• Journal of Digital Contents Society
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• v.14 no.1
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• pp.111-116
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• 2013

Instructive lessons in the language classrooms are extremely constrictive to language learners in improving their English skills, thus, the use of technology in education plays an important role in a language classroom. Results of language proficiency improvement of the learners vary depending on the extent of supplementary materials offered by the internet delivered to the learners. The purpose of the present study is to explore and propose a new approach of language acquisition offered by the internet. This study presents effective methods of using the internet in carrying out the written work. In this paper, we show that the relationship between participation of the learners in the class activities and improvement of English writing skills are mutually proportional.

• Annual Conference on Human and Language Technology
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• 2004.10d
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• pp.240-247
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• 2004

The purpose of this study was to investigate the role of phonology in lexical access of bilingual processing for Korean-English bilinguals. Four experiments have been conducted in order to adjudicate the nonselective lexical access hypothesis, which argues simultaneous phonological activation of two bilingual languages, and the selective lexical access hypothesis, which argues phonological activation of only one bilingual language. The results showed that the Korean target word processing was significantly affected by the phonological manipulation of the English prime word(Exp. 2). Similarly, the English target word processing showed the tendencies that it is affected by the phonological manipulation of the Korean prime word(Exp. 2). This results indicates that the phonological information of another bilingual language is automatically activated when we process one of bilingual languages, and the process of English, which is the second language for most Korean, is phonologically activated.

• Korean Journal of Cognitive Science
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• v.15 no.2
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• pp.43-53
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• 2004

The purpose of this study was to investigate the role of phonology in lexical access of bilingual processing for Korean-English bilinguals. Four experiments have been conducted in order to adjudicate the nonselective lexical access hypothesis, which argues simultaneous phonological activation of two bilingual languages, and the selective lexical access hypothesis. which argues phonological activation of only one bilingual language. The results showed that the Korean target word processing was significantly affected by the phonological manipulation of the English target word(Exp. 2). Similarly, the English target word processing showed the tendencies that it is affected by the phonological manipulation of the Korean prime word(Exp. 2). This results indicates that the phonological information of another bilingual language is automatically activated when we process one of bilingual languages, and the process of English which is the second language for most Korean, is phonologically activated.

• Annual Conference on Human and Language Technology
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• 2010.10a
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• pp.22-27
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• 2010

최근 국가적 차원에서 영어교육에 대한 많은 투자가 이루어지고 있으나 기존의 주입식, 암기식 영어 교육은 회화 실력 향상에 큰 도움을 주지 못하였다. 컴퓨터를 이용한 영어교육 또한 많은 관심을 얻고 있으나 실제 의사소통을 위한 회화 학습에 대한 고려는 깊지 않으며, 주어진 흐름의 대본을 따라 단순히 읽고 반복하는 수준의 시스템만 존재하고 있다. 이러한 학습형태는 흥미 유발 동기가 약하여 사용자로 하여금 장기간 꾸준히 학습하게 만들지 못한다는 문제가 있다. 이러한 문제점에 대하여 제2언어 습득 이론에 바탕을 둔 자연어 처리 기반 몰입 환경 영어 교육 시스템을 제안한다. 이는 도메인 확장성이 뛰어난 예제 기반 대화 시스템을 3 차원 가상공간과 결합한 시스템으로 자연스러운 대화를 통한 외국어 회화 연습을 하는 과정에서 학습자의 발화 오류를 분석하고 교육적 피드백을 제공한다. 또한 현실과 비슷한 몰입 환경에서 체험형 기술을 통해 자발적인 학습을 유도하고 집중력, 기억력을 획기적으로 높이고자 한다. 본 논문에서는 영어교육 시스템의 이론적 배경, 예제 기반 대화관리, 시스템 구성요소와 동작에 대하여 중점적으로 기술하였다.

• The Journal of the Korea Contents Association
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• v.19 no.6
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• pp.504-512
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• 2019

This study aims to investigate language society cultural aspects in a community, examining and comparing linguistic errors of English signboards (ES) at home and abroad. The data comprised the ES in 5 cities, Korea and in Paris, France. The findings showed that the errors of the ES in Korea reached to 39.2%, whereas those in Paris contained 24.7%. In Korea, ES and errors were the most in Myeong-dong area. In Paris, the most ES were in the area of Eiffel Tower, but the most linguistic errors appeared at the 3, 4 districts of Marais. Those errors belonged to most in the business of drink, food, and clothes in turn in Korea, while this was the case in the field of clothes, food, and culture in Paris. The frequent errors were classified into semantic, morphologic, and syntactic aspects in turn. The regulations on signboards of foreign languages existed but were not abided by in the both countries. Thus, more practical and reasonable devices and policies are required to establish a more harmonious atmosphere of the ES.

