• Journal of Korean Library and Information Science Society
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• v.45 no.4
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• pp.185-205
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• 2014

This study investigated IRA's 3 standards related to reading instruction and examined the value which can be meaningful to Korean situation. IRA divided reading educators into 7 types and proposed each detailed professional standard through the 'Standards for reading professionals'. The next standard called 'Standards for the English language art' described their direction and content for English language education including reading instruction. The 'Standards for the assessment of reading and writing' aims at the basis to evaluate students' reading ability. The value found through these standards is as follow: IRA's reading professionals standard can be a useful way to define the type of reading educator in Korea. A reading instruction standard like IRA's language art standard can guide reading instruction of Korean libraries in a more systemic and consistent way. A valid evaluation standard to measure students' reading ability can show the possibilities to define the students who struggle with reading and to provide more suitable instruction for them.

• The Journal of the Convergence on Culture Technology
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• v.6 no.1
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• pp.279-288
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• 2020

In this paper, we try to criticize a bias that liberal arts are not practical. First, I introduce holistic models of knowledge and constructivism in education. Second, I suggest 'linguistic turn' as another noticeable phenomenon. Language is an element of culture, but a priviledged one because culture, in itself, is linguistic. So culture is a sort of a text. We can see that liberal arts or humanities to deal with texts, contexts and languages can have an important role to read, understand and construct a world. So the rediscovery of the traditional model of the education of liberal arts like processes of graduating studies of liberal arts or humanities, is relevant to a new 'practical' model of reading and leading recent social transformations. An important point is academic contribution. And current situation called 'Knowledge-Based Society' also supports my point in another way. The situation of rapidly changing knowledge requires an education of problem-solving ability by unifying and reconstructing knowledge supporting with constructivism in education rather than the cramming system of education.

• Journal of the Korea Convergence Society
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• v.9 no.3
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• pp.249-256
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• 2018

This study aims to explore efficient foreign language learning paradigm with a focus on reading fluency and accuracy. From a perspective of language acquisition in the foreign language context, the priority in the L2 learning between accuracy and fluency has been a very important issue. Fluency becomes an important issue due to many researchers' interests in the L1 and L2 classroom. Although both accuracy and fluency are crucial, the paradigm shift from fluency to accuracy is necessary in the foreign language teaching. In this context, as an alternative methodology for L2 learners' fluency, the extensive reading approach is provided. A number of studies have suggested that extensive reading program could lead to improvement of L2 learners' reading rate and is an effective approach to improving general language proficiency.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.15 no.10
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• pp.6014-6028
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• 2014

This study examined the levels of language anxiety and their causal factors in different English class environments. The findings show that the levels of language anxiety vary significantly in different types of class environments, indicating that both the class environments and individual characteristics are meaningful variables of language anxiety. The findings also show that unlike the levels of language anxiety, its causal factors are almost constant regardless of the class environment with communication apprehension being the most important factor. This study suggests that the English proficiency of students and professors needs to be considered when constructing specific class environments, in addition to promoting class environments favorable to students' active participation in class.

• Journal of the Korea Society of Computer and Information
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• v.24 no.10
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• pp.233-242
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• 2019

At present, our society is reducing the birth rate, and the school population is decreasing, but multicultural students are facing the increasing social phenomenon. We all need to make sure that bilingual teaching and learning is effective for children of multicultural families who need to live in the days of Phono Sapiens so that they can live confidently as members of our society. To this end, there is a great need for a bilingual teaching and learning method that enables children from multicultural families to be free from language and cultural prejudice and to actively communicate and interact. In this paper, we propose a customized bilingual education method that applies various teaching and learning methods according to the development cycle, school age, and Korean language ability of children of multicultural families. The proposed bilingual teaching method for children of multicultural families is a teaching and learning method that applies the Waldorf teaching principle.

• Journal of the Korean School Mathematics Society
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• v.22 no.2
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• pp.115-132
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• 2019

This study investigated results of bilingual learning of mathematics in teaching quadratic functions at an international high school in South Korea. Unlike a Korean traditional public school, this international school has provided bilingual learning. 10th grade students enrolled two math classes, Algebra II that was taught in English through CCSS and High School Mathematics I that was taught in Korean through the Korean National Math Curriculum. In order to collect information on students' behaviors and math achievement, we analyzed students' academic back grounds, mathematical abilities, results of interviews, observations, questionnaires and assessments. The results of this study include specific benefits. Bilingual learning of mathematics is effective as a method to improve Korean students' mathematical abilities and attitudes as well as positive influence on Korean mathematics education.

