• Journal of the Korea Society of Computer and Information
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• v.18 no.4
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• pp.201-211
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• 2013

The purpose of this study is to identify the educational effects of Whole language approach through ICT Education to see children with intellectual disorders's change after praticing this program. It's specially meant determine specially, It's impact on reading ability. by focusing reading comprehension. (comprehension of detail contents and memorizing of detail contents.) that is differences of other existing research. The subjects are 14-16 years old who are with intellectual disorders and This study utilized a single case. (1) Is there any effects of the whole language approach through ICT Education on comprehension of detail contents, (2) Is there any effects of the whole language approach through ICT Education on memorizing of detail contents. The result showed the following: First, the Whole language approach served to increased comprehension of detail contents of children with intellectual disorders. Second, the Whole language approach served to increased memorizing of detail contents of children with intellectual disorders. Third, the Whole language approach given to positive influence about maintenance that comprehension of detail contents and memorizing of detail contents of children with intellectual disorders.

• Korean Journal of Child Studies
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• v.25 no.6
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• pp.259-277
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• 2004

The effects of two literacy programs, Balanced Literacy Instruction(BLI) and Phonics Instruction were studied in 40 three- and four-year old children. BLIwas created to compensate for the limits of the Whole Language Approach(WLA) and of Phonics Instruction(PI). The WLA focuses on writing and communication but lacks concrete instruction methods and overlooks technical aspects of reading and writing. On the contrary, PI is logical, stressing phonemic recognition, skill in distinguishing words, and the rules of consonants and vowels. By combining the best of both PI and WLA to create BLI, this study showed that children who received BLI significantly improved their ability of phoneme recognition, reading, writing and understanding of the content of a book, letting us conclude that BLI is the more effective method for teaching literacy.

• The Journal of the Korea Contents Association
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• v.16 no.12
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• pp.600-621
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• 2016

This study aims to develop and apply the language education program model - based on balanced language education approach - on development of literacy of young children in low-income families, specially participating in Dream Start public welfare service. Development of this languge education program was based on the basic view and characteristis of balanced language education. It was progressed in accordance with Analyze-Design-Develop-implement-Evaluate(ADDIE), which is an widely-used instructional design model. Educational contents including reading skills of picture books based on whole language approach and well-structured reading and writing sequences, teaching and learning method including the principles and the strategies and teaching and learning systematic evaluation method are proposed in viewpoint of balanced language teaching approach. The application of the program was conducted targeting 20 young children participating in Dream Start welfare service from June 2015 until early November. To evaluate the effectiveness of this program, word reading inspection and nonsense word reading inspection developed by Ko, Yeon-Kyung(2002) were performed. The reflective thinking journal of visiting teachers and the satisfaction reported by parents were analysed in the qualitative research method. As a result, reading skills of young children were improved. The superiority of the program - prefernce for the picture book, interests in written languages, effectiveness of individualized language education method - was demonstrated by qualitative analysis of reflective journal. This study has the significance on presenting the executable language education model for literacy development of young children in low-income families based on balanced language education approach.

• Journal of English Language & Literature
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• v.55 no.1
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• pp.107-128
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• 2009

Literature had been at center-stage in the traditional grammar-translation-focused English classrooms up to the mid-twentieth century. As the Audiolingual Method and the Communicative Language Teaching have gained popularity in the English classrooms, however, literature has receded into the background of English education. The main reasons for using literary texts in the English classrooms for communication-focused English instruction need to be examined. First of all, students can come in touch with the subtle and varied uses of language through literature-based teaching. They also feel close to certain characters in the literary work and share the emotional reponses with them. They get personally involved in the plot of the story. Universal human experience and cultural enrichment are two other merits which can be conferred on students by literary texts. Such linguistic and literary experiences can be significantly integrated into the literature-based instruction. More significantly, the four language skills (reading, writing, listening and speaking) can be combined with one another and integrated into a literature-focused curriculum for English education. The value of literary texts in the English classrooms can be clearly demonstrated by effective ways of using such texts as Charlotte's Web for integrated instruction. The full array of benefits that literature can bring to English instruction, however, has yet to be fully realized. These potentials need to be materialized into classroom practice.

