulary is important.

This study aimed to investigate how Korean college readers attempted to process texts when encountering texts written in their first language or English, using their schematic knowledge. More specifically, it attempted to figure out how those readers utilized their content and formal schema when reading texts which were familiar or unfamiliar with them, in terms of its topic and experience. This research made use of students’ English language proficiency test scores, and two kinds of data from a questionnaire regarding how they perceived new information in the text, and their summaries after they’re done with reading those two texts. The results of data analysis reinforced that background knowledge of Korean EFL readers help themselves understand the Korean text better and more easily than English texts. It has also indicated that all of those students did mention the Korean text was easy to understand because they already had experiences relating with the text and they could use their background knowledge to process it. On the other hand, they struggled while reading the English text with its vocabulary, and topic. It has also been shown that their summaries showed differences in terms of its average length, and the average number of words used in a sentence. Finally, pedagogical implications in using readers’ schema in the reading class were suggested.

Many experimental studies have reported factors affecting English listening comprehension in Korea. However the reported results do not specifically deal with how effective the factors are in improving English listening comprehension. This quantitative meta-analysis study, therefore, aims to investigate the effectiveness of the factors (vocabulary, sound discrimination, syntactic ability, background knowledge, and listening strategy) on the improvement of listening comprehension in Korean EFL classrooms. A total of 117 studies with 133 samples were collected, and their effect sizes (ES) were calculated based on Hedge’s g with the CMA software (ver. 2.2.056). The results of this study showed that syntactic ability had the greatest effect on listening comprehension (ES=.816, p=.012). Vocabulary learning (ES=.421), sound discrimination training (ES=.453), grammar education (ES=.816), activation of background knowledge (ES=.599), and listening strategy training (ES=.498) all contribute to effectively improving listening comprehension regardless of the age of Korean EFL learners. In addition, the length of listening instruction did not affect listening comprehension. Based on the findings, pedagogical suggestions are also discussed.

이 연구는 국내 대학 교양 학부에 재학 중인 한국어 중·고급 학습자를 대상으로 설화 교육을 수행하고 이에 따른 학습자의 문화적 문식력의 양상을 살펴본 후, 문화적 문식력을 향상할 수 있는 설화 교수· 학습 방법을 구안하는 것을 목적으로 한다. 문화적 문식력을 목표 문화의 사회 구성원들이 보편적으로 인정하고 공유한 지식과 가치를 이해하 고 해석하는 능력으로 정의할 때 과거에서 현재까지 지속적으로 전승 되면서 목표 문화의 관념, 가치, 제도, 행위, 산물을 반영하고 있는 설 화는 한국어 학습자의 문화적 문식력을 향상하는 데 유용한 교육 제제 이다. 한편, 한국어 학습자들의 문화적 문식력의 양상은 학습자들이 수행한 감상문 분석을 통해 살펴보고 유형화하였다. 한국어 중·고급 학습자 들이 설화 교수· 학습 과정에서 보인 양상은 다음과 같다. 첫째, 학습 자는 자문화와 목표 문화에 대한 배경지식을 기반으로 목표 문화를 해 석하였다. 둘째, 학습자는 목표 문화와 자문화(home culture) 간의 상 호 텍스트적 지식을 활용하여 문화 간 비교를 수행하였다. 셋째, 학습 자는 목표 문화에 대해 비판적·성찰적 태도를 견지하면서 가치 태도 를 형성하였다. 문화적 문식력 향상을 위한 설화 교수·학습 방법은 지식과 가치의 이 해, 지식과 가치의 비교, 지식과 가치의 평가 등 세 단계로 설계하였으 며, 강독과 질의응답, 상호 텍스트성을 활용한 문화 간 비교, 토론과 쓰 기 활동 등 학습자 중심의 학습 활동으로 구체화하여 제시하였다. 본 연구의 의의는 한국어 중·고급 학습자의 설화 교육에 반영된 문화 적 문식력의 양상을 살펴본 후, 이를 토대로 설화 교수· 학습 방법을 구체적으로 제시한 데 있다.

