• 한국콘텐츠학회논문지
• /
• 제14권11호
• /
• pp.1019-1029
• /
• 2014

최근 영어 학습자 코퍼스(English learner corpus)를 활용하여 다양한 영어 교육 분야에 활용하는 시도가 이뤄지고 있다. 하지만 지금까지 국내에서 개발된 대다수 영어 학습자 코퍼스는 소규모이거나 공개가 되지 않아 공익을 위한 영어 교육 콘텐츠로서의 적절한 역할을 하지 못하고 있다. 본 연구에서는 국내외 영어 학습자 코퍼스 구축 현황을 살펴보고 대규모 공개 한국인 영어 학습자 코퍼스의 필요성을 논의한다. 또한, 이와 같은 필요성을 바탕으로 1백만 단어 이상으로 만들어진 대규모 공개 한국인 영어 학습자 코퍼스 구축과정과 결과를 분석하여 예비 대학생의 영어사용 특성을 파악하고 이를 영어 교육 개선을 위해 활용할 수 있는 방안을 제안한다.

• 음성과학
• /
• 제15권2호
• /
• pp.33-51
• /
• 2008

Difference of learner speech and loanword phonology is investigated in terms of Korean learners' speech and their loanword adaptation of English words with a post-vocalic word-final stop. When we compared the speech of 12 Korean learners in mid-intermediate level with that of eight English speakers, the learner speech did not reflect loanword phonology of the vowel insertion after a voiced word-final stop (e.g., rib$[\dotplus]$, bad$[\dotplus]$, gag$[\dotplus]$ vs. tip[=], cat[=], book[=]), but, instead, the target phonology of vowel lengthening before a voiced word-final stop (e.g., rib[r.I:b], CAD$[k{\ae}:d]$, bag$[b{\ae}:g]$ vs. rip[rI.p], cat$[k{\ae}t]$, back$[b{\ae}k])$. A longitudinal study of learner speech before and after instruction showed some development toward the acquisition of target phonology. The results indicate that learner speech departs from loanword phonology, and approaches to target speech in a faster rate than direct ratio. Thus, native phonology predicts loanword phonology, but lends little support to learner speech. Our results also indicate that loanword phonology is constant, while learner speech changes toward the acquisition of target phonology.

• 한국콘텐츠학회논문지
• /
• 제19권8호
• /
• pp.572-583
• /
• 2019

본 연구는 우리나라 영어교육환경에서 가장 이상적이고 적합한 원어민-한국인 영어교사 협동수업 모형과 효과적인 협동수업을 구성하기 위한 정의적 요인들이 무엇인지를 찾고자 하였다. 이러한 연구목적을 달성하기 위해, 서울특별시에 위치한 5개 초등학교 6학년 학생 총 165명을 연구대상으로 하여, 2019년 4월 1일부터 4월 30일까지 약 한달 간 설문조사와 다중회귀분석, 상관관계분석, 교차분석, t/F검증 등 통계분석을 실시하였다. 연구결과를 요약하면 다음과 같다. 첫째, 원어민-한국인 영어교사 협동수업 인식 중 수업관련 기술, 과제지 향성, 교수-학습전략, 학습동기유발 순으로 정의적 요인에 영향을 미치는 것으로 나타났다. 둘째, 성별/수업형태에 따라, 원어민-한국인 영어교사의 협동수업에 대한 인식의 차이를 검증한 결과, 성별과 현재 참여하고 있는 영어 협동수업유형에 따라 원어민-한국인 영어교사 협동수업에 대한 인식에는 차이가 있었지만, 원하는 영어 협동수업유형에 따라 통계적으로 유의한 원어민-한국인 영어교사 협동수업에 대한 인식의 하위요인은 확인되지 않았다. 셋째, 성별/수업형태에 따라, 학습자의 정의적 요인의 차이를 검증한 결과, 성별에 따른 차이는 발생하였지만, 현재 영어 협동수업유형에 따른 학습자 정의적 요인은 차이가 발생하지 않았다. 또한, 원하는 영어 협동수업유형에 따른 학자 정의적 요인의 차이도 발생하지 않았다.

• 대한전기학회:학술대회논문집
• /
• 대한전기학회 2004년도 심포지엄 논문집 정보 및 제어부문
• /
• pp.147-149
• /
• 2004

Although most of the people have studied English for a long time, their English conversation capability is low. When we provide them portable conversational-type English learners by the application of computer and information process technology, such portable learners can be used to enhance their English conversation capability by their conventional conversation exercises. The core technology to develop such learner is the development of a voice recognition and synthesis module under an embedded environment. This paper deals with voice recognition and synthesis, prototype of the learner module using a DSP(Digital Signal Processing) chip for voice processing, voice playback function, flash memory file system, PC download function using USB ports, English conversation text function by the use of SMC(Smart Media Card) flash memory, LCD display function, MP3 music listening function, etc. Application areas of the prototype equipped with such various functions are vast, i.e. portable language learners, amusement devices, kids toy, control by voice, security by the use of voice, etc.

• 음성과학
• /
• 제12권4호
• /
• pp.95-112
• /
• 2005

We investigate Korean learners' speech-timing of English before and after instruction in comparison with native speech, in an attempt to resolve disagreements in the literature as to whether speech-timing is measurable (Lehiste, 1977; Roach, 1982; Dauer, 1983 vs. Low et al., 2000; Yun 2002; Jian, 2004). We measured the pair-wise variability between the adjacent stressed and unstressed syllables within a foot as well as that among adjacent feet in approximately 555 English sentences, which were read by 29 native speakers and 41 Korean learners in the intermediate proficiency level. The results show that in comparison with native American English, Korean learner speech is before instruction significantly (p<.001) smaller for the pair-wise variability between the adjacent stressed and unstressed syllables within a foot; and significantly (p=.01) bigger for the variability among adjacent feet within the utterance. The learner speech after instruction showed significant (p=.01) improvement in the pair-wise variability of syllable sequence toward native speech values. The variability among adjacent feet was progressively smaller for learner speech before and after instruction and for native speech (p=.03). We thus conclude that the speech timing difference between Korean English and American English is measurable in terms of the duration. of stressed and unstressed syllables and that the latter is stress-timed and the former is syllable-timing interfered.

