• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
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• v.7 no.12
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• pp.371-380
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• 2017

This paper aims to explore a comparative instructional effects among meaning-based communicative language teaching, input-enhanced FnF instruction and output-enhanced FnF instruction in order to optimize the teaching methods of target grammar and vocabulary. The experiment selected three homogeneous groups of 30 students in each group for the comparison: One comparative group with communicative language teaching, one input-enhanced FnF group and another output-enhanced FnF group. The result indicates that the input-enhanced group outperformed the comparative group in the grammar test with statistical significance and the output-enhanced group overweighted the comparative group in the vocabulary test. However, no significant statistical difference was found between the input-enhanced group and the output-enhanced group. The conclusion from the result could bear the following pedagogical implication: The general English education must use the eclectic method of adopting communicative language teaching with FnF of input-enhanced target grammar and output-enhanced target vocabulary to supplement the students with the basic vocabulary and grammar.

• English Language & Literature Teaching
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• v.7 no.1
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• pp.21-34
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• 2001

Using mother tongue in English classroom is controversial. Native speaking instructors seem to be for English-only classes whereas many Korean teachers of English feel it's effective to conduct classes in Korean especially for explaining usages and functions of certain grammar or new vocabulary. In fact, many studies have supported using mother tongue. However, excessive use of it hinders students from practicing the target language. Obviously it doesn't necessarily have to be all or nothing system. The study shows the positive role of mother tongue in written form based on the results of the students' academic performance at Chung-Ang University's summer program 2000. The results indicate that using mother tongue in written form helps beginning level students understand grammar and vocabulary more effectively, leads them to do better on tests than those of English-only class, and encourages them to actively get involved in class discussion and responses.

• Korean Journal of English Language and Linguistics
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• v.3 no.4
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• pp.611-635
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• 2003

The main purpose of this study is to find out what teaching method is more effective than others through experiments for college students. Therefore, this study aims to review various effective methods of vocabulary teaching. According to the results of the experiments, the methods of teaching vocabulary through the process of word formation and meaningful words led to the high scores at the posttest regardless of the scores gained by the individual subjects at the pretest. However, the method of teaching vocabulary through context showed that the improved scores at the posttest generally reflected the individual differences of the scores at the pretest. That is, in the latter, it is recognizable that the subjects who achieved the high scores at the pretest did very well at the posttest as well. In conclusion, judging from the mean rate of improvement, the method of teaching vocabulary through word formation seems to be more effective than that of teaching vocabulary through meaningful words and context.

• Asia Pacific Journal of Corpus Research
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• v.4 no.2
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• pp.75-87
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• 2023

This paper presents a revised version of the vocabulary analyzer for self-reflection (VACSR), called VACSR v.2.0. The initial version of the VACSR automatically analyzes the occurrences and the level of vocabulary items in the transcribed texts, indicating the frequency, the unused vocabulary items, and those not belonging to either scale. However, it overlooked words with multiple parts of speech due to their identical headword representations. It also needed to provide more explanatory result tables from different corpora. VACSR v.2.0 overcomes the limitations of its predecessor. First, unlike VACSR v.1, VACSR v.2.0 distinguishes words that are different parts of speech by syntactic parsing using Stanza, an open-source Python library. It enables the categorization of the same lexical items with multiple parts of speech. Second, VACSR v.2.0 overcomes the limited clarity of VACSR v.1 by providing precise result output tables. The updated software compares the occurrence of vocabulary items included in classroom corpora for each level of the Common European Framework of Reference-Japan (CEFR-J) wordlist. A pilot study utilizing VACSR v.2.0 showed that, after converting two English classes taught by a preservice English teacher into corpora, the headwords used mostly corresponded to CEFR-J level A1. In practice, VACSR v.2.0 will promote users' reflection on their vocabulary usage and can be applied to teacher training.

• English Language & Literature Teaching
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• v.15 no.2
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• pp.27-49
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• 2009

This study aimed to explore EFL learners' beliefs and preferences about reading tasks and to examine the reading processes that they use for making sense of text. The subjects were comprised of 107 college students who were non-English majors and aged 19-28 years. Based on scores achieved on a reading comprehension test, they were divided into two groups (more-skilled and less-skilled readers) and asked to respond to a survey in class. The results of the survey revealed that: (1) a majority rate themselves as fair readers, which might be indicative of the insecurity they feel toward L2 reading; (2) authentic texts (especially magazines) and popular media appear to be their favorite reading materials; (3) unknown vocabulary is a major impediment to their L2 reading comprehension; (4) the more-skilled readers manifest a meaning centered view of reading, whereas the less-skilled readers center on vocabulary; and (5) both groups employ a multistrategic approach to L2 reading; however, the less-skilled readers are less successful in determining the meaning of unknown vocabulary. Pedagogical implications for EFL classroom teachers are provided.

• The Journal of the Korea Contents Association
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• v.14 no.1
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• pp.150-157
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• 2014

This thesis intends to grasp the degree of utilization of visual images by understanding the relational properties between picture and letter and considering the children as users, through the analysis of currently published books of English vocabulary for children. Accordingly, the types of picture used in the books of English vocabulary for children, the degree of utilization of picture, combination types of picture and letter, and semantic consistency of picture and letter are reviewed. As a result of analysis, the degree of utilization of picture is high in general, in order of illustration, cartoon, and the mix of illustration and cartoon. In the combination form of picture and letter, the degree of utilization appears in order of picture plus vocabulary, letters without illustration, and pictorial symbol. In particular, the higher semantic consistency of picture and letter, it is effective in learning, however, semantic consistency is low, generally. Pictorial symbol type shows the frequency of the highest combination type in the five groups of higher semantic consistency. In conclusion, the presented types of picture and letter, shown in the currently published books of English vocabulary for children, are similar types by the publishing companies, thus, effective design research should be required based on diverse levels of children.