Journal of the International Network for Korean Language and Culture 15–2.The purpose of the present study lay in: 1) conducting education in Korean folktale on intermediate and advanced Korean language learners enrolled in schools of liberal arts at South Korean universities and examining the subsequent changes in the learners’ literacy in Korean culture; and 2) devising methods for teaching and learning folktale that can improve learners’ cultural literacy. If and when cultural literacy is defined as an ability to understand and to interpret the knowledge and values universally acknowledged and shared by members of the target culture, folktale, which are continuously transmitted from the past to the present and reflect the ideas, values, institutions, actions, and products of the target culture, are useful educational materials for improving the cultural literacy of Korean language learners. Meanwhile, patterns in Korean language learners’ cultural literacy were examined and classified into diverse types by analyzing reports written by the learners in response. The patterns exhibited by intermediate and advanced Korean language learners in the processes of teaching and learning folktale are as follows. First, the learners interpreted the target culture based on their background knowledge of both the home culture and the target culture. Second, the learners conducted cross–cultural comparisons by making use of their intertextual knowledge of both the target culture and the home culture. Third, the learners formed value attitudes while maintaining critical and introspective attitudes toward the target culture. Methods for teaching and learning folktale to improve cultural literacy were designed in three stages: understanding knowledge and values; comparing knowledge and values; and evaluating knowledge and values. They were then presented concretely as: lectures and question and answer sessions; cross–cultural comparisons making use of intertextuality; and learner–centered learning activities such as discussions and composition. The significance of the present study lies in examining patterns of cultural literacy reflected in education in folktale conducted on intermediate and advanced Korean language learners and, based on them, concretely presenting methods for teaching and learning folktale.(Sungkyunkwan university)

Interactive communication is an important concept in the flat world of the informatic era. Interactive teaching is a kind of method that aimed at training human resources who must have the knowledge, skills to supply the global labor market nowadays. Interactive Vietnamese teaching is built on the basis of twoway communication between learners - teachers and between the learners with the language learning environment. The interactive situations built towards simulation that required as close to reality as possible. This article presents some new perspectives on foreign language teaching methods and suggestions apply to active teaching Vietnamese as a foreign language to students at Busan University of Foreign Studies, South Korea.

Giao tiếp tương tác (interactive communication) là một khái niệm quan trọng, ra đời trong thời đại thông tin và thế giới phẳng1 như hiện nay. Dạy học tương tác (interactive teaching) nhằm hướng đến việc đào tạo nguồn nhân lực vừa có kiến thức, vừa có kỹ năng, đáp ứng cho thị trường lao động mang tính toàn cầu hiện nay. Dạy tiếng Việt theo quan điểm tương tác được xây dựng trên cơ sở trao đổi thông tin hai chiều giữa người dạy với người học và giữa người học với môi trường ngôn ngữ. Các tình huống tương tác được xây dựng theo hướng mô phỏng sao cho càng gần với thực tế càng tốt. Bài viết này trình bày một số quan điểm mới về phương pháp dạy ngoại ngữ và đề xuất áp dụng vào hoạt động dạy tiếng Việt như một ngoại ngữ cho sinh viên tại trường Đại học Ngoại ngữ Busan, Hàn Quốc.

Nowadays, Reading comprehension focuses on the content based second language instruction. This paper investigates what kind of information leaners collect as pre-reading activity, and how this information activates learner’s schema at Japanese reading class. Reading process can be divided into 3 steps, which are pre-task, reading activity and follow up. If leaners have background knowledge about Japanese literature or cultures before reading, it will be easy to understand contents of the text. Textbook for reading comprehension does not have much information about literature or authors. So, teacher make leaners to investigate about author’s information (including background of life, view of the world, writing style), related materials, or story of literature. This activity can be effective as follows. •Leaners can feel interest in Japanese literature by introducing familiar things. •Author’s view of the world can help learners to understand literature. •Leaners can formulate hypothesis before reading. After the semester, teacher surveyed leaner’s satisfaction about pre-reading activities and the result shows high level of leaner’s satisfaction.

