• 한국게임학회 논문지
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• 제8권4호
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• pp.3-16
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• 2008

본 연구는 온라인 MMOPRG가 지니고 있는 다양한 언어적 환경을 살펴보고, 이를 영어 교수 활동에 효과적으로 활용할 수 있는 교수방법을 제시하고자 한다. 이를 위해, 지금까지 외국어교육에서 활용되어 왔던 다양한 CALL(Computer Assisted Language Learning) 어플리케이션의 특징을 고찰하고 MMORPG가 기존의 CALL 기술의 흐름에서 어떤 위치를 차지하고 있는지 살펴보았다. 이후, ‘군주 글로벌’을 대상으로 MMORPG가 가지고 있는 언어적 환경을 살펴보았다. 그리고 영어교육에서 활용되는 교수방법인 협동학습, 과제중심학습, 문제해결학습을 중심으로 이 특성들을 어떻게 활용될 수 있는지 살펴보았다.

• 한국영어학회지:영어학
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• 제1권2호
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• pp.227-242
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• 2001

It is noted that although the current state of development of web-based English education (hereafter referred to as WBEE) might not meet the criteria some educators have set for themselves in the field, students certainly seem to prefer studying in a web-based and computer-assisted learning environment. This kind of demand is fueling the drive to develop more suitable variations of WBEE. In order for WBEE to work out, a teacher should be a multifunctional type of instructor handling responsibilities such as the role of scriptwriter to create text, act as technician for the sound mixing and recording, preside over online chat rooms and discussion boards, and finally, as webmaster to maintain the site and supervise all academic/ clerical work related to the course. Therefore, it is suggested that WBEE be accompanied by a small personnel to divide the labor and lessen the burden on the actual teacher. Finally, it is noted that the traditional relationship between students and teacher may no longer be sustainable since WBEE does not provide the face-to-face style of class discussion and office hours in its current form. Until the technology is fully developed to compensate for these kinds of differences, it is an immediate challenge to provide other more compelling reasons for students to participate in WBEE.

• 한국컴퓨터정보학회논문지
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• 제23권9호
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• pp.65-71
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• 2018

Using mobile technology in educational and learning environments has attracted a lot of attention in recent years. In this mobile environment, mobile phones have been used to enhance the effectiveness of education in the field, which has been recognized through numerous experimental studies so far. The study was proposed and conducted to find out how much the use of mobile phones can have to improve the grammatical knowledge of EFL students. Introduction of 95 intermediate courses to Chungnam area The second grade students of 4-year college participated in this study. Everyone in the experimental and control groups was given the opportunity to review and recur to use the six grammar formats, including the current complete tense, simple past tense, direct and indirect question sentences, and comparative and superative-based methods. During the class discussion, the participants of the group record their voice on their cell phones, analyze the mistakes in the expressions recorded as a task after the class, and explain the results in the next session. However, in the class of the control group participants, this recording process is omitted. Participants benefited from mobile learning were much more positive in multidimensional grammar tests than those in control groups.

• 디지털콘텐츠학회 논문지
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• 제14권2호
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• pp.255-262
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• 2013

유용한 영어 교육을 위한 어플은 강의실 컴퓨터를 위해 모바일 장치를 무선 원격 시스템으로 즉각적인 변환을 가능하게 한다. 일단 강의실 주 컴퓨터에 무료 소프트웨어를 설치하면 학생들이 power point를 이용하여 컴퓨터 통제를 위한 모바일 장치에 Air mouse를 갖도록 한다. 이를 이용하여 학생들은 board위에 글이나 그림을 그릴수 있으며 그들의 앉은 자리에서 학습 자료를 구동할 수 있게 된다. 영어공부는 학문연구가 아니라 언어 훈련이라는 점에서 지금까지의 영어 학습이 단순한 학습대상으로 먼저 인식하여 의사소통의 도구가 아닌 학교 성적이나 토익, 토플 시험을 위한 학습 대상이 되었다는 점에서 그동안 영어의 학습의 문제점으로 지적되어 왔다. 본 연구는 수동적인 학습 환경에서 흥미와 동기부여를 가지고 자발적인 학습을 위해 Podcast, Apps 등 여러 매체를 이용하여 일정 학습 한도를 정하여 꾸준히 학습 할 수 있는 쉽고 재미있는 영어 학습 중 모바일, VOD영어 학습 컨텐츠, 리얼 영화 스크립트를 이용한 미드 영어 등 여러 어플을 이용한 영어 학습방법을 제시하고자 한다.