• Korean Journal of Childcare and Education
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• v.5 no.1
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• pp.81-101
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• 2009

This study analyzed a total of 37 studies about bi-lingulism and English education as a foreign language published in 8 academic journals in early childhood education or child development fields. Research topics, participants, methods, and variables in the studies were categorized and descriptively analyzed. The research findings which had been statistically investigated were also summarized. The most frequently studied research topics were children's development and English education program exposure, actual conditions of English education in preschool settings and effectiveness of specific English programs for preschool children. However, children's home characteristics were seldom included as research variables and no research investigated so called English preschools. Several studies reported that bi-lingual children may have different language development paths from mono-lingual children but they eventually have comparable language abilities to mono-lingual children. Also some studies reported that, when learning English as a foreign language in school settings, older children can handle more information regarding English than younger children, resulting in better outcomes of older children. Exposure to two languages in early childhood seems to contribute to young children's meta linguistic awareness but the long term effect of English education in early childhood should be further studied. Several English education programs for preschool settings were developed and the effectiveness were investigated. Even though most of them reported that their programs were effective to children's English ability or interests, the results should be carefully interpreted because their research designs and methods were not rigorous.

• The Journal of the Korea Contents Association
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• v.17 no.11
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• pp.242-251
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• 2017

For the purposes of this research, a corpus of words was created from the English textbooks of the "First Middle School" for the gifted in North Korea, and using the corpus, their linguistic characteristics were analyzed. Although there have been many studies that identified the traits of English textbooks in the North Korea's general middle school, not much focus has been placed on the English textbooks used at North Korea's First Middle School. Initially, the structure of English textbooks of the first, second, fourth, and sixth grades that had been procured from the Information Center on North Korea was reviewed, after which their corpus was created. Then, by using Wordsmith Tools 7.0, linguistic properties and high frequency content words appeared in the English textbook of the first grade were analyzed specifically. Basic statistical data gathered indicated that while the number of vocabulary did not increase as students progress through the grades, the words used tended to diversify incrementally. In the mean time, a distribution of the high frequency content words by grade illustrated that a big difference was found between the content words used in the English texts of each grade, and it was a subject matter of the texts that determined such difference.

• Korean Journal of Human Ecology
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• v.14 no.5
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• pp.749-760
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• 2005

본 연구는 질적 연구방법을 통해 한국 어머니들의 영어조기교육에 관한 신념을 분석하며, EFL 환경과 ESL 환경에 있는 어머니들의 영어조기교육에 관한 신념이 어떻게 다른지 분석함으로써 영어조기교육에 관한 어머니의 신념이 환경에 따라 어떠한 차이를 보이는지 비교하고자 한다. 영어를 제2언어로 사용하는 영어권 나라에 거주하는 한국 어머니와 한국에 거주하는 어머니의 신념을 비교하기 위해 미국과 한국에서 인구학적 배경이 비슷한 16명의 어머니를 선정하여 인터뷰하였다. 이들과의 인터뷰를 통해 각기 다른 환경에 거주하고 있는 두 그룹의 어머니들이 가지고 있는 영어조기교육에 관한 신념을 영어교육에 대한 동기, 교육방법, 제2외국어 습득을 중심으로 비교 분석하였다. 대체로 본 연구에 참여한 어머니들은 거주 지역에 상관없이 영어조기교육에 대해 긍정적 신념을 가지고 있었지만 교육시기에 대해서는 각기 다른 의견을 보였고, 영어교육의 목적은 학업적인 성취보다는 세계화된 시대를 살기위한 기본적이 의사소통 기술의 습득이라는 신념을 보였다. 반면, 한국에 거주하는 어머니들은 미국에 거주하는 어머니들에 비해서 가정에서 직접 자녀에게 영어를 가르치고자 하는 의지가 강했고, 미국에 거주하는 어머니들은 한국 거주 어머니들에 비해 문해 교육에 대한 관심도가 높고 실제적인 지도를 많이 행하고 있었다.

• Journal of Korean language education
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• v.28 no.4
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• pp.337-366
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• 2017

This study examines the acquisition of the multiple semantic functions of the Korean adverbial particle -ey by L1 American English learners of Korean as a second language at U.S. institutions. Participants at beginning, intermediate, and advanced proficiency levels (N = 45) were tested on the ability to interpret and produce five of the meanings of -ey, which they had been taught in formal classroom settings in the first semester of their Korean language learning. The results show different developmental trajectories for the particle's different semantic functions. The findings of a statistical analysis indicate that the beginning and intermediate proficiency learners had largely acquired the time, goal, and stative location meanings, but not the contact and unit meanings; the advanced learners demonstrated acquisition of all except for the unit meaning. The study suggests that in addition to factors such as semantic complexity and cross-linguistic influence, several other factors including L2 frequency, the availability of linguistic input, and instructional method also contribute to the acquisition of -ey.

• 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.