• Journal of the Korean Society for Aviation and Aeronautics
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• v.28 no.4
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• pp.102-116
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• 2020

The existence of appropriate teaching materials in foreign language is very essential especially if it is related to safety. Among them, the importance of textbooks is more emphasized because there is no suitable education or curriculum for EPTA (English proficiency test of aviation). A good textbook not only presents the right direction to study but also provides an efficient way to learn. This research exploded how well textbooks for EPTA are organized and analyzed current pilots' responses whether the textbooks are suitable for preparing EPTA through the questionnaire. The conclusion drawn is that textbooks for EPTA should be designed to encourage current and pre-pilots to learn how to communicate with controllers efficiently and briefly, and also should provide proper guide lines for preparing EPTA.

• Research in Community and Public Health Nursing
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• v.33 no.1
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• pp.84-95
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• 2022

Purpose: The purpose of this study is to extend the knowledge about the textbook, Public Health Nursing Textbook (in Korean, Gongjungwisaeng Kanhohak) which is published in 1933 by the Nurses' Association of Korea. Methods: Public Health Nursing Textbook was investigated from the cover page to the last page and compared with two original books and other nursing books published in modern Korea. Results: Public Health Nursing Textbook was the forth published Korean nursing textbook and the first published Korean public health nursing textbook. Rosenberger, a missionary nurse from USA, Lee Keumjeon, Korean public health nurse who studied in Canada, and other Koreans were in charge of translation, etc. It is a user - friendly book written mainly in Korean (Hangul) with Chinese characters and included the English table of contents, preface and back cover. Most of its contents were extracted and translated from two original books, one is Public Health Nursing by Mary Gardner and the other is Personal Hygiene Applied by Jesse Williams. It is worth noting that the book not only introduced the public health nurses's activities across the country, but also focused on the information necessary for common health problems at that time. Conclusion: From the Public Hygiene and Nursing, it can be seen that public health nurses had been independently educated since Imperial Japan's colonial period, and public health nursing was growing as a independent field in Korea.

• Journal of English Language & Literature
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• v.56 no.4
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• pp.753-772
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• 2010

The purpose of this work is to examine the viability of employing the prosody cloning technique in teaching English prosody. Ten native speakers of Korean high school students with similar level of English proficiency participated in the poem self-study experiment. Five of them were grouped into the experimental group and the remaining five into the control group. One popular English poem from a high school textbook was selected and its recording by a professional native speaker of English was used in the experiment. The members of the two groups made a recording of the poem both before and after the experiment. For the study material, the experimental group used their own recorded utterances with their prosody cloned from the professional English speaker, while the control group used the utterances of the professional speaker alone. The acoustic analysis of the recordings by the prosodic foot both before and after the experiment showed that the experimental group performed slightly better than the control group in the realization of the intensity contour of the poem. There were no significant differences in the realization of the intonation contour and segmental durations between the two groups. The recording after the experiment was also subjectively evaluated by a native speaker of English and the scores for the experimental group were slightly higher than the control group. These findings suggest that the use of English poems with the help of the prosody cloning technique is a potentially viable approach to teaching English intonation to high school students. A long-term study with more students is necessary.

• English Language & Literature Teaching
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• v.12 no.4
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• pp.253-276
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• 2006

The purpose of this study is to compare and analyze the aspects of task-based materials in high school English textbooks for first year students in Korea. Based on the theoretical backgrounds for designing communicative tasks and the basic contents of the 7th national curriculum for English, a total of six different qualitative evaluation categories of task-based materials are constructed. The six categories include input data, settings, activity types, language skills, activity themes, and communicative functions. The results of the data analysis showed that the regulations of the 7th national English curriculum, which were aimed at improving the students' communicative abilities, were properly reflected in the materials of task-based activities of all textbooks. On the other hand, a few problems were found in some textbooks: too many individual tasks; being out of proportion in presenting task types and themes; non-systematic introduction of language skills, etc. To conclude, a few suggestions are made to provide some meaningful considerations for the text material developers in order to produce better textbooks in the future: task goals and rationale that encourage the learner's positive motivation; authenticity of input data based on the real-world context; a collaborative learning environment that enhances communicative interaction; a proportional representation of the various activity types including creative problem-solving procedures; systematic introduction of integrated language skills, etc.

• English Language & Literature Teaching
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• v.15 no.2
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• pp.185-207
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• 2009

This study investigated the extent of informational text genre appeared in English textbooks at grades six, seven, and nine. Employing content analysis to analyze the literary forms, the researcher identified genre in each reading selection of each English textbook and classified it into six categories - fiction, information, biography, poetry, play, or fantasy. Especially, informational genre was classified further into two subcategories - non-narrative and narrative - in order to investigate the extent of non-narrative informational text only. The text genre was examined by analyzing (a) the number of reading selections representing each genre and (b) the number of words in reading selections devoted to each genre. The most frequent type of genre at grade 6 and 7 was fiction with 94% and 71% respectively, whereas at grade 9 it was devoted to information (51%), followed by fiction (37%). The largest number of words was devoted to fiction with 96% at the sixth grade and 70% at the seventh grade; on the other hand, for grade 9, it was devoted to information (46%), followed by fiction (39%). Although there was variance across different publishers, the informational text genre gained more significance as the grade level increased. In particular, the percentage of reading selections and words devoted to the non-narrative or expository informational genre was overall 4% at grade 6, 17% at grade 7, and 44% at grade 9. The findings demonstrated the need to pay more attention to informational literacy especially in the early grades for the development of balanced genre knowledge.

