CAU Scholar's Space: Lee, Jin-Hwa

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Lee, Jin-Hwa (이진화)

사범대학 (영어교육과)

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Tel 02-820-5400
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TBLT:4||teacher professional development:3||mobile learning:3||open learning platform:3||working memory:3||task type:3||private education:2||overpassivization:2||task complexity:2||bottomup:2||2015 개정 교육과정:2||vocabulary applications:2||Construction Grammar:2||selfdirected learning:2||taskbased language teaching:2||young learners:2||smartphone applications:2||preservice English teachers:2||focus on form:2||2015 Revised Curriculum:2||teacher education program:2||preservice teacher education:2||English speaking:2||사교육:2||L2 sentence processing:2||English Grammar Learning and Instruction:1||English Proficiency:1||English Teachers’ Perception:1||English as a lingua franca:1||English education:1||English grammar instruction:1||English interrogatives:1||English speaking anxiety:1||English speaking tasks:1||English speaking tests:1||English vocabulary learning:1||Followup study:1||Formfunction Correspondence:1||Individual planning:1||Inheritance Hierarchy:1||Intake:1||Korean ESL learners:1||L2 Proficiency:1||L2 proficiency:1||L2 vocabulary:1||L2 writing:1||L2 writing test:1||Levels of Awareness:1||Lowlevel EFL learners:1||MOOC:1||NPMovement Marker Hypothesis:1||Noticing:1||Noticing Hypothesis:1||OLP:1||Past Perfect Tense:1||Prototypicality:1||Region:1||School Level:1||Special District for Educational Internalization:1||Student Perception:1||Task Complexity:1||Task complexity:1||TaskBased Language Teaching:1||TaskBased Language Teaching(과제기반 교수법):1||Taskbased language teaching (TBLT):1||Textual Enhancement (TE):1||Thinkaloud Protocol:1||University students’ achievements:1||Usagebased Grammar:1||a subjectobject asymmetry:1||action research:1||affective domains:1||afterschool program:1||articulated core competencies:1||articulation:1||articulation between domestic and overseas curriculums(교육과정 연계):1||assessment criteria:1||attentional allocation:1||automated speaking scoring (ASS):1||blended learning:1||causative alternation:1||collaboration:1||collaboration between preservice and inservice teachers:1||collaborative dialogue:1||college English education:1||color:1||communication among nonnative speakers:1||communication mode:1||competencybased English curriculum:1||comprehensibility:1||convergence education:1||convergent English lesson:1||creativity and character educatio:1||creativity competency:1||creativity teaching awareness:1||creativity teaching selfefficacy:1||curriculum development competency:1||design principle:1||design based research:1||designbased research:1||dictogloss:1||discourse marker comprehension competence:1||discourse marker use competence:1||dofronting:1||educational practice:1||empirically derived scale:1||foreign language education:1||formfocused tasks:1||general job satisfaction:1||general scale:1||globalization education:1||implicit learning:1||individual differences:1||interaction hypothesis:1||joint opertation of university course and teaching practicum for preservice teachers:1||key competencies:1||learner affects:1||learner autonomy:1||learner factors:1||learners’ experience:1||learning strategies:1||levels of awareness:1||longdistance whquestions:1||meaning