• 음성과학
• /
• 제5권2호
• /
• pp.57-75
• /
• 1999

The purpose of this paper is to develop an English prosody training system using PC for Korean learners of English. The program is called Intonation Training Tool (ITT). It operates on DOS 5.0. The hardware for this program requires over IBM PC 386 with 4 MBytes main memory, SVGA (1 MByte or more) for graphic, soundblaster 16 and over 14 inch monitor size. The ITT program operates this way: the learners can listen as well as see the English teacher's stress and intonation patterns on the monitor. The learner practices the same patterns with a microphone. This program facilitates the learner's stress and intonation patterns to overlap the teacher's patterns. The learner can find his/her stress and intonation errors and correct these independently. This program is expected to be a highly efficient learning tool for Korean learners of English in their English prosody training in the English class without the aid of a native English speaker in the classroom.

• 말소리와 음성과학
• /
• 제1권3호
• /
• pp.3-18
• /
• 2009

Do loanword properties emerge in the acquisition of a foreign language and if so, how? Classic studies in adult language learning assumed loanword properties that range from near-ceiling to near-chance level of appearance depending on speech proficiency. The present research argues that such variations reflect different phonological types, rather than speech proficiency. To investigate the difference between learner speech and loanword phonology, the current research analyzes the speech data from five different proficiency levels of 92 Korean speakers who read 19 pairs of English words and sentences that contained loanwords. The experimental method is primarily an acoustical one, by which the phonological cause in the loanwords (e.g., the insertion of [$\Box$] at the end of the word stamp) would be attested to appear in learner speech, in comparison with native speech from 11 English speakers and 11 Korean speakers. The data investigated for the research are of segment deletion, insertion, substitution, and alternation in both learner speech and the native speech. The results indicate that learner speech does not present the loanword properties in many cases, but depends on the types of phonological causes. The relatively easy acquisition of target pronunciation is evidenced in the cases of segment deletion, insertion, substitution, and alternation, except when the loanword property involves the successful command of the target phonology such as the de-aspiration of [p] in apple. Such a case of difficult learning draws a sharp distinction from the cases of easy learning in the development of learner speech, particularly beyond the intermediate level of proficiency. Overall, learner speech departs from loanword phonology and develops toward the native speech value, depending on phonological contrasts in the native and foreign languages.

• 영어어문교육
• /
• 제12권1호
• /
• pp.183-204
• /
• 2006

This study investigated the effects of rehearsed English drama activities on the learner variables and oral communication achievements of Korean elementary school students. Forty children in the treatment group participated in the drama activities while forty-two children in the contrast group participated in the regular classes. The results of the study are as follows: the treatment group showed significant differences between the pre-tests and the post-tests in language learning strategies, motivation, confidence, perceived competence, willingness to communicate, and listening and speaking achievements; the students in the treatment group progressed in their attitudes toward and participation in the classroom activities. Based on the findings, it is concluded that the rehearsed drama activities positively affect the learner variables and oral communication. The pedagogical implications are discussed in the conclusion.

• 영어어문교육
• /
• 제15권3호
• /
• pp.283-300
• /
• 2009

The purpose of this paper is to suggest a model for an English learning web-site using Korean folktales to stimulate the interest of beginners learning English, (elementary and early middle school ages) and suggest an integrated way of teaching 4 skills. The study first reviews the theoretical and historical backgrounds of storytelling using Korean folk tale, WBI (Web Based Learning), and learner-centered learning. Storytelling using Korean folk tale is an interactive way of teaching English through the use of words and actions from Korean traditional culture. The students can take pride in their own culture while learning a foreign language since they are familiar with the stories and the culture. Nowadays multicultural education is one of the big features of global education. Therefore there are benefits of studying English through Korean folktales. The websites can help students learn English ubiquitously with a learner-centered focus. For the study, we analyzed several digital English storytelling websites. The paper concludes that digital English story books need to improve their interactive ways of teaching for more effective learning. The authors created an integrated English learning website model using Korean folktales for beginners. We hope to introduce this type of learning through the website for higher level students in middle school. Further study should be conducted in order to make the websites more meaningful and useful for Korean students learning English.

• 영어어문교육
• /
• 제12권4호
• /
• pp.185-210
• /
• 2006

This study has two purposes. First, it aims to suggest an appropriate approach to English writing education for Korean high school students in a cooperative learning situation. It also aims to suggest what type of learner grouping, either homogeneous or heterogeneous, is appropriate by comparing the learners' writing abilities and the changes of their affective factors after being exposed to cooperative EFL writing instruction. Two homogeneous classes were selected and instructed to write in English for 11 weeks. One was composed of homogeneous small groups based on the students' writing scores, and the other was composed of heterogeneous small groups, again based on the students' writing scores. The results showed that the improvement between the two class types was quite different across different proficiency levels. For example, although there is little difference between the homogeneous and the heterogeneous classes of low and intermediate-level learners in writing ability improvement, high-level students showed a significant difference between the classes. In addition, it was found that class participation correlated significantly to writing ability improvement. Cooperative learning was proved to be an effective writing instructional approach to encourage learners' interest and increase their self-confidence; however, the results did not show any significant differences in learners' affective domain between the homogeneous and the heterogeneous classes. Similarly, the learners' grouping preference was not affected by the grouping method.