近年、日本語教育における中級読解では、内容の理解に重点を置いた学習が提唱されている。学習者の内容の理解を促進するためには、日本の文学や文化についての背景知識が必要であろう。本論文は、中級読解の授業における読む前の活動として、韓国人学習者は｢作品紹介｣でどのような情報を集め、このような情報がどのように学習者のスキーマを活性化するのか分析する。 H大学で編集された日本語中級読解教材は、日本のエッセイ、評論、小説、詩など様々なジャンルの作品が載せられておるが、作者や作品に関する情報が少ない。それで、教師は読む前の活動として、担当者を決め、作品や作者、素材に関して調査する｢作品紹介｣を発表するように指示した。その結果、学習者は、作品紹介のため、作者の背景、文体の特徴などを調べたり、作品のストーリー、意義などを調べて紹介した。また素材の概念や素材と関連した内容を紹介し、背景知識を豊かにした。 このような読む前の活動は、次のような効果があると思われる。 •見慣れたものから導入し興味や関心を持つようになる。 •ストーリーなどを先に知り内容の理解を容易にする。 •仮説を事前に立て、本文を批判的に読むことができる。 そして、1学期が終わった後、｢作品紹介｣の発表に対するアンケートを実施した。その結果、学習者は、｢内容の理解に役にたった｣と答えた点数が高かった。このように、読む前の活動として、作品や作者について調べる活動は、内容の理解や学習者中心の学習に役立つと思われる。

이번 논고에서는 일본고전 『다케토리 모노가타리』를 중심으로 조사 발문학습을 활용할 경우 어떤 수업이 가능한지 살펴보았다. 이 수업방식은 학생들의 몰입도와 이해도를 높이고 수강생을 능동적이고 적극적으로 참여하게 하고 흥미와 자신감을 고취시켰다. 한편, 학생들이 힘들어 할 때는 교수자가 평소 쌓아 놓은 배경지식을 사용하여 발표를 담당한 학생에게 조사방향을 설정해 주고 작품을 이해하는데 중요한 사항을 중심으로 질문이 만들어지게 유도해야 하는 수고로움이 필요했다. 이때 중요한 사항이란 작품의 시대적 배경, 당시의 가치관과 작품의 주제, 사고방식과 표현력을 말한다. 처음에는 어떤 식으로 사고해야 할지 몰라 수동적으로 임하던 학생들이 차츰 익숙해지면서 여러 가지 의견을 제시하며 적극적인 반응을 보였다. 활발한 토론을 이끌어내기 위해 발표 마일리지 점수를 반영한다는 조건도 강의 시작단계에서 제시했기 때문에 차츰 수업분위기는 토론으로 활기를 띠어 갔다. 시대적 배경이나 작품의 내용의 이해를 돕는 참고서적을 잘 제시하고 참고 프린트물을 인터넷 디스크에 올려놓으면 다음 수업의 참여도는 더욱 활발했다. 교수자의 입장에서는 작품마다의 특징이 있으므로 매번 학생들에게 작품을 이해하는데 필요한 자료를 제공하고 질문을 만들어보게 하고 이를 지도하는 것은 번거로운 일이다. 하지만 작품을 이해하는 데 필요한 핵심이 되는 사항을 중심으로 질문과 토론을 하게 함으로써 작품을 제대로 읽기 위해 갖춰야 할 상식, 개념적 지식, 표현력은 함양되고 나아가 학생들의 논리력 사고력 의사소통능력도 향상되었다고 여겨진다.

