• Science of Emotion and Sensibility
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• v.26 no.3
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• pp.115-128
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• 2023

This study examines the effects of a new app-based intervention program for conversational skills of children with high-functioning autism spectrum disorder (ASD). Participants in this study comprised 26 children diagnosed with autism, Asperger's syndrome, or pervasive developmental disorder-not otherwise specified (PDD-NOS). Participants were randomly assigned into a treatment group or a control group according to their ages, IQ, SCQ, and ASSQ scores. The treatment group met with teachers once a week for a single non-face-to-face class for nine weeks, along with conversation training at home using an app. The control group did not participate in any specific programs for conversational skills. Conversation data of all participants were collected before and after the intervention to compare the two groups based on changes in the conversational turn-taking and topic manipulation skills. When analyzed with respect to a Group X Period analysis of variance (ANOVA), the data indicated maintenance on the rate of appropriate listener's verbal responses in the treatment group, whereas the rate of inappropriate listener's verbal response significantly declined in the control group. In addition, the rate of conversation initiation and maintenance and the rate of appropriate initiation improved in the treatment group, whereas the rate of inappropriate initiation declined in this group. Overall, the study demonstrates promising effects of the novel App-based digital intervention on verbal conversational skills in children with high function ASD.

• English Language & Literature Teaching
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• v.17 no.4
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• pp.395-411
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• 2011

The purpose of this study was to explore the elementary English conversation instructors' perception on their professionalism and the needs of teacher training program. The survey data were attained from 136 elementary English conversation instructors. Descriptive statistics were employed to discuss the result of the survey response. The results of this study revealed that the elementary English conversation instructors perceived the need of in-service training program for their professionalism improvement, especially in teaching techniques for four language skills. The result also revealed that the instructors need to be more equipped with the knowledge of elementary learners' developmental psychology and L2 learning process. The study concludes with several suggestions for elementary English conversation instructors' improvement of teaching professionalism and in-service training program.

• English Language & Literature Teaching
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• v.13 no.4
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• pp.33-58
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• 2007

The present paper aims at comparing the two modes of CMC - synchronous and asynchronous - in terms of discourse markers used in turn-initial positions. It further attempts to examine the viability and limitations of these two modes of CMC in fostering EFL learners' face-to-face conversation skills. For these purposes, the present study analyzed 33 Korean EFL learners' Web chat and E-mail exchange data. Discourse markers in the participants' Web chat transcripts and those in their E-mail transcripts were identified and then compared in terms of their frequency and functions. The analysis revealed that the participants show difference in their preference for discourse markers depending on the modes of CMC. Also, the functions of discourse markers used for Web chat showed were strikingly different from those for e-mail. Especially, e-mail discourse markers revealed greater discrepancy from the markers in face-to-face conversation. The differences were found to be attributable to the time factor involved with the turn-taking systems of the two modes of CMC, especially the degree of instantaneousness in their turn-taking. Findings suggest that the turn taking skills and discourse marker use in CMC is not applicable to face-to-face conversation contexts. Pedagogical implications are discussed.

• The Korean Nurse
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• v.31 no.5
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• pp.65-71
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• 1992

In nursing, a practice discipline, it has been argued whether the mastery of clinical competence depends on types of learning styles, learning experience, and the use of specialized skills. All these problems are not limited to nursing education. Later educators identified the importance of reflective learning which is a vital element in any form of learning and that teachers and students need to consider how they can incorporate some forms of reflection in the courses. The purpose of this study is to review educational articles for understanding better what reflection in learning is, to identify the theme which is of important relevance to professional practice, from the book, Educating the reflective practitioner, and to discuss the theme within nursing education. Reflection in learning was defined by Dewey(1933) as the process which is involved the perception of relationships and connections between the parts of an experience. This experience is passed on when two people becoming involved with each other in a conversation. schon(1987) emphasized that learning conversation, which is a part of the interaction of student and teacher, is an important factor of the process of reflection-om-actopm. In clinical nursing education, good relationships between teacher and student, faculty's role, interpersonal skills are critical in learning conversation. Then Practing nurses who accept the need to choose nursing actionss on the basis of reflection, who accepet the necessity for understanding and being able to communicate the reasons for action are a powerfful force for the development of nursing into an increasingly more effective profession for the benefit of patients.

• Speech Sciences
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• v.7 no.2
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• pp.157-175
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• 2000

The aim of this paper was to diagnose Korean college students' listening skills on the TOEFL. The researchers identified which section, among the TOEFL listening Part A, B, and C, is most easily teachable/ improvable during the period of a semester. First, the result of this research shows that Korean students tend to have lower scores in Part A than Part B or Part C. The results indicate that the short informal conversation doesn't give sufficient clues to students, and they don't have enough time to infer the answer. Second, the results revealed that. students showed the lowest progress in Part B after they studied TOEFL listening items and essential idioms for the listening section for 13 weeks. Because students didn't have much experience learning the informal conversation as opposed to the formal one in English, it is harder to achieve an improved grade in Part B, which consists of the informal conversation. But after a semester-long listening course, the average score on TOEFL listening sections increased.