• 음성과학
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• 제11권3호
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• pp.7-21
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• 2004

The present study aims to investigate domain-initial strengthening phenomenon, which refers to strengthening of articulatory gestures at the initial positions of prosodic domains. More specifically, this paper presents the result of an experimental study of initial syllables with onset consonants (initial-syllable vowels henceforth) of various prosodic domains in English and Hamkyeong Korean, a pitch accent dialect spoken in the northern part of North Korea. The durations of initial-syllable vowels are compared to those of second vowels in real-word tokens for both languages, controlling both stress and segmental environment. Hamkyeong Korean, like English, tuned out to strengthen the domain-initial consonants. With regard to vowel durations, no significant prosodic effect was found in English. On the other hand, Hamkyeong Korean showed significant differences between the durations of initial and non-initial vowels in the higher prosodic domains. The theoretical implications of the findings are as follows: The potentially universal phenomenon of initial strengthening is shown to be subject to language specific variations in its implementation. More importantly, the distinct phonetics- phonology model (Pierrehumbert & Beckman, 1998; Keating, 1990; Cohn, 1993) is better equipped to account for the facts in the present study.

• 한국영어학회지:영어학
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• 제3권3호
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• pp.453-497
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• 2003

The purpose of this study is to investigate social aspects of young EFL learners' interaction at the computer. Data were taken from the interactions of three pairs of fourth-grade primary school children who worked together on English learning software. Their interactions at the computer were videotaped and then all the talk produced by the students and the utterances emitted from the computer were transcribed. As for the analytical tools, the notion of ‘contextualization cues’ (Gumperz, 1982) and the concept of ‘positioning’ (Davies & Harre,1990) were employed. The analysis reveals that the roles of the students were not tied to a certain position, but rather dynamically changed during the course of interactive work according to the situation at hand. The dynamic changes in their positions were realized through various means; their capability in solving problems, their taking responsibility or assigning it to each other, or cooperation. There were also instances of peer teaching and motivated learning. In addition, the students showed autonomy in their learning activity. These findings suggest that both students in a dyad had their own place in performing task activities, contributing to solving problems and getting benefits from peer interaction. Furthermore, students' working together on English learning software may provide an environment which can promote cooperative attitude and responsibility for learning and enhance motivation and autonomy in their learning process.

• 한국환경교육학회지:환경교육
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• 제12권1호
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• pp.294-310
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• 1999

Firstly, the goals and the domains of contents of environmental education was classified in order to systematize the contents of environmental education which would be taught in each subject. According to these goals and domains of contents, the contents of 10 subjects (Korean Language, Ethics, Social Studies, Mathematics, Science, Music, Arts, Physical Practicum(Technology and Heme Economics), English were analyzed. The norms in the analysis of the goals of environmental education by each subject were 4 domains: information and knowledge, skills, value & attitudes, & action and participation. The norms in the analysis of the contents of environmental education by each subject were 11 domains: natural environment, artificial environment, population, industrialization/urbanization, resources, environmental pollution, environmental preservation and measures, environmental sanitation, environmental ethics, environmentally sound and sustainable development(ESSD), and sound consumption life. As a result, it was found that all the 4 domains of goals in environmental education could come true. Furthermore, the goals of environmental education were found to be reached in the subjects of Korean Language, Music, Arts, Physical Education, Mathematics, English, etc., which had been thought to have nothing to do with environmental education. It was also found that the contents of each subject could deal with its own unique environmental contents. The result of this study can keep all subject from overlapping in environmental contents, and can make the most of each subject’s characteristics. Also, the result of this study will be referenced in developing the teaching and learning materials for environmental education according to each subject.