This study examines the teaching method based upon research and postscript learning of Japanese classic entitled Taketori Monogatari. Using this method, students become more engaged in their learning, and gain deeper understanding. Moreover, they participate actively with enthusiasm and confidence. This approach does involve some effort on the instructor’s part, however, who must set the research direction for student sand also prompt them to ask key questions concerning a literary work. Such questions may involve the novel’s historical context and theme, as well as contemporary values. Initially, students in this study were passive because they were unable to think critically. As time progressed, however, they became more acquainted with the lesson, and discussions began to take place. Students became particularly enthusiastic after it was announced that bonus points would be allotted for active participation in class discussions. Additionally, supplementary online resources were provided to assist students in understanding the text, which also led to livelier classroom discussions. A teacher’s ability to address a literary work’s numerous features is limited; nevertheless, by discussing and examining a text’s essential elements, students can cultivate the ability to express themselves and develop conceptual knowledge, which is key to reading effectively. Furthermore, such practices strengthen students’ ability to think critically and logically I deleted “communication skills” from this sentence since the same idea is expressed in the sentence preceding this one (i.e., students can cultivate the ability to express themselves).

This paper examines students’ perceptions of English as a Medium of Instruction (EMI) in a Korean university. Using questionnaire methods, we explore how students perceive EMI courses they are currently taking, from a knowledge perspective and a language skills perspective respectively. The participants were 364 students enrolled in 11 different EMI courses. The courses were all related to business, taught by seven different instructors (two Americans, two Chinese, and three Koreans). Based on the collected data, students’ level of satisfaction and ability to comprehend were measured, and compared according to their English proficiency along with instructor’s native language and student profiles. Aspects of student profiles investigated included students’ majors and years of study, prior EMI experiences, background knowledge, study-abroad experiences, etc. The results of the analyses showed that students’ overall level of satisfaction and ability to comprehend were significantly different according to the instructor’s native language (native English speaker or non-native English speaker), background knowledge, and study-abroad experiences, but not related to any of the other factors. From these findings, pedagogical implications are briefly discussed and ways of maximizing the effects of EMI courses are suggested.

지구과학은 그 학문적 특성으로 인하여 추론이 이론 발달의 핵심적 역할을 담당해 왔다. 따라서 현장 지구과학 수업에서도 추론이 매우 중요하게 다루어지고 있다. 본 연구에서는 추론 중심 탐구수업 모형의 시각으로 현장 수업을 분석하여 수업에서 보완해야 할 점들을 살펴보고, 또한 실제 수업에서 모형에 적용하기 위해 어떤 점을 고려해야 할지 살펴보았다. 본 연구에서 살펴본 4차시의 수업 중에는 6번의 추론 중심 탐구수업 모형과 관련 있는 수업 장면이 나타났다. 수업의 여러 장면들 중에는 직면 단계에서 실제 지구과학적 현상을 제시하는 부분이 생략된 경우가 많았으며, 배경 지식이 충분히 갖추어지지 않아서 추론이 원활하게 진행되지 않은 경우도 보였다. 이처럼 추론 중심 탐구수업 모형의 시각으로 수업을 보게 되면 추론의 흐름에 있어 보완해야 할 점이 잘 드러났다. 하지만 실제 수업 현장은 여러 가지 문제점들로 인해 추론 중심 탐구수업 모형을 매번 적용하기는 어렵다. 따라서 효과적으로 추론 중심 탐구수업 모형을 적용하기 위해서는 적절한 주제와 관련한 선택적 적용을 시도할 필요가 있다. 그리고 다양한 학생들의 지적 수준 또한 고려되어야만 하겠다.

Due to the academic nature of Earth Science, the reasoning in development theory has played a key role. Therefore, the reasoning is significantly addressed in real earth science classes. This study analysis the school earth science classes from the perspective of Reasoning-based Inquiry Model(RbIM), then suggest the supplementation and investigate the consideration for applying that model in the class. The lesson scene related the RbIM appeared six times during the 4 classes. Several times, the first stage of the RbIM, confront in that teachers present earth science phenomena or real data, was not found. In addition, there were shortage of logical reasoning process. The weakness of the students' background knowledge are possible reason. For the effective RbIM application, the selective application for the proper theme must be attempted. And the consideration for the various students' intellectual level must be needed also.