• Journal of Korean Academy of Nursing
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• v.37 no.1
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• pp.52-63
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• 2007

Purpose: Effective communication is an essential aspect of nursing care. This qualitative study was performed to analyze nurse-patient conversations about medication. Method: The nurse-patient dialogue was collected by video tape recording during the nurse's duty time in an internal medicine ward. One hundred seventy-eight episodes were extracted from the conversation. Using conversational analysis, the functional phases and patterns of dialogue sequence pertaining to medication were analyzed. Results: Conversations about medication were very brief dialogues, so 68.8% of the dialogue had a duration of less than 20 seconds. However, it was a systematic and comprehensive dialogue which had structures and sequential dialogue patterns. Four functional phases were explored. greeting, identifying the patient, medicating, finishing. The medicating phase was essential, in which the nurse gave the drug to the patient and provided information initiated by the nurse simultaneously. The patterns of the dialogue sequence represented were the nurse provided information first, and then, patients responded to the nurse as accepting, rejecting, raising an objection, or asking again later. Conclusion: As the results of this study show, a nurse's role is important as an educator. For effective conversation about medication, the development of an educational program should be considered, which includes knowledge about medication and communication skills.

• Journal of Convergence for Information Technology
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• v.7 no.6
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• pp.245-251
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• 2017

This presents an English conversation training system with which learners train their conversation skills in English, which makes them converse with native speaker characters in a virtual reality environment with voice. The proposed system allows the learners to talk with multiple native speaker characters in varous scenarios in the virtual reality environment. It recongizes voices spoken by the learners and generates voices by a speech synthesis method. The interaction with characters in the virtual reality environment in voice makes the learners immerged in the conversation situations. The scoring system which evaluates the learner's pronunciation provides the positive feedback for the learners to get engaged in the learning context.

• 재활복지
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• v.22 no.4
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• pp.103-121
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• 2018

For knowing the effects of aging on conversational skills in daily communication, this paper studied for the conversational turn-taking skills, working memory and naming ability on healthy elderly adults over 65 ages. 85 elderly adults participated in this study, which divided into four groups by ages. Speech samples were collected in natural conversation. Memorization of numbers, mental calculation, repetition of words were administered for working memory test. K-BNT was used for the naming ability. One-way ANOVA analysis was used for the comparison of conversational turn-taking skills among four groups. We analyzed the correlation between conversational skills, working memory and naming ability. The results were as follows: first, there were a significant difference in conversational turn-taking skills by age, but not by gender. There was a significant difference in 'Turn-Taking Frequency' and 'Total Utterance Frequency' among four groups. The same results were shown in the scores of females within three groups(exclude groups over 85D)(p<.01). Second, there was a significant correlation between 'rates of maintenance' and 'naming ability'. In addition, it was found that the naming test predicted 'rates of maintenance' skills. The results of this study suggest that word-retrieval ability will be helpful to enhance functional communication skills in aging old adults.

• Korean Journal of Child Studies
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• v.28 no.6
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• pp.17-36
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• 2007

This study examined educational and career backgrounds of 180 early childhood English teachers and curricula of training courses for early childhood English teachers in continuing education centers across 6 areas in Korea. Data analyses showed that (1) curricula for early childhood English teachers consists of basic practical conversation, English teaching skills, understanding early childhood education and general English knowledge. (2) Most teachers are women between 30 to 40 years of age, university graduates with majors in English literature, English education and/or early childhood education with confidence in speaking in and listening to English. (3) They were satisfied with their retraining courses. (4) English pronunciation skill was not always related to English conversation skill, but clarity of pronunciation influenced teaching confidence.

• Journal of Families and Better Life
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• v.22 no.6 s.72
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• pp.219-232
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• 2004

The purpose of this study was to investigate the gender differences in conversational styles of students. This research based on Quantitative survey and qualitative observation. The quantitative data were collected by questionnaire from 708 respondents who were college students and resided in Sunchon. Statistical methods for the data analysis were frequencies, t-test. The cases of observation were 21. As a result, gender differences were founded in lots of conversational styles. Women showed more tendencies than men In communi-cations to listen, to make relationships, to take care of others, to express intimacy and to make private conversation. Men tended to dominate others, to show off capacities and to make public conversation. This gender differences in conversational styles were related to sex role and major studies. From this results it was proposed that education on gender differences in conversational styles should be developed for students to improve their communication skills and to adapt their changing sex role.