• 말소리와 음성과학
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• 제4권2호
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• pp.121-126
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• 2012

This study deals with how stuttering changes in its frequency in a situation where adult participants who stutter are exposed to one type of background noise, that is, multi-talker babble noise. Eight American English-speaking adults who stutter participated in this study. Each of the subjects read aloud sentences under each of three speaking conditions (i.e., typical solo reading (TSR), typical choral reading (TCR), and multi-talker babble noise reading (BNR)). Speech fluency was computed based on a percentage of syllables stuttered (%SS) and speaking rate was also assessed to examine if there was significant change in rates as a measure of vocal change under each of the speaking conditions. The study found that participants read more fluently both during BNR and during TCR than during TSR. The study also found that participants did not show significant changes in speaking rate across the three speaking conditions. Some discussion was provided in relation to the effect of multi-talker babble noise on the frequency of stuttering and its further speculation.

• 대한음성학회:학술대회논문집
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• 대한음성학회 2007년도 한국음성과학회 공동학술대회 발표논문집
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• pp.281-284
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• 2007

This experimental study aims to find out the correlation between semantic predictability and pitch-accent realization. For the experiment, we classified the predictability into three degrees: unpredictable, implicitly predictable, and explicitly predictable. And then each degree divided into to two subcatergories: one is adverbs/adverbial phrases of time or place and the other one is not time or place adverbs/adverbial phrases. The materials used in the experiment were 9 sentences for the each subcategory. One male and one female English native speakers participated in this experiment. Their reading speeches were recorded on Digital Audio Tape. Their speech data were analyzed by using Pitchworks program. The results of this experiment show pitch accented ratio is somewhat in inverse proportion to the degree of predictability.

• 한국영어학회지:영어학
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• 제1권3호
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• pp.387-416
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• 2001

In an attempt to identify highly probable causes of poor EFL performances, certain intriguing data of 11 common errors collected from 23 university students' listening and reading for correction of a short conversation of three people, with a questionnaire regarding their knowledge of the situational context, were analysed and interpreted within a theoretical framework of consciousness and the intonation unit (Chafe 1974, 1980, 1994), compatible with some important philosophical and psychological theories. The results: situational understanding does not always guarantee good EFL performances; the 11 errors were not attributable to hearing problems; consciousness appropriate for literacy and formal schooling appeared to be the major cause, which was inappropriate for a communicative use of English. Re-shaping of consciousness was suggested, with a warning against the ‘grammar consciousness raising’ approach.

• 영어어문교육
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• 제18권3호
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• pp.121-134
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• 2012

The purpose of this study is to investigate the optimal conditions for designing tasks appropriate to the elementary classroom based on the correspondence with the national curriculum, integration among four skills (listening, speaking, reading, and writing), authenticity, and interactivity. For this study, two primary English teachers volunteered to participate in the case study conducted in the spring semester of the 2012 school year. Each class observed was composed of 29 and 30 sixth graders (12-year-old learners). Data were collected through classroom observation and lesson plans. Optimality theory was used to analyze data from the lessons. From the findings, the overall ranking of constraints is Curriculum ${\gg}$ Integration ${\gg}$ Authenticity ${\gg}$ Interactivity. It is also shown that for teacher 'L', the tasks such as 'guessing game', 'photo of me', and 'role play' were appropriate to help students ask questions and give reasons for their choices. As for teacher 'C', the tasks such as 'hand spans', 'transport survey', and 'picture telling' needed to be considered in order to help students understand and write comparative sentences.

• 영어어문교육
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• 제8권2호
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• pp.23-38
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• 2003

Seamus Heaney, a famous Irish poet after Yeats, has written some pastoral lyrics from his experiences of farm life and childhood memories. These poems, in spite of his simple overt praise of a rustic farm life, have layers of meaning with their vast allusiveness and implications. He is an extremely literary writer dealing with history from the Celtic myth and a long English literary history. Though his style reminds that of a Victorian poet through his allusions of nature, he is a modern poet of innovative skills and senses. The explication of his representative sonnet sequence, the "Glanmore Sonnets" will reveal exquisite, complicated poetics of a modern poet. The poems are basically love poems, and the love is directed to his beloved wife, his lifetime companion. The poems relate the cultivation of a land to the poet's excavating language from the classics and to the images of love making. Through a careful reading of the sonnets this article will broaden our knowledge on how a modern love lyric of layered meanings can retain the past tradition in its complicated poetics.

• 영어어문교육
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• 제1호
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• pp.109-127
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• 1995

Due to frequent international exchanges, there has been much emphasis on communication proficiency in foreign language education. However, when we look back upon teaching English in Korea over past years, we find that English teaching has been dominated mainly by Grammar-Translation Method, which makes teachers and students pay little attention to listening skill that is regarded as the basis of communication proficiency. Recently many English teachers have shown their interest in listening skill, so they come to use the textbook record tapes to improve listening skill. But listening training by textbook record tapes seems to make students feel bored. So the purpose of this study is to suggest an effective way of improving listening skill by means of Pop Songs that the students are indulged in. The processes of this study consist of three stages : 1) listening to songs, 2) explanation about structures and vocabularies in songs, 3) filling in blanks while listening. The subjects in this study are freshmen 88 students in girls' High School They are grouped into two : one is experimental group and the other control group. Among the subjects, the former have been taught by the lesson plan using pop songs, while the latter by the lesson plan using textbook record tapes. The experiment lasts about 9 months (from March to November, l994) The data for analyzing the study results have been collected from two kinds of tests : one is listening test and the other comprehensive test. The hypothesises of this study areas follows : 1) Depending on hearing materials (experimental material vs traditional material), there will be a difference in scores of listening skills between EG (experimental group) and CG (control group), 2) Depending on the interest on pop songs, there will be a difference in scores of hearing skills in CG, 3) Depending on hearing material. there will be a difference in scores of overall English skills between EG and CG, 4) Improvement in listening skill will give influence on the overall English scores. The findings of this study indicate that pop songs are effective to improve students' listening skill, that students' interest in the hearing material is important, and that listening skill is closely related to other skills, especially reading skill. It can be concluded that English teachers should make efforts to find the suitable listening materials which will help students to improve their listening proficiency effectively.