Investigating Performance and Difficulty of Korean University Students’ L2 Writing on IELTS Tests Yanghee Kim (Daegu University) This study examined the Korean university students' difficulties while preparing for the writing section on International English Language Testing System (IELTS) tests. It also investigated the suggestions for these students to improve their writing skills. Data was collected by reviewing the participants’ writing samples, and conducting open-ended surveys, and interviews. This study found five main categories: (1) Background knowledge building; (2) Idea development; (3) Vocabulary; (4) Grammar; and (5) Writing experiences. These categories explain that when the participants complete the academic writing Task 2 on the IELTS test, background knowledge about the topic played an important role in generating content. They faced many difficulties with using appropriate vocabulary and grammar. In addition, these students’ writing practices and experiences were important for them to complete the task successfully. This study also provided the suggestions for improving students’ writing skills and pedagogical implications for writing teachers.

The purpose of this paper is to examine how important translator’s background knowledge is in the process of English-Korean translations. This study revealed that background knowledge had a great influence on the degree of understanding a source text and the way of changing the source text into a target text in terms of expressions. According to two-time questionnaire analyses, student translators recognized the importance of background knowledge in translation which allowed them to understand a source text better and make a translation more confidently. The results of the comparative analysis of translation errors and the questionnaire responses indicate the significance of background knowledge in the translation process.

이 글은 조선시대 여성 교육 방법을 고찰함으로써 이 시대에도 지식인으로서의 여성 이 존재했음을 밝히는 데 목표를 두고 출발했다. 지식인이란 지식을 발견, 생산, 전파하 는 일을 맡았던 사람을 뜻한다. 조선시대에는 여성이 전적으로 남성에게 예속되어 있었 으며, 지식 생산과 전파와는 무관한 삶을 살았다고 생각하는 것은 오랜 기간 한국사회에 존재해 왔던 고정관념의 하나였다. 비록 사임당 신씨나 난설헌 허씨, 정일당 강씨 등과 관련된 다수의 연구가 없던 것은 아니지만, 이들 또한 세계를 해석하고 시대의 방향을 암 시하는 지식인으로서의 역할을 주목했던 것은 아니다. 조선시대 여성으로서 여류 문사 (文士)가 있고, 의녀나 기녀(妓女) 등의 특수 계급에서 뛰어난 능력을 발휘했던 여성이 존재했다거나 심지어 조선시대 여성의 사회활동은 야사(野史)나 야담(野談)으로 간주 되는 경향이 없었던 것도 아니다. 그러나 피터 버크가 주장한 대로 조선시대에도 지식인 으로서의 여성이 존재했음을 틀림없다. 특히 왕실이나 사대부가, 특수 계급의 여성 교육 방식은 근대식 교육제도가 확립되기 이전의 보편적인 지식인 양성 수단의 하나로 볼 수 있고, 이로부터 조선시대라는 특수한 시공간에 부합하는 여성 지식인의 궤적을 추적할 수 있다. 이 논문에서는 조선시대 여성 교육 방법으로 ‘봉보부인’, ‘여사(또는 모사)’, ‘견외견 학’, ‘모교(姆敎)’, 특수 계급의 ‘의녀 교육’과 기녀와 관련된 ‘교방(敎坊)’ 등을 중점적으로 살피고자 하였다. 이를 바탕으로 이 논문에서는 조선시대에도 여성 교육이 여성 지식 인 형성의 요인이 되었으며, 그들의 활동은 시대적 한계를 보임에도 시대와 사회를 해석 하는 지식인으로서의 역할 차원에서 재해석되어야 함을 강조하고자 하였다.

This study aims to classify the manner of women education during the Joseon Dynasty. In general, there are no women intellectuals during the pre-modern time is a stereotype because there was no way for women to be educated. I was interested in the formation elements of women intellectuals. The most important of which is the manner of education. There were no formal methods of education during the Joseon Dynasty. However, I searched for some methods of education. First, BONGBOBUIN(奉保夫人, name of government office) was a kind of nanny. They taught the royal children. Other teachers were so called NYEOSA(女師), or MOSA(姆師) who possessed male teachers qualities. Many households of the gentry, mothers and brothers were teachers. Most women learned their business from their family. The term of GYEONOIGYEONHAK(肩外見 學) meant picked up bits of knowledge. A particular class of Ginyeo(妓女, a kind of women artist or showgirl during the Joseon dynasty) and Uinyeo(醫女, women in medicine) learned their special knowledge. These methods of education were the background of the women intellectuals during the pre-modern time.

