• English Language & Literature Teaching
• /
• v.17 no.1
• /
• pp.37-52
• /
• 2011

The purposes of this study were to review developmental stages of acculturation, to establish dimensions and components of intercultural communicative competence, and to suggest teaching methods in the elementary school based on the dimensions and the components of the stages. In order to achieve these purposes, theoretical research on the nature of intercultural communicative competence and teaching methods of intercultural dimensions and components was carried out in terms of developmental stages of acculturation. The stages of acculturation have relation to cognitive domain, affective domain, and cultural awareness. In the domain of cognitive development, the models such as Cummins (1981), Wong-Fillmore (1983), and Ausubel (1968) were presented. In the affective domain of second language research, the models of Gardener and Lambert (1972), Maslow (1954), and Bloom (1974) were argued. Modifying the models of Ausubel, Cummins, Wong-Fillmore, the dimensions and components of intercultural communicative competence were established. In addition, it was suggested that cultural syllabus and lesson plan based on tourist and survivor stage should be considered.

• Korean Journal of Child Studies
• /
• v.15 no.1
• /
• pp.55-69
• /
• 1994

The purpose of this study was to investigate methodological and theoretical problems in measuring the acquisition of national identity of in-country and over-seas Korean adolescents. The subjects consisted of 574 incountry and overseas (Chinese, Russia and Japan) Korean adolescents (total 509), 15 to 25 years of age. Data were collected with the use of a questionaire, the Scale of National Identity. The results were that (1) the concept of national identity was organized on two dimensions (cognitive vs. sociocultural). The former consisted of 6 cognitive characteristics (uniqueness, sameness, continuity, acceptability, respectability and royalty). The sociocultural dimension consisted of the cognition of 7 sociocultural characteristics (history, norm, fraternity, symbol, consanguinity, Korean language and nationality). Except for consanguinity, there was a close relationship within each and between the 6 cognitive characteristics. Also there was a close relationship within each and between the 7 sociocultural characteristics of national identity. (2) Some demographic variables, such as age of respondents, place of birth and level of understanding of Korean language contributed to acquisition of national identity. (3) Among several demographic variables, nationality was the most explainable.

• Annual Conference on Human and Language Technology
• /
• 2004.10d
• /
• pp.229-231
• /
• 2004

본 연구는 다(多)음절 한국어 단어재인에서의 어휘접근단위(unit of lexical access)를 알아보고자 했다. 이를 위해 Taft(1987)가 영어 어휘접근단위를 알아보고자 했을 때 사용한 실험 패러다임을 이용하였다. 실험 결과 반응시간에서는 조건간 통계적으로 유의미한 차이를 보이지 않았지만, BOSS 조건의 반응시간이 짧은 경향성을 보였고, 반응률에 있어서도 BOSS를 지지하는 결과를 보여주었다. 물론, 반응 오류가 많은 등 Taft(1987)의 패러다임을 한국어에 적용하기에 부적절했던 점이 있었지만, 적어도 다음절 단어 어휘접근 시 BOSS가 역할을 하고 있다는 것은 알아 볼 수 있었다.

• Journal of Christian Education in Korea
• /
• v.61
• /
• pp.165-201
• /
• 2020

The purpose of this study is to explore the development of language education of Christian early childhood education by exploring the change of pre-Christian preschool teachers through the development of biblical language education activities. Interviews, surveys, action plans, and reflections of 19 Christian education students who participated in the development of bible-based language education activities for children based on the language of early childhood language, were conducted from September 3 to December 28, 2018. The data were collected through a portfolio. By analyzing the collected data, the key categories were derived and categorized. For the objectification of data analysis and interpretation, two thematic and early childhood education specialists were identified. As a result, the preparatory Christian teacher experience for the development of bible-based langage education activities for young children was categorized into cognitive change, personality change and practical change. First, through the development of bible-based early childhood language education activities, Christian pre-service early childhood teachers have brought cognitive changes as 'processes not outcomes', 'integration not separation', 'living non-curriculum' and 'meaning not effect'. In developing bible-based language education activities for young children, Christian pre-service early childhood teachers experienced a cognitive change in the 'process of language education activities' rather than the developmental achievements and results of early childhood language education. Christian pre-service early childhood teachers recognized the necessity of 'integration of listening-speaking-reading-writing', not the separation of early childhood language education. They recognized the importance of 'informal language education in kindergarten life', as well as teacher-centered formal language education. In addition, they have made a cognitive change that 'child-centered meaningful language education experience' is more important than the effectiveness of early childhood language education. Second, in developing bible-based language education activities for young children, Christian pre-service early childhood teachers showed personality changes as 'confident teachers', 'professional teachers', and 'teachers with reflective thoughts and attitudes'. Finally, in developing bible-based language education activities for young children, Christian pre-service early childhood teachers recognized the power of positive language and practiced it to form habits of using the right language and to link Christian education with early childhood education. Through the development of bible-based language education activities for young children, Christian pre-service early childhood teachers are equipped with the heart attitude and enthusiasm required to become true early childhood teachers for young children in unpredictable educational conditions and rapidly changing educational realities. Teacher efficacy has improved. In the future, it is expected that various teacher education programs linking Christian education and early childhood education will be continuously and systematically implemented.