• The Journal of the Korea Contents Association
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• v.21 no.1
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• pp.321-332
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• 2021

This study developed an English conversation learning program using virtual reality(VR) and mobile devices. Participants learned and practiced English conversational patterns in immersive virtual reality and mobile conditions. In the program, participants learned and practiced nine conversational patterns with virtual characters in four steps. Language anxiety and conversational fluency were measured to examine the effects of this program. Language anxiety questionnaire was administered before and after the experiment. The results showed that language anxiety was significantly reduced after learning in both conditions, and the reduction waa significantly greater in the immersive condition. Conversational fluency was assessed based on the changes in the length, appropriateness, and accuracy of the responses before and after participants learned and practiced conversational episodes. The results showed that the length, appropriateness, and accuracy of the responses were improved in both conditions after learning. The response length was significantly longer in the immersive VR conditions. These results suggest that immersive VR can be an effective tool to enhance English conversational abilities.

• Annual Conference on Human and Language Technology
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• 2019.10a
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• pp.213-218
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• 2019

기계독해는 자연어로 표현된 질문과 단락이 주어졌을 때, 해당 단락 내에 표현된 정답을 찾는 태스크이다. 최근 기계독해 태스크도 다른 자연어처리 태스크와 유사하게 BERT, XLNet, RoBERTa와 같이 사전에 학습한 언어모델을 이용하고 질문과 단락이 입력되었을 경우 정답의 경계를 추가 학습(fine-tuning)하는 방법이 우수한 성능을 보이고 있으며, 특히 KorQuAD v1.0 데이터셋에서 학습 및 평가하였을 경우 94% F1 이상의 높은 성능을 보이고 있다. 본 논문에서는 현재 최고 수준의 기계독해 기술이 학습셋과 유사한 평가셋이 아닌 일반적인 질문과 단락 쌍에 대해서 가지는 일반화 능력을 평가하고자 한다. 이를 위하여 첫번째로 한국어에 대해서 공개된 KorQuAD v1.0 데이터셋과 NIA v2017 데이터셋, 그리고 엑소브레인 과제에서 구축한 엑소브레인 v2018 데이터셋을 이용하여 데이터셋 간의 교차 평가를 수행하였다. 교차 평가결과, 각 데이터셋의 정답의 길이, 질문과 단락 사이의 오버랩 비율과 같은 데이터셋 통계와 일반화 성능이 서로 관련이 있음을 확인하였다. 다음으로 KorBERT 사전 학습 언어모델과 학습 가능한 기계독해 데이터 셋 21만 건 전체를 이용하여 학습한 기계독해 모델에 대해 블라인드 평가셋 평가를 수행하였다. 블라인드 평가로 일반분야에서 학습한 기계독해 모델의 법률분야 평가셋에서의 일반화 성능을 평가하고, 정답 단락을 읽고 질문을 생성하지 않고 질문을 먼저 생성한 후 정답 단락을 검색한 평가셋에서의 기계독해 성능을 평가하였다. 블라인드 평가 결과, 사전 학습 언어 모델을 사용하지 않은 기계독해 모델 대비 사전 학습 언어 모델을 사용하는 모델이 큰 폭의 일반화 성능을 보였으나, 정답의 길이가 길고 질문과 단락 사이 어휘 오버랩 비율이 낮은 평가셋에서는 아직 80%이하의 성능을 보임을 확인하였다. 본 논문의 실험 결과 기계 독해 태스크는 특성 상 질문과 정답 사이의 어휘 오버랩 및 정답의 길이에 따라 난이도 및 일반화 성능 차이가 발생함을 확인하였고, 일반적인 질문과 단락을 대상으로 하는 기계독해 모델 개발을 위해서는 다양한 유형의 평가셋에서 일반화 평가가 필요함을 확인하였다.

• The Journal of the Korea Contents Association
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• v.12 no.10
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• pp.524-531
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• 2012

In this paper, we discussed the improvement strategy for poor basic academic skills, that are the basic abilities of college students for employment and career. The case studies proposed previously to improve the basic academic skills and the case study of I college in Seoul are researched and the correlation between the basic academic skills on the linguistic ability and the scholastic achievement grades is analyzed. The improvement strategy of the basic academic skills for three departments has been proposed by regarding to the characteristics of departments. The use of the construction of the basic academic skill TMS(Test and Management System) based on the results and the application for the poor of the basic academic skill in the career management system is expected.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.15 no.9
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• pp.5495-5501
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• 2014

Individuals with a left frontal brain injury show significant impairments in their speech ability. The aims of the present study were (1) to assess and compare the ability of speech acts comprehension and executive function between individuals with a left frontal brain injury and normal individuals, and (2) to investigate the correlation of speech act comprehension ability factors. The study's subjects were 18 individuals with a left frontal brain injury and 18 normal control adults of the same age, gender, and educational age. The following results were obtained. First, the group of individuals with a left frontal brain injury had lower speech act comprehension, executive function than the normal control group. Second, the speech act comprehension ability of the individuals with a left frontal brain injury showed a high correlation with the executive function.