대학 글쓰기 교육의 목표는 비판적이고 창의적인 사고 능력 및 학술적 담화 공동체 구성원으로서의 역량 강화, 나아가 사회문화적 의사소통 능력 확보 등으로 요약된다. 이 연구는 이러한 목표를 성취할 수 있는 가장 효 율적인 글쓰기 훈련 장르에 대한 고민에서 시작되었다. 특히 글쓰기가 미 숙한 학생들은 단편적인 사고로 몇 가지 정보만을 취합해 기계적인 글쓰기 를 수행하는 경향이 많다는 점에서, 이러한 학생들이 어떻게 자신의 배경 지식을 최대한 활용하여 발산적인 아이디어를 창출하고 적극적인 글쓰기를 수행할 수 있을지에 대한 연구가 절실한 상황이다. 이 논문은 학생들이 내용 생성의 전략을 학습할 수 있는 방안으로 비평 적 에세이 쓰기를 제안한다. 비평적 에세이란 대상 텍스트에 대한 반응과 이해를 기반으로 하되, 대상 텍스트에서 촉발한 학습자의 정서와 경험에 좀 더 무게를 둔 필자 중심의 글이다. 학생들은 이러한 비평적 에세이 쓰 기 과정을 통해 대상 텍스트에 대한 지향성을 발견하고 자신의 과거 경험 질료를 반성적으로 인식하는 해석학적 이해의 과정을 경험케 된다. 학습자 는 주관과 객관이 상호 소통하며 사고 지평을 확장하는 경험을 하고, 자신 을 둘러싼 세계와 자신에 대한 문제적 시각을 발견하고 답을 탐색해 가면 서 글쓰기의 내용을 생성하는 법을 익히게 되는 것이다. 대학 공동체 속에 서 학문을 수행한다는 것, 즉 지식을 습득한다는 것이 단순한 지식의 축적 이나 수용이 아니라 이해되고 적용되어야 하는 차원이라고 할 때, 비평적 에세이 쓰기 작업은 학생들에게 올바른 지식 습득의 의미와 방향을 경험케 한다는 점에서도 의미가 있다. 이 연구는 비평적 에세이 쓰기를 수업 현장에서 실천하기 위한 특징적인 방안으로 배경지식 활성화 전략과 대화주의 수업 방식을 제안한다. 그 구체 적인 방안으로는 독서 경험이 얕은 학습자들의 배경지식을 활성화하기 위 한 전략으로 다중 텍스트를 활용한 상호텍스트성 전략, 학습자의 선이해가 대상 텍스트를 생산적으로 이해할 수 있는 물음의 정황으로 나아갈 수 있 도록 하는 발제와 토의 중심의 수업 체제, 학생 개개인의 준비와 조별 발 표가 상호 대응적으로 맞물리는 수업 구도, 동료 강평과 동료 글로부터 지 속적으로 영향을 받아 사고를 수정하고 심화하는 방안, 질문 중심의 첨삭을 통한 고쳐쓰기 과제 등으로 요약될 수 있다. 학습자는 다중 텍스트와 토의 를 통해 자신의 선이해를 다양한 관점에서 검토하고 기존의 사고를 수정, 전환, 확산하는 내용 생성 과정을 수행함으로써, 비평적 에세이 쓰기가 목 표로 하는 주체적이고 상호소통적인 의미 구성을 실현할 수 있을 것이다.

