• The Korean Journal of Quaternary Research
• /
• v.14 no.1
• /
• pp.73-86
• /
• 2000

Abstracts and papers written in Korean presented in the 26th meeting of the Korea Quaternary Association held at Kongju University in November, 1999 are reviewed with an attention to such as writing well in Korean. Paragraphs and sentences of manuscripts are dotted with words and expressions of foreign languages such as Japanese, Chinese, English, and very long sentences. Undesirable expressions include also contradictory meanings, difficult expressions using Chinese characters, and incorrect sentences and wordings, and etc. Some recommendations for good manuscripts written in Korean are suggested. They include reading of science books for general readers and drilling for writing good manuscripts in Korean. Writing manuscripts in ample time, discussions with colleagues, and open-minded mentality of authors to accept critics are included in the drilling for writing good manuscripts. Editorial board should also check the manuscripts before printing.

• Journal of Digital Contents Society
• /
• v.12 no.1
• /
• pp.123-131
• /
• 2011

The purpose of this study is to discover if the use of computer technologies in computer-assisted language learning, in the aspect of vocabulary learning, is both effective and useful. The technique of using multimedia lessons, using the computer, offers a variety of language learning tasks in relation to the four basic language learning skills. Korean students have been accustomed to a cramming style of education, and they utilize rote memorization for learning vocabulary. This study consisted of surveys and experiments, using specific multimedia language learning courseware exercises on three different age groups. The study explores the issues and problems that followed, and how teachers could effectively apply or enhance their vocabulary teaching through computer-assisted multimedia which is suited for a variety of levels versus the classroom off-line vocabulary learning application which is suited to one level.

• Korean Journal of Cognitive Science
• /
• v.31 no.2
• /
• pp.25-54
• /
• 2020

While there is no evidence for parafoveal processing in alphabetic languages such as English and Finnish, there is some evidence that morphological information is processed in syllabic languages like Chinese. Korean writing system, Hangul, would be able to provide morphological preview benefit effects since it is an "alphabetic syllabary" which contains both alphabetic and syllabic features. This study explored morphological parafoveal preview benefit effects during reading Korean using irregular verbs, which have phonological and orthographical differences between fundamental and conjugated forms. In the Experiment, the target word was irregular conjugated form, and there were four preview conditions: identical (e.g. 구워), fundamental form (e.g. 굽다), orthographically related (e.g. 굼다), and unrelated control (e.g. 죨어). In the result of study, identical was shortest and morphological, orthographical, unrelated preview were followed. Moreover, measures of first-pass reading of morphological preview were significantly shorter than those of unrelated control preview. This results support the hypothesis of morphological preview benefit effects in Korean. The implications of the results are discussed.

• Journal of Gifted/Talented Education
• /
• v.25 no.1
• /
• pp.119-138
• /
• 2015

This study analyzed the academic achievements on above-level testing of mathematics, physics, chemistry, and English in newly entering students of science specialized high schools. It can be expected that newly students of science high specialized schools have reached ceiling level in the middle school mathematics and science academic scores. Above-level testing(or off-level testing) is a test tool used to evaluate student's ability which are above-grade level. In this study, above-level testing tools were used to develop the same type examination paper of the 2013 Korean College Scholastic Ability Test(CSAT) in mathematics, physics, chemistry, and English. The conclusions of this study were as follow: First, the academic achievement level of science specialized high school freshmen were higher the average level of general high school senior because that over 50% of them are within the 5 grade of CSAT in mathematics, physics, and chemistry. In English, 19.3% science specialized high school freshmen have reached within the 5 grade of CSAT. Second, as a result of examining characteristics of academic achievement with respect to units of subjects, in mathematics, it was showed that the academic achievement of 'continuity and limit of a function' unit was higher, 'statistics' unit was lower. In physics, the academic achievement of 'Electricity and Magnetism' unit was higher, 'Waves and particles' unit was lower. In chemistry, the academic achievement of 'compounds in life' unit was higher, 'Air' unit was lower. In English, the academic achievement of 'practical sentence' of reading area was higher, 'Sentence' of writing area was lower. In conclusion, above-level testing provided a good strategy for identifying and determining appropriate programming interventions for gifted students who are two or more grade levels above their age-mates in achievements, aptitude, or ability.