• The Journal of the Korea Contents Association
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• v.22 no.6
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• pp.116-124
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• 2022

The purpose of this study is to examine the vertical and horizontal continuity between grades and publishers, respectively, by analyzing the readability of reading passages included in English textbooks for 5th and 6th grades of elementary school. In order to do so, a corpus was constructed with the reading passages contained in 10 textbooks, and the reading passages in each textbook were analyzed through Coh-Metrix. Also, it was examined whether there was a statistically significant difference between grades and publishers in readability through one-way ANOVA. The results are as follows. First, as a result of analyzing the difference in readability between publishers within the same grade, there was a statistically significant difference between fifth-grade textbooks in the L2 readability index. Second, as a result of analyzing the vertical continuity between grades within the publisher, the difficulty of textbook A was higher in grade 6 than grade 5 based on FRE and FKGL, which showed a statistically significant difference. On the other hand, when L2 readability was used as the standard, the difficulty of textbook B was lower in 6th grade than in 5th grade. This result seems to be because FRE and FKGL calculate readability based on sentence and word length, whereas L2 readability is based on content word overlap, word frequency, and syntactic similarity of sentences.

• English Language & Literature Teaching
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• v.11 no.4
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• pp.121-137
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• 2005

The present study aims to examine how the roles of teacher and learners affect the repair patterns of both teacher's and learner's utterances in English as a second language (ESL) classroom discourse. The study analyzed beginning ESL classroom discourse and found that the structure of repair seems to be greatly influenced by the roles of participants in a second language classroom. The teacher's repair work was mainly characterized by self-repair. In contrast, learners' repair sequences were predominantly characterized by other-repair. More specifically, self-initiation by the learner of the trouble source was cooperatively completed by the teacher and the other learners. Other-initiated and other-completed repair was the most prevalent form in the current classroom data, which was carried out by the teacher in both modulated and unmodulated manners. When the trouble sources were mostly concerned with the learners' problems with linguistic competence and information presented in the textbook, other-repair took place in a modulated manner (i.e., recasting and prompting). On the other hand, when dealing with learners' errors with factual knowledge, other-repair was conducted in an unmodulated way (i.e., 'no' plus correction).

• Journal of Educational Research in Mathematics
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• v.25 no.2
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• pp.241-261
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• 2015

"SMART" is a word to condense a new kind of educational system recently proposed by the Korean government. It signifies an intelligent adaptive learning system to innovate the educational environment, the contents, methodology and assessment. Developing a digital textbook was one of the main strategic goals to drive forward "smart" education. The Korean government expected to finish the development of digital textbooks of science, mathematics, social studies and English by 2013 and to have a field experiment for them in 2014. However, the case of mathematics was postponed for an indefinite period because its draft version was no different from a traditional textbook in its functional aspect. This situation might come from the non-existence of a good authoring tool and an inexperienced sense by developers of the opportunities available with digital textbooks. This paper introduces the main features for developing a digital mathematics textbook for the 12th grade students, which was developed in the environment of Cabri LM as an authoring tool. This paper also looks upon the results of a whole lesson using the textbook in managing the classroom interaction with students.

• Journal of the Korean Society for Library and Information Science
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• v.23
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• pp.63-106
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• 1992

The opening period of Korea was the period of modernisation amidst the conflicts between conservative and progressive sections with penetration of Western powers after 1876. With the opening modernisation accompanied modernisation of education. Missionary schools established by protestant missionaries played a crucial role in educational modernisation in the period of opening. In this article, the process of educational modernisation and the ways in which the ideas of democracy and equality were taught in the earliest schools, Paejae, Ewha, Kyoungsin and Chungsin are analysed through the method of bibliographical investigation of the textbooks used by these schools. No textbook prior to 1900 was found and in general there were no textbooks such as we know today. Usually English reading material and the Bible were the main teaching materials. Teachers kept their own copies of hand-written texts which were translated versions of American textbook. Since the same teacher taught in a number of schools, they shared same curriculum. In the early period, English Bible was taught so that English and the Bible lessons were not separated but gradually history and geography were added. Teaching of Hangul, and Korean history were added to encourage the sense of national identity and patriotism. In the case of Chungsin, for biology class, pupils were sent to Che-jung-won to learn human physiology, chemistry and physics, which shows an emphasis on science education. Vocational education was carried out; in the case of Paejae, a printing workshop was set up enabling students to earn some money at the same time as learning. Also in Kyungsin, skills of woodwork and basket weaving were stressed. Ewha also held a bazaar of the work made in sewing classes. Establishment of missionary schools brought about a great contribution in modernising Korean society and the Christian spiritual education of these schools lay the foundation for building democracy in Korea.

• Journal of Digital Contents Society
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• v.13 no.3
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• pp.393-399
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• 2012

New and creative skills must be developed, and adapted into a lesson, to motivate learners to acquire a second language easily and enjoyment, Multimedia tools which are of interest to learners, such as; smart phones, computers, and notebooks with wireless internet compatability, will provide learners opportunities to study, and do their work practically anywhere and anytime. Recently, podcasts, which are a type of digital media, consisting of a series of audio episodes or video files, subscribed to and downloaded through web syndication, or streamed online to a computer or mobile device, are used to facilitate ESL (English as a Second Language) learning. Development of a variety of teaching methods, using multimedia tools, is needed. There are advantages and disadvantages to using a variety of multimedia tools. The current research aims to study its characteristics and application, in order to maximize their effective use, in English education. The current study suggests a ubiquitous learning environment using multimedia content tools, internet media, video teleconferencing, cyber-learning, and one-to-one videos used in conjunction with, or as a digital textbook for the English lesson. This study also investigates future educational changes, using state-of-the-art equipment for the self-learning experience, and will present a new direction in English education, through a variety of instructional devices and a marginalized class system model.