• 한국융합학회논문지
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• 제12권4호
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• pp.171-177
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• 2021

본 논문의 목적은 줌을 기반으로 학습용 앱 활용이 학습자들의 영어 성취도에 미치는 영향을 살펴보고 이를 통해 줌 기반의 학습용 앱을 활용한 영어 수업의 효율성을 고찰하고자 한다. 본 연구는 줌 기반 수업에서 English Central 앱을 활용하였으며 이를 통해 다양하면서도 학습자들의 참여를 유도하는 영어 활동을 수행하였다. 줌 기반의 EC 앱 활용 수업의 효율성을 파악하기 위해 1차와 2차 성취도 테스트, 개방형 설문조사를 실시하였다. 두 차례의 테스트 결과 줌 기반의 EC 앱 활용 수업은 학습자들의 영어 성취도에 긍정적인 영향을 미치는 것으로 나타났다. 설문 조사결과 학습자들은 줌 기반 수업과 EC 앱 활용에 대해 만족도가 높은 것으로 나타났다. 줌 기반 수업에 대한 만족의 이유는 "부족한 수업 내용 보완", "영어 연습", "실시간 소통과 의견 공유" 으로 나타났다. 학습용 앱 활용에 대해 만족하는 이유는 "지루하지 않음", "영어의 4기술 훈련", "즉각적인 피드백"으로 나타났다. 변화된 언택트 시대 교수자들은 변화된 환경에 맞는 변화된 수업 도구의 효율적 사용을 위해 노력해야 한다.

• 한국컴퓨터그래픽스학회논문지
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• 제27권5호
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• pp.81-89
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• 2021

본 연구는 모바일 플랫폼 환경에서 언어 기반의 교육 콘텐츠 지원을 위한 텍스트 인터페이스를 제안한다. 이는 손 글씨를 통해 단어를 작성하는 입력 구조로 딥 러닝을 활용한다. 모바일 플랫폼 콘텐츠의 버튼, 메뉴 등을 활용한 GUI (Graphical User Interface)와 화면 터치, 클릭, 드래그 등의 입력 방식을 기반으로 손 글씨를 사용자로부터 직접 입력하여 처리할 수 있는 텍스트 인터페이스를 설계한다. 이는 EMNIST (Extended Modified National Institute of Standards and Technology database) 데이터 셋과 훈련된 CNN (Convolutional Neural Network)을 사용하여 알파벳 텍스트를 분류하고 조합하여 단어를 완성한다. 최종적으로 영어 단어 교육 콘텐츠를 직접 제작하여 제안하는 인터페이스의 학습 지원 효과를 분석하고 만족도를 비교하기 위한 실험을 진행한다. 동일한 교육 환경에서 기존의 키 패드 방식의 인터페이스와 제안하는 손 글씨 기반 텍스트 인터페이스를 서로 체험한 사용자들이 제시하는 영어 단어를 학습하는 능력을 비교하고, 인터페이스를 조작하여 단어를 작성하는 과정에서의 전체적인 만족도를 분석, 확인하도록 한다.

• 말소리와 음성과학
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• 제8권4호
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• pp.63-69
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• 2016

Twenty five English native speakers with two different L2 experienced groups and nineteen native Koreans heard both Korean word-initial nasals (/m/ and /n/) in three vowel contexts (low, mid, and high) produced by a native Korean speaker. The experiment examined the hypothesis that Korean nasals are more likely to be judged or perceived correctly by the L2-experienced English learners of Korean than the unexperienced counterparts. The result showed that L2 experienced group was more sensitive to effects of vowel height in judging the Korean nasals in which the perception of nasals before the high vowels was more subject to it. In addition, place of nasal articulation causes asymmetry relations - bilabial nasal /m/ is more likely to be perceived as plosives rather than alveolar nasal /n/. The study found that the L2 experience has a somewhat limited role in perceiving the nasals correctly in the word-initial position, especially before the high vowels, in that even the L2 experienced English subjects have difficulty in identifying the Korean nasals correctly in this environment. Nevertheless, low L2 proficiency might be accounted for the difficulty in the bilabial nasal identification observed by the L2 experienced group.