• Journal of Gifted/Talented Education
• /
• v.13 no.3
• /
• pp.87-120
• /
• 2003

The purpose of this study is to verify empirically whether or not the linguistically creative problem-solving ability progress by developing and applying an enrichment learning program for the verbally gifted elementary school students. The total number of the verbally gifted students who participated in this study were 60 children. Half of them were subjects for evaluating the appropriateness of the enrichment learning program and the verbally creative problem-solving ability test developed by the researcher. The other half were divided into three groups for applying the teaching materials by Korean Educational Development Institute, the enrichment learning program by the present researcher, and the textbook enrichment program. The data were analyzed by the statistical method of repeated measures ANOVA. The results were as follows: First, the enrichment learning program developed by this researcher has greatly contributed to the advancement of verbally creative problem-solving ability. The program was especially effective in reading and writing, but not in speaking. second, the sub-category of reading includes factual, inferential·critical, and imaginary understanding. Among them, factual and imaginary understanding had not significantly advanced, while inferential·critical understanding had significant progression. Third, it was found that both logical and creative expression did not improve significantly by the enrichment learning program developed by the present researcher. Speaking is difficult to instruct. In conclusion, it was found that the systematic enrichment learning program was effective in developing language skills of the verbally gifted elementary school children. It was also proved to be more effective to teach them reading and writing together in everyday life. Also, it was turned out that continuous development of the enrichment learning program for the verbally gifted students is needed.

• Journal of Digital Convergence
• /
• v.16 no.5
• /
• pp.435-443
• /
• 2018

This study explores the effects of different Focus-on-Form Instruction (FFI) on improving learners' grammatical knowledge development and observes how the learners apply the knowledge to their output. A total of 112 college students were placed into three groups: 35 input-enhanced group students, who received visually enhanced input reading materials, 41 output-enhanced group students, performing dictogloss tasks, and 46 control group students given traditional grammar instruction. All the participant students took pre/post grammatical tests and completed pre/post writing tasks, which aimed to look into how the target grammatical structures were used in writing. The research findings indicated that both input-enhanced and output-enhanced FFI were effective on learners' language form learning and made contribution to their writing. Based on the findings, this study suggests that the elaborate design of combination of both FFI can maximize learners' language form learning.

• The Journal of the Korea Contents Association
• /
• v.15 no.2
• /
• pp.242-251
• /
• 2015

This paper is to analyse statutes and execution system on 'plain language policy' of the U.S. in the process of policy was instituted, and to suggest the meaningful implications for Korean easy public language improvement project based on the conclusions drawn. The summarized conclusion is as follows. First, the continuous interests of Presidents and taking the lead of federal agencies played important roles until the U.S. plain language policy has been established as a system. Second, in executing the U.S. plain language policy, laws legislated by period contributed to elicit mandatory compliances from the federal agencies. Third, a propelling agent of plain language policy, PLAIN, is not an administrative department but a community consisted of federal employees and experts. Fourth, plain language policy was unexpectedly given wholehearted support and assistance by Presidents and their administrations from the reform-minded Democratic party. Fifth, during the 2000s most federal departments and agencies held self-managed websites and programs related to plain language. To conclude the current U.S. plain language policy surely performs a mechanism to improve communication and a role as a ladder of trust between the public and government.

• The Journal of the Convergence on Culture Technology
• /
• v.9 no.3
• /
• pp.213-219
• /
• 2023

The purpose of this study is to prove the students' understanding of audiovisual translation and the class effect by using the lesson plan that can efficiently teach the audiovisual translation class, which is one of the major elective courses at S University. After taking the course, a questionnaire was surveyed and the results were analyzed. The response and satisfaction with the content of the class was positive and very high, and it was confirmed that the background knowledge of the movie was especially helpful for translation practice. The effect of the class was focused on translating subtitles, and only the abbreviated part of the response to the questionnaire was expressed in a table, and the rest was expressed descriptively. Specifically, the response rate for abbreviations, pronouns, titles suitable for personal relationships, putting subjects and predicates close together were the most positive, followed by natural expressions, sign writing, handling of honorifics and informal words, attaching subject and predicates closer, translating them in reverse, and converting units.