Process-based writing, which sees writing as a serial procedure, has done its job in overcoming the shortcomings of product-based approach and in systemizing writing theory and method. But process-based writing also has its weakness not to be able to show the solution for the core problem of writing, that is, how to make the contents. This weakness is consequence of categorizing the writing process. Especially, beginners in writing have some tendency to follow model writing procedure mechanically with short-sided view using just a little available information. Therefore, a study is necessary for how to get university students to make most of their knowledge and to output productive ideas and to do assertive writings. This paper shows critical essay writing as the appropriate method for students to build up content generating strategy. Critical essay focuses on students’ emotion and experience activated by the given writing material as well as is based on reaction to and understanding of the given writing material. So, critical essay is writer-oriented writing. Students can find out their own intentionality on the given writing material and undergo hermeneutic understanding i.e. introspective recognition of one’s own experience. In critical essay writing, students can recognize inter-connection between subjective area and objective area and can extend boundary of their thoughts. Also, students can get analytical view on themselves and the world around them in order to investigate optimal solution. Those experiences and process lead students to know how to create contents of writings. This paper also reveals actual and effective methodology in critical essay writing class. Abstracting the given reading material and discussion are the core parts of class. Those core parts make it possible that students’ pre-understandings reach the investigational area where productive understanding of the given reading material is possible. Intertextuality is also a part of effective methodology. Intertextuality uses multiple texts to maximize background knowledge of students who have shallow reading experiences. Using multiple texts and discussion, students analyze their own pre-understandings with multi-angled view and carry out contents generating process in which students’ thoughts are modified, transformed and extended. Those process and method reach to accomplish the goal of critical essay writing i.e. producing independent as well as communicative contents.

가설은 합리적 의사결정, 체계적 사고 및 반성적 사고의 신장 등 사회과 탐구가 최종적으로 추구하는 목표들의 공통분모요, 탐구를 진행시키는 핵심 요소이다. 때문에 가설을 형성하는 과정은 최저학업성취요소로써 매우 중요한 단계이며 이에 대해서는 구체적인 전략이 필요하다. 문제상황에 대한 잠정적 해결책인 가설은 낯선 문제상황을 해결하고자 하는 심적 긴장상태인 인지 부조화에서 발생하고, 인지 부조화는 인간이 낯선 문제상황을 만남으로써 형성된다. 때문에 Lewin의 행동예측공식에 의해 비추어 볼 때 인간의 배경지식과 낯선 문제상황은 가설형성을 위한 필수요건이 된다. 그리고 이 두 요소는 쾰러의 실험이 시사하는 바와 같이 지각 재조직화의 인식 작용을 통해 하나의 전체인 게슈탈트가 된다. 따라서 정합적인 가설은 학습자의 ‘배경지식’과 문제상황이 담긴 ‘자료’, 두 필수요소를 지각 재조직화의 과정을 거치게 함으로써 형성되는데, 구체적인 단계로 구성하면 ‘자료인식 - 배경지식 발현 - 구조화 - 1차 가설형성 - 2차 가설형성’ 이며, 각 단계에서는 Bloom의 인지적 질문 등이 적용된다. 그리고 각 단계는 탐구의 문제와 학습자의 수준에 따라 병렬적이며 회귀적으로, 그리고 탄력적으로 운영된다. 이러한 방안을 적용한 교실 수업의 가설형성 과정에서는 학생들로 하여금 비판적 사고와 창의적 사고 등 사회과 탐구 학습이 요구하는 다양한 사고기능을 경험하게 하였으며, 결과적으로 학생들이 자기주도적으로 정합적인 가설을 형성하게 하였다.

The hypothesis is the common denominator of final targets which are the inquiry of Social studies intends to and pursue, that is a rational decision, improvement of systematic thought and a reflective thought. Therefore, the process of hypothesis formation is very important stage as an element of the minimum studies achievement and it needs concrete strategy. The hypothesis as the temporary solution to a problem Situation comes from the perceptual inharmony which is a mental tensional state of trying to solve a new subject. A human background knowledge and a new problem Situation are necessary considering a formula predicting behaviors by Lewin, and as Kohler's experiment suggests, these two requirements can make the whole gestalt by a cognition of a 'perceptual reorganization'. Accordingly, the real hypothesis is formed by having the learner's 'background knowledge'and 'the material' with problem Situation passing through the process of perceptual reorganization. This is consisted of concrete stages; the material recognition - the presenting of a background knowledge - the structuralization - the first hypothesis formation - the second hypothesis formation. Each stage of this strategy has application to Bloom's perceptual question and is managed paratactically, recursively and flexibly, depending on the problem of inquiry and the learner's level. Applying this program to the class, learners experienced various thinking functions required in the inquiry of Social studies like a critical thinking, a ingenious thinking and so on, and consequently, they created the real hypothesis by themselves.