• KSII Transactions on Internet and Information Systems (TIIS)
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• v.4 no.4
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• pp.595-617
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• 2010

This paper proposes a novel of a personalized Computer Assisted Language Learning (CALL) system based on learner's cognitive abilities related to foreign language proficiency. In this CALL system, a strategy of retrieval learning, a method of learning memory cycle, and a method of repeated learning are applied for effective vocabulary memorization. The system is designed to offer personalized learning based on cognitive abilities related to the human language process. For this, the proposed CALL system has a cognitive diagnosis module which can measure five types of cognitive abilities. The results of this diagnosis are used to create dynamic learning scenarios for personalized learning and to evaluate user performance in the learning. This system is also designed in order to have users be able to create learning word lists and to share them simply with various functions based on open APIs. Additionally, through experiments, it has shown that this system helps students to learn English vocabulary effectively and enhances their foreign language skills.

• Phonetics and Speech Sciences
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• v.13 no.3
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• pp.65-70
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• 2021

This paper proposes a method for designing a large recording script for open domain English speech synthesis. For read-aloud style text, 12 domains and 294 sub-domains were designed using text contained in five different news media publications. For conversational style text, 4 domains and 36 sub-domains were designed using movie subtitles. The final script consists of 43,013 sentences, 27,085 read-aloud style sentences, and 15,928 conversational style sentences, consisting of 549,683 tokens and 38,356 types. The completed script is analyzed using four criteria: word coverage (type coverage and token coverage), high-frequency vocabulary coverage, phonetic coverage (diphone coverage and triphone coverage), and readability. The type coverage of our script reaches 36.86% despite its low token coverage of 2.97%. The high-frequency vocabulary coverage of the script is 73.82%, and the diphone coverage and triphone coverage of the whole script is 86.70% and 38.92%, respectively. The average readability of whole sentences is 9.03. The results of analysis show that the proposed method is effective in producing a large recording script for English speech synthesis, demonstrating good coverage in terms of unique words, high-frequency vocabulary, phonetic units, and readability.

• The Journal of Korean Medical History
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• v.28 no.2
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• pp.37-45
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• 2015

Objectives : A quantitative analysis on the vocabulary in the English translation version of Donguibogam. Methods : This study quantitatively analyzed the English-translated texts of Donguibogam with the Corpus-based analysis, and compared the quantitative results analyzing the texts of original Donguibogam. Results : As the results from conducting the corpus analysis on the English-translation version of Donguibogam, it was found that the number of total words (Token) was about 1,207,376, and the all types of used words were about 20.495 and the TTR (Type/Token Rate) was 1.69. The accumulation rate reaching to the high-ranking 1000 words was 83.54%, and the accumulation rate reaching to the high-ranking 2000 words was 90.82%. As the words having the high-ranking frequency, the function words like 'the, and of, is' mainly appeared, and for the content words, the words like 'randix, qi, rhizoma and water' were appeared in multi frequencies. As the results from comparing them with the corpus analysis results of original version of Donguibogam, it was found that the TTR was higher in the English translation version than that of original version. The compositions of function words and contents words having high-ranking frequencies were similar between the English translation version and the original version of Donguibogam. The both versions were also similar in that their statements in the parts of 'Remedies' and 'Acupuncture' showed higher composition rate of contents words than the rate of function words. Conclusions : The vocabulary in the English translation version of Donguibogam showed that this book was a book keeping the complete form of sentence and an Korean medical book at the same time. Meanwhile, the English translation version of Donguibogam had some problems like the unification of vocabulary due to several translators, and the incomplete delivery of word's meanings from the Chinese character-culture area to the English-culture area, and these problems are considered as the matters to be considered in a work translating Korean old medical books in English.

• English Language & Literature Teaching
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• v.9 no.2
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• pp.213-241
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• 2003

As an attempt to characterize the English test section of CSAT (College Scholastic Ability Test) and to get some suggestions, this study raised the research questions, as 'What are the main factors that affect students' English test scores in CSAT, and how big influences do they have?' It has been hypothesized that among main factors are the L1 competence, represented by the Korean test scores in CSAT, background knowledge or intelligence, represented by the "total" scores in CSAT, and the two types of L2 knowledge (vocabulary and grammar on one hand and prosody m the other hand), measured by the test devised specially for this study. The individual effect of the L2 vocabulary and grammar (one kind of L2 knowledge) was 70%, that of background knowledge or intelligence 61%, that of the L1 competence 50%, and that of the L2 prosody knowledge (the other kind of L2 knowledge) 32%. According to the stepwise regression, the whole effect of these four factors was 74%. The findings suggest that first, although CSAT is based on the top-down model of comprehension, the bottom-up model of learning should be more emphasized in our English class. Also, since background knowledge or intelligence is the second most influential factor, the top-down model of learning that helps students learn to understand by activating their various schemata must also be very effective.