• 한국도서관정보학회지
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• 제48권4호
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• pp.429-448
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• 2017

본 연구의 목적은 2015 개정 교육과정으로 개발된 고등학교 교과서의 읽기자료 특성을 조사하여 향후 독서교육 발전 방향을 제시하는 것이다. 이를 위해 국어, 수학, 영어, 통합과학, 통합사회 주요 교과를 대상으로 고등학교 교과서의 읽기자료를 분석하였고, 읽기자료의 분석 기준은 주제 유형, 목적, 학생 활동이었다. 연구 결과, 고등학교 통합사회와 통합과학 교과서에는 인간, 자유, 문화, 환경, 지구 등 다양한 주제의 읽기자료가 각 단원의 개념과 연관되어 제시되고 있었다. 특히 국어교과는 한단원에만 '한 학기에 한권의 책 읽기'라는 단원이 신설되어 있었다. 그러나 대부분 읽기자료가 효과적인 독서 전략이나 독서 방향에 대한 안내가 없으며, 읽기자료의 양이 부족하고 확장적 독서를 위한 자료나 정보가 부족함을 알 수 있었다. 교과서의 읽기자료가 각 단원의 학습 내용을 단순하게 보충하거나 개념 이해를 위한 단편적인 단서로만 제시되고 있음을 알 수 있었다. 또한, 교과의 읽기자료 제시가 나열식으로 단순하게 전개되어 있으며, 읽기자료가 학생들의 독서 흥미, 독서의 내면화 그리고 독서 확장을 위한 도구로는 미흡함을 알 수 있었다. 본 논문은 고등학교 교과서의 확장을 위한 읽기자료의 보조 자료를 제안하고, 교과서 구성 측면과 수업 방법 측면에 대한 제안을 통해 교과서와 독서교육의 발전적 관계를 모색해보았다.

• 영어어문교육
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• 제17권3호
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• pp.27-56
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• 2011

The analysis on the use of lexical discovery and consolidation strategies that have been researched within the area of vocabulary learning strategies (VLS) have not sufficiently drawn the interest of EFL practitioners with regard to vocational high school learners. The results, however, are expected to have implications for the design of vocabulary tasks and instructional materials for EFL learners. The present study investigates EFL vocational high school learners' use of lexical discovery and consolidation strategies with questionnaires, where the use of the learners' lexical discovery strategies were further validated with the think-aloud methodology by asking samples of proficient and less proficient learners to report on their reading process while reading L2 texts that had not been exposed to the learners. The results indicated that there were significant differences between the two groups of learners in the employment of 11 of the strategies which were in the categories of determination, social, memory, and metacognitive strategies, but not for cognitive strategies. The pattern of strategies indicated that different lexical discovery and consolidation strategies were employed relatively more by one proficiency group than another. The study suggests some implications for how strategy-based instruction can be implemented in EFL classrooms.

• 영어어문교육
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• 제15권4호
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• pp.55-74
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• 2009

Although a considerable amount of research on discourse signaling cues has been conducted in reading, little attention has been paid to such cues in the area of listening. Moreover, despite the solid evidence showing that cues have beneficial effects for reading comprehension, L2 listening research has produced mixed findings about the role of cues. Such discrepancies among these findings might be due in part to inadequate research methodologies as well as the idiosyncratic features of their experimental designs. However, no study, to date, has thoroughly examined the research designs of listening comprehension studies on cues. Consequently, this study critically evaluates the present state of research designs and reporting practices of studies investigating the role of cues in listening comprehension. The present study aims to provide insights into areas that require empirical attention and systematic investigation. It also seeks to encourage improved and refined research practices for future studies. This paper is organized as follows: It will first critically review the empirical findings regarding cues in the area of L1 listening comprehension. Second, it will present a critical evaluation of L2 listening studies on cues. Finally, it will address the major research design issues of currently available listening studies and provide suggestions for improvement in future research.

• 영어영문학
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• 제64권1호
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• pp.3-24
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• 2018

Stories are important instruments for configuring our cognitive and social worlds, but they do not necessarily make us more caring or less aggressive and self-involved. The ability to tell and follow a story requires cognitive capacities that are basic to the neurobiology of mental functioning, and so it would stand to reason that our experiences with stories would draw on and re-shape patterns of interaction that extend beyond the immediate experience of reading or listening to a narrative. Our intuitive, bodily-based ability to understand the actions of other people is fundamental to social relations, including the circuit between the representation of a configured action emplotted in a narrative and the reader's or listener's activity of following the story as we assimilate its patterns into the figures that shape our worlds. The activity of following a narrative can have a variety of beneficial or potentially noxious social consequences, either promoting the shared intentionality that neurobiologically oriented cultural anthropologists identify as a unique human capacity supporting culturally productive collaboration, or habitualizing and thereby naturalizing particular patterns of perception into rigid ideological constructs. The doubling of "me" and "not-me" in narrative acts of identification may promote the "we-intentionality" that makes socially beneficial cooperation possible, or it can set off mimetic conflict and various contagion effects. Neuroscience cannot predict what the social consequences of narrative will be, but it can identify the brain- and body-based processes through which (for better or worse) stories exercise social power.