negotiation:1||middle school students:1||mobile chatting:1||mobileassisted language learning:1||mobileassisted language learning (MALL):1||mobileassisted language learning):1||morphological transfer:1||motivation:1||national curriculum:1||needs analysis(요구조사):1||new college English program:1||nonalternating unaccusative verbs:1||noticing:1||overcausativization:1||pair interaction:1||pair work:1||personality traits:1||planning time:1||preservice English teacher training:1||preservice teacher:1||pretask planning:1||primacy effect:1||private English education:1||proficiency:1||proficiency difference:1||proficiency standards:1||program models:1||public English education:1||rating scale:1||reading comprehension:1||reading proficiency:1||reading span:1||recency effect:1||reflective perception:1||reformulation:1||role assignment:1||scoring:1||second language acquisition:1||secondary English teachers:1||secondary school teacher selection test:1||selfdirected language learning readiness:1||serialposition:1||speaking anxiety:1||speaking performance mode:1||speaking task:1||strategy:1||subjectrelated job satisfaction:1||subjectverb inversion:1||synchronic variability:1||task classification:1||task design:1||task perception:1||task practice:1||task repetition:1||task repetitions:1||taskspecific influence:1||taskspecific scale:1||tasksupported language teaching:1||teacher education:1||test items:1||test report:1||text difficulty:1||textediting tasks:1||thinkaloud protocol:1||transferability:1||unaccusative verbs:1||university admission type:1||university curriculum:1||uptake:1||whfronting:1||whquestions:1||working memory capacity:1||writing:1||개인차:1||공시적 변동성:1||과거완료 시제:1||과수동화:1||과업 유형:1||과제수행:1||교과 직무만족도:1||교육과정 개발 역량:1||교육과정모델:1||교육국제화특구:1||교육실습:1||교육실습과 대학수업간 연계:1||국가교육과정:1||국제화교육:1||능숙도:1||담화표지어 이해 능력:1||담화표지어 활용 능력:1||대학교육과정:1||대학생활 성과:1||대학생활 적응:1||대학영어교육:1||대학입학전형:1||독해 능숙도:1||동기:1||말하기:1||말하기 수행 방식:1||모바일 기반 언어학습English vocabulary learning:1||문법받아쓰기:1||미래 핵심역량:1||방과후학교:1||비대격 동사:1||사역문 전환:1||성격기질:1||성별:1||성찰적 인식:1||수준척도:1||스마트폰 애플리케이션:1||실행연구:1||아동학습자:1||어휘 애플리케이션:1||연계:1||연계핵심역량:1||영어 공교육:1||영어 능력(English proficiency):1||영어 말하기:1||영어 말하기 불안감:1||영어 말하기 평가:1||영어 문법 학습 및 교육:1||영어 사교육:1||영어 어휘 학습:1||영어과 융합수업:1||영어교사 인식:1||영어교육:1||영어능숙도:1||예비교사:1||예비교사 교육:1||예비교사교육:1||예비교사와 현직교사 간 협업:1||예비영어교사:1||예비영어교사 교육:1||외국어교육:1||위탁형 대안학교(commissioned alternative schools):1||융합교육:1||의사소통 초점 문법 학습:1||이해:1||일반 직무만족도:1||읽기 이해:1||입력 강화:1||입학전형:1||자기주도 영어학습준비도:1||자동말하기채점:1||정의적 요인(affective factors):1||주목하기:1||중등 영어교사:1||중등임용시험:1||지역:1||짝구성:1||짝활동:1||창의·인성 교육 역량:1||창의융합교육:1||채점:1||책략:1||추수 연구:1||텍스트 난이도:1||평가 문항:1||평가 준거:1||평가리포트:1||학교급:1||학교현장실습:1||학습자 변인:1||학습자 인식:1||학습자 자율성:1||학습책략:1||핵심 역량:1||협동대화:1||형식초점:1||형태론적 전이:1||흡수:1||2015 Revised English Curriculum:1||2022 revised curriculum:1||2022 개정 교육과정:1||A Sorting Task:1||ACTFL performance descriptors:1||Adaptation to college:1||Admission type:1||Argument Structure Constructions:1||CEFR:1||Cando statements:1||Causativization Hypothesis:1||Cognition Hypothesis:1||Collaborative planning:1||CommunicationFocused Grammar Learning:1||Comprehension:1||Core Competences:1||Corpusbased Language Teaching:1||Creativity Convergence Education:1||Crossover interaction hypothesis:1||DBR:1||DataDriven Learning:1||Developmental Sequence:1||EBB:1||English Constructions:1||

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