• Korean Journal of Child Studies
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• v.22 no.2
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• pp.291-300
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• 2001

This study investigated the effects of shared writing strategies within a whole language approach on children's writing behaviors and abilities. The subjects were thirty-six 5-to 6-year-old kindergarten children, 18 each in the experimental and control groups. The results indicated a significant increase in frequency of spontaneous writing, quantity of writing, and quality of writing in the experimental group compared with the control group. The educational implications for kindergarten teachers are that teachers need to integrate shared writing strategies into teacher-initiated activities and use various strategies of whole language to improve literacy learning for children.

• 중국학논총
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• no.61
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• pp.255-277
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• 2019

This paper presented a course plan based on the ideas I gained from conducting a lecture on Chinese language for students in the second semester of the Chinese language department at a four-year university. In the paper, we sought to deviate from the traditional grammar-translation teaching style and find ways for students to enjoy learning without difficulty in all areas by using the 'total language approach' such as writing, speaking, listening and reading through reading skills. Therefore, we discussed the educational significance and expression of the 'Chinese Languages' class, and introduced the class stages and methods of progress. In other words, they suggested introduction of text plots, explanation of vocabulary and grammar, presentation of original text, questions about text, arrangement of words, ordering sentences to fit the plot, and understanding the plot while looking at the picture.

• Cartoon and Animation Studies
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• s.19
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• pp.51-64
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• 2010

Although there has been a significant technological and representational achievements in domestic animation industry since the beginning of the 21th century due to the high expectation and boost in production, domestic long and short film animations have been less favored compared to foreign animations because they are less entertaining. For small scale productions including students, it is easier to create short film animations due to small budget and short time frame. In addition, as shown in Pixar animation studios case, production of short film animations can lead to success in production of long film animations from better ideas and technology improvements. This research studies factors that contribute to entertainment and humor of short film animation by examining Pixar's short film animations based on Henri Bergson's comedy factors, which are shape, movement, situation and language, and personality. The most noticeable fact is that the humor by situation is found in all short films. Comedy aspect shown in the form of character's internal characteristic is something that has to be considered from the beginning of character design. Contribution of language is minor compared to movement or gesture, which are more often used to cause humor. Finally, character's personality has to be clear and decided beforehand in order to create comedy situations. After studying various short film animations, I found out that the more successfully humorous an animation is, the more it uses various combinations of the above mentioned comedy factors. By fully analyzing and adopting commercially and artistically successful Pixar's short film animations as the benchmark, planning and production of domestic short film animations can perform entertainment role both domestically and globally.

• Phonetics and Speech Sciences
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• v.11 no.3
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• pp.69-76
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• 2019

This study aimed to investigate the effects of vocal aerobic treatment (VAT) on the improvement of voice in patients with voice disorders. Twenty patients (13 males, 7 females) were diagnosed with voice disorders on the basis of videostroboscopy and voice evaluations. Acoustic evaluation was performed with the Multidimensional voice program (MDVP) and Voice Range Profile (VRP) of Computerized Speech Lab (CSL), and aerodynamic evaluation with PAS (Phonatory Aerodynamic System). The changes in F0, Jitter, Shimmer, and NHR before and after treatment were measured by MDVP. F0 range and Energy range were measured with VRP before and after treatment, and the changes in Expiratory Volume (FVC), Phonation Time (PHOT), Mean Expiratory Airflow (MEAF), Mean Peak Air Pressure (MPAP), and Aerodynamic Efficiency (AEFF) with PAS. Videostroboscopy was performed to evaluate the regularity, symmetry, mucosal wave, and amplitude changes of both vocal cords before and after treatment. Voice therapy was performed once a week for each patient using the VAT program in a holistic voice therapy approach. The average number of treatments per patient was 6.5. In the MDVP, Jitter, Shimmer, and NHR showed statistically significant decreases (p < .001, p < .01, p < .05). VRP results showed that Hz and semitones in the frequency range improved significantly after treatment (p < .01, p < .05), as did PAS, FVC, and PHOT (p < .01, p < .001). The results for videostroboscopy, functional voice disorder, laryngopharyngeal reflux, and benign vocal fold lesions were normal. Thus, the VAT program was found to be effective in improving the acoustic and aerodynamic aspects of the voice of patients with voice disorders. In future studies, the effect of VAT on the same group of voice disorders should be studied. It is also necessary to investigate subjective voice improvement and objective voice improvement. Furthermore, it is necessary to examine the effects of VAT in professional voice users.