• Title/Summary/Keyword: 독도

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A Study on Legibility of the Hangul(Korean) Letters (한글의 가독도에 관한 연구)

  • Yoon, Seok-Hyon
    • Journal of Korean Ophthalmic Optics Society
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    • v.3 no.1
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    • pp.181-188
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    • 1998
  • In order to examine the legibility of the Hangul letters which is a syllabic, the three kind of visual charts were made of the ninety eight($14{\times}7$) Hangul Gothic type letters by the laser printer. These Hangul letters were constructed with the 13 consonant letters which are 'ㄱ, ㄴ, ㄷ, ㄹ, ㅁ, ㅂ, ㅅ, ㅇ, ㅈ, ㅋ, ㅌ, ㅍ, ㅎ', and the 6 vowel letters which are 'ㅏ, ㅓ, ㅗ, ㅜ, ㅡ, ㅣ'. The two examination methods were used, One is the discriminating the letters on the visual chart by men having 1.5 visual acuity. The other is the using the laser printer's resolution. Obtained data by these examination methods are the minimum readable size values of the letters and the maximum readable distance values from the reader to the objects. From these data the relative legibility of the Hangul letters were calculated, where the letter ㄱ was chosen for the standard. This resultant data were analyzed. In this result, the mean legibility of these Hangul letters descended in the order of 'ㄱ, ㄴ, ㅅ, ㄷ, ㅈ, ㅇ, ㅁ, ㅋ, ㅌ, ㅍ, ㅎ' Which are the consonant letters being in these letters. And the mean legibility descended in 'ㅣ, ㅡ, ㅏ, ㅗ, ㅓ, ㅜ' order. The mean legibility is dependent on used consonant letter more then on used vowel.

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Effects of Korean College Students' Use of English Reading Learning Strategies on Reading Comprehension (한국 대학생의 영어독해 전략이 독해에 미치는 영향)

  • Kim, Kyung-Hoon
    • The Journal of the Korea Contents Association
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    • v.9 no.7
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    • pp.411-418
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    • 2009
  • The purpose of this study is to research the effects of English reading strategies on English reading comprehension by Korean college students. Reading strategy use was assessed through Oxford's self-report questionnaire in reading strategies. This study has three research questions. The first question was to investigate some reading strategies used by college students. The second question was to investigate the differences in reading strategies between two groups in gender. The third question was to investigate the differences in reading strategies of three college student groups according to their English proficiency estimated by reading scores. Some major findings of this study are as follows. First, college English learners use memory strategies most frequently of the six strategies, while using metacognitive strategies least frequently. Second, there exists a significant difference in reading strategies between the gender group. Third, there also exists a significant difference in reading strategies among the three groups divided according to English proficiency. This study shows that students' reading ability can be strengthened and motivated by some reading strategies in reading practice. It also means that it is necessary for English teachers to take into consideration the reading strategies suitable for the students in their reading classes.