• Lingua Humanitatis
• /
• v.5
• /
• pp.127-163
• /
• 2003

This thesis analyzes the Chapter "Hoyeonjigi(浩然之氣)" of Mencius(孟子), using text linguistics theory and reading theory of Korean. In this process the model of macro-structure #1∼5 are presented, according to Vandijk′s rules of macro-structure; Auslassen, Selektierne, Generalisieren, Konstruieren odor Integrieren. As a result, this certifies; First, macro-structure could make arbitrarily a several steps of macro-structure by types of text or purpose of analysis. Second, macro-structure applies various cognitive mechanisms of outer world as well as inner world. Third, a text with profound symbolism could be figured as a two-or threefolded symbolic structure. At the same time, macro-structure enables the clearer analysis of the content of the Chapter to verify the following; first, Hoyeinjigi itself is the best measure of developing "Imperturbable Mind(不動心)" Second, benevolence-righteousness(仁義) and wisdom(智) would be reached by cultivating Hoyeonjigi. Third, Mencius′ own view of language is well expressed in "Jieon(知言)", which is not only a condition for Imperturbable Mind, but also the Oriental view of language focused especially on listening in terms of language usage, not language analysis. This Mencius′ view of language has a thread connection with that of Oriental′s.

• Journal of Preventive Medicine and Public Health
• /
• v.55 no.1
• /
• pp.106-113
• /
• 2022

Objectives: Previous studies have found that the oral health of seniors can affect their physical nutrition and quality of life (QoL). Additionally, poor oral health can lead to the development of dementia, which is associated with decreased cognitive function. This study aimed to examine the impact of geriatric oral health (GOH) on the QoL of Korean seniors and the mediating effects of cognitive function. Methods: We used data from the seventh Korean Longitudinal Study of Aging conducted in 2018. In total, 4049 seniors were included in our study. We analyzed the impact of GOH on QoL according to 5 mediating domains of cognitive function and control variables. To examine each path of mediating effects, bootstrapping with 5000 iterations was performed with 95% confidence intervals. Results: Our findings revealed that good GOH had a positive effect on the QoL of seniors. Also, better GOH corresponded to a higher degree of cognitive function within all 5 domains: orientation, memory registration, attention/calculation, memory recall, and language and visuospatial ability. In addition, 3 domains of the 5 domains (attention/calculation, memory recall, and language and visuospatial ability) had significant mediating effects on the relationship between GOH and QoL. Conclusions: This study suggests that adequate management of GOH is crucial for promoting a better QoL and a high degree of cognitive function among seniors. To prevent cognitive impairment, such as dementia, future studies should take a more targeted approach by examining data according to each cognitive domain and various socio-demographic factors.

• Journal of Digital Convergence
• /
• v.19 no.4
• /
• pp.49-55
• /
• 2021

This study analyzed the relationship between the characteristics of learners and the achievement level according to the language they learn in programming education for non-major students. The learner's characteristics were set as mastery goal, situaltional interest, cognitive engagement, and self-efficacy for performance, and path analysis was conducted to understand the relationship between the language used and the learning achievement. Situaltional interest and cognitive engagement were found to have an effect on self-efficacy for performace, and self-efficacy for performance had an effect on academic achievement. At this time, the type of programming language to be studied showed a moderating effect on learning achievement. Based on the results of this study, it is suggested that appropriate instruction is needed for each language used in programming lessons for software non-majors.

• Korean Journal of Cognitive Science
• /
• v.3 no.1
• /
• pp.1-24
• /
• 1991

This paper presents the Lexical Ambiguity Resolution System of Korean Language. This system uses Dependency grammar and Collative Semantics. Dependency grammar is used to analyze Korean syntactic dependency. A robust way to analyze a sentence is to establish links between individual words. Collative Semantics investigates the interplay between lexical ambiguity and semantics relations. Collative Semantics consists of sense-frame, semantic vector, collation, and screening. Our system was implemented by C programming language. This system analyzes sentences, discriminates the kinds of semantic relation between pairs of words senses in those sentences, and resolves lexical ambiguity.

• Proceedings of the Korean Society for Cognitive Science Conference
• /
• 2006.06a
• /
• pp.59-60
• /
• 2006

To date, there has been minimal researchregarding the cerebral activation of Korean language. There need the database for Korean language that is quite different from alphabetic system. This study examined the brain activation of picture naming, word reading, picture-word matching, and semantic categorization in Korean language. Moreover, we investigated the cortical activation pattern according to semantic demand for the above tasks.

• Proceedings of the Korean Society for Cognitive Science Conference
• /
• 2006.06a
• /
• pp.67-71
• /
• 2006

현재까지 제안된 자동 띄어쓰기 교정 모델들은 그 중의 대다수가 입력 문장에서 공백을 제거한 후에 교정 작업을 수행한다. 이러한 교정 방식은 입력 문장의 띄어쓰기가 잘 되어 있는 경우에 입력 문장보다 좋지 못한 교정 문장을 생성하는 경우가 있다. 본 논문에서는 이러한 문제점을 해결하기 위하여 입력 문장의 띄어쓰기를 고려한 자동 띄어쓰기 교정모델을 제안한다. 이 모델은 입력 문장의 음절단위 띄어쓰기 오류가 5%일 때 약 8%의 성능 향상을 보였으며, 10%의 오류가 존재할 때 약 5%의 성능 향상을 보였다.