This study investigates how working memory (WM) capacity and L2 linguistic knowledge affect L2 literal and inferential reading comprehension, considering the presence or absence of background knowledge. Eighty upper-intermediate to advanced adult English learners participated, completing tasks to assess WM capacity, background knowledge, L2 linguistic knowledge, and reading comprehension (both literal and inferential). Stepwise regression analyses revealed that WM capacity had a stronger influence on both literal and inferential comprehension when background knowledge was absent. For literal comprehension, L2 linguistic knowledge was the sole predictor when background knowledge was present, while WM capacity dominated in its absence. Inferential comprehension was consistently predicted by WM capacity, regardless of background knowledge. These findings indicate that WM capacity and L2 linguistic knowledge influence L2 reading comprehension differently depending on background knowledge and the type of comprehension. Implications include incorporating WM training into L2 reading instruction and employing diverse WM assessment methods to measure WM independently of L2 linguistic proficiency.

This article is devoted to the study of background knowledge and their role in the translation process. In the study, the term “background knowledge” refers to the knowledge common to the participants of the communicative act. The purpose of this work is to explore the concept of “background knowledge” and consider their role in the translation process, which is a special kind of intercultural interaction. The goal is implemented in the following tasks: describe the content of the concept of “background knowledge” and approaches to its definition, to give a classification of background knowledge, to consider the structure of background knowledge, to describe some features of the translation of verbal background knowledge. The relevance of this work is that although at present the question of the functions, structure and content of background knowledge remains open, but the role of background knowledge in the process of intercultural communication is very important. Studying linguocultural systems and comparing them, researchers identify the places of contact and differences of cultural backgrounds, manifested in languages, which contributes to the expansion of the dialogue of cultures and the emergence of interculture. The comparative analysis of Russian and Korean realities carried out in the study, the background information embedded in the languages, is intended to expand the background knowledge of people learning Russian and culture and wishing to use it in their professional activities.

Background/Aims: We investigated how interactions between humans and computer-aided detection (CADe) systems are influenced by the user’s experience and polyp characteristics. Methods: We developed a CADe system using YOLOv4, trained on 16,996 polyp images from 1,914 patients and 1,800 synthesized sessile serrated lesion (SSL) images. The performance of polyp detection with CADe assistance was evaluated using a computerized test module. Eighteen participants were grouped by colonoscopy experience (nurses, fellows, and experts). The value added by CADe based on the histopathology and detection difficulty of polyps were analyzed. Results: The area under the curve for CADe was 0.87 (95% confidence interval [CI], 0.83 to 0.91). CADe assistance increased overall polyp detection accuracy from 69.7% to 77.7% (odds ratio [OR], 1.88; 95% CI, 1.69 to 2.09). However, accuracy decreased when CADe inaccurately detected a polyp (OR, 0.72; 95% CI, 0.58 to 0.87). The impact of CADe assistance was most and least prominent in the nurses (OR, 1.97; 95% CI, 1.71 to 2.27) and the experts (OR, 1.42; 95% CI, 1.15 to 1.74), respectively. Participants demonstrated better sensitivity with CADe assistance, achieving 81.7% for adenomas and 92.4% for easy-to-detect polyps, surpassing the standalone CADe performance of 79.7% and 89.8%, respectively. For SSLs and difficult-to-detect polyps, participants' sensitivities with CADe assistance (66.5% and 71.5%, respectively) were below those of standalone CADe (81.1% and 74.4%). Compared to the other two groups (56.1% and 61.7%), the expert group showed sensitivity closest to that of standalone CADe in detecting SSLs (79.7% vs 81.1%, respectively). Conclusions: CADe assistance boosts polyp detection significantly, but its effectiveness depends on the user’s experience, particularly for challenging lesions.