• MALSORI
• /
• no.3
• /
• pp.34-39
• /
• 1981

유 만근 교수 질문 : 음성학에 관하여 질문하고 싶습니다. 영국대학의 언어학 교육 과정에서 음성학이 차지하는 비중이 얼마나 큰 지 알고 싶습니다. 러우비니스 교수 응답 : 네 ,그 질문엔 한마디로 긍정적인 답변을 할 수 있읍니다. 음성학은 언어학에서 대단히 중요한 위치를 차지하며 런던대학뿐만이 아니라, 영국의 어느 대학에서나 음성학은 언어학에 초기부터 도입됩니다. 지금 하신 질문은 대단히 중요한 문제이므로 좀 더 자세히 설명하겠습니다. 런던의 동료와 마찬가지로 나는 음성학이 언어학의 일부일뿐 아니라 실로 필수적인 분야라고 봅니다. 런던 대학내에는 "음성학 및 언어학과" 라는 학과가 두 군데나 있는데 이는 "불어 및 이태리어과" 라는 식의 명칭과는 의미가 다릅니다. 이러한 명칭의 배후에는 역사적인 이유가 있읍니다. 음성학은 언어학의 분과중에서 가장i 먼저 발전하였으며, 영국에서는 음성학 교수직이 언어학 교수직보다 30년이나 먼저 생겼습니다. 바로 내이얼 저운스가 최초로 음성학 교수직을 얻어 30년이나 봉직했던 것입니다. 이러한 이유로 학과의 명칭이 아직도 그대로 존속하는 것입니다. 10년전에 한국에 왔던 헨더슨 교수 역시 음성학 교수입니다만, 그렇다고 그가 언어학에 관심이 없는 것은 아닙니다. 이제는 아무도 언어학의 전분야를 모두 전공할 수는 없습니다. 그래서 언어학에는 역사언어학, 응용언어학, 음성학 같은 분야별 전문가가 있기 마련입니다. 그러나, 통사론을 하지 않고 언어학을 할 수 없는 것과 마찬가지로 음성학을 하지 않고는 언어학을 할 수가 없습니다. 물론, 음성학안에서도 일반음성학이냐 개별어의 음성학이냐에 따라서 전문이 세분될 수 있읍니다마는, "음성학이 영국 대학의 언어학 교육 과정의 일부인가?" 라는 질문에 대한 답변은 자명할 것입니다. 안걸은 더 나아가서, 인간 언어의 역사를 잠시 생각해 보면 음성학이 언어학 연구에 없어서는 안될 필수적인 것을 알겁니다. 결국 언어학이란 인간 언어의 역사와 운용을 연구하는 것이고 인간의 언어란 수천년을 내려왔으나, 글자가 생기기 전까지는 순전히 음성언어, 즉 소리말로 존재했습니다. 한국어이건 영어이건, 라틴러이건 언어는 모두 발음기관으로 발음 할 수 있고 귀로 들을 수 있는 소리로 되어 있으며, 이미 죽은 말을 다를 때에도 결국 화석화한 소리말을 연구한다고 보는 것입니다. 즉 언어란 바로 소리말입니다. 사람은 글자를 배우기 앞서서 말을 배우며 우리같이 고등교육을 받은 사람도 쓰기와 읽기보다는 말하기와 듣기를 훨씬 많이 합니다. 이 같이 언어는 소리말로 운용되는데, 바로 소리 말을 연구하는 것이 음성학으므로 음성학은 언어학의 기본이요, 필수입니다. 음성학이 영국의 언어학에서 중요한 기본을 이루고 있다고 말 할 수 없다면 영국의 언어학은 그 만큼 빈약하게 될 것입니다. 한국에 음성학회가 있고 또 한글학회가 있지만, 그렇다고 하여 한국어 음성학이 한국어와는 다른 것이라거나, 한국어 음성학을 공부하지 않고 한국어를 연구할 수 있다는 뜻은 아닙니다. 의학에도 분야마다 전문의가 있듯이, 언어학도 이제 복잡하고 광범한 학문이 되었으므로 분야별로 전문가가 나오게 된 것뿐입니다. 따라서 "나는 통사론에 관심이 있으므로 소리말에는 관심이 없다"고 말하는 언어학자가 있다면, 이 것은 크게 잘못된 것입니다. 마찬가지로 "나는 소리에만 관심이 있으므로 통사론에는 관심이 없다"고 말하는 음성학자가 있다면, 이 또한 안되는 일입니다. 문의 구성과 어휘 요소와 아무 관련이 없는 말소리의 차이가 무슨 소용이 있으며, 통사 구조를 표현하고 저달하는 말소리를 연구하지 않고 어떻게 통사론을 연구할 수 있겠습니까? 다시 간추리면, 언어는 본질적으로 소리말이고, 언어의 특성과 사용 및 습득도 모두 소리말 형태로 나타납니다. 따라서, 영국의 대학은 음성학이 대단히 중요함을 인식하고, 언어학을 올바르게 다루는 세계의 여러 다른 대학과 마찬가지로 이에 따라 교육 과정을 편성하고 있습니다.

• Women's Studies Review
• /
• v.26 no.1
• /
• pp.207-237
• /
• 2009

This paper aims to show that Sylvia Plath searched for the female poetic voice, by tracing the aspects of her early poems. This study attempts to demonstrate that Plath disclosed the violence of male-centered literary tradition against women poets although her early poems seem to be written from a male point of view. In her poems, "Snakecharmer", "Full Fathom Five", and "The Colossus", it is particularly found that Plath hoped to be empowered with the poet's voice, which nevertheless resulted almost in silence or babbling. Plath, indeed, devised a strategy in order to show that, for women poets, the patriarchal literary tradition is a destructive power rather than a generative one. Namely, women poets are not able to fully grow out of a male-oriented tradition. On that account, she tried to represent in her early poems herself who sought to be empowered with an authoritative voice, invoking the male muse, but this ended in failure. Plath was skeptical about the way she had desired to find her own voice by relying upon the male muse, and she needed to